과학교육연구지 (Journal of Science Education)

  • 제41권1호
  • /
  • Pages.1-15
  • /
  • 2017
  • /
  • 1225-3944(pISSN)
  • /
  • 2733-4074(eISSN)
경북대학교 과학교육연구소 (Science Education Research Institute Kyungpook National University)
권호 표지
DOI QR코드

DOI QR Code

중학교 과학 및 기술·가정 교과의 교육과정과 교과서에 제시된 소화와 에너지 단원의 내용 중복 및 연계성 분석

The Analysis of Duplicated Contents and Sequence between Science and Technology·Home Economics Curricular and Textbooks in Middle School about 'Digestion' and 'Energy'

  • 투고 : 2017.02.03
  • 심사 : 2017.03.08
  • 발행 : 2017.04.30
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

이 연구의 목적은 미래의 교육과정과 교과서 개발에 시사점을 제시하기 위해 2009 개정 교육 과정의 과학과 기술 가정 교과에 대한 내용 중복과 연계성을 분석하였다. 교육과정의 내용 중복성 분석 및 주제 선정을 위하여 과학과 기술 가정의 교육과정에서 제시한 성취기준을 분석하였다. 그리고 과학과 기술 가정 교과서 각 1종을 선택하여 '소화'와 '에너지'에 단원에서 제시된 개념의 중복성을 분석하였고 개념도를 통해 개념의 수준, 전체적인 구성 및 연계성을 비교하였다. 교과서의 중복성을 분석한 결과 소화와 에너지에 관련된 4개의 성취 기준이 중복되어 있었다. 교과서를 분석한 결과, 소화는 22개 개념이 에너지는 9개의 개념이 중복되어 제시되고 있음을 알 수 있었다. 전체적으로 동일한 개념을 기술할 때 과학 교과서에서는 그 내용이 상세하게 제시된 반면 기술 가정 교과서에서는 다양한 예시나 유형이 제시되어 있지만 그 내용의 수준이 다소 낮았다. 동일한 용어를 다르게 표현한 사례도 있었다. 이 연구 결과를 토대로 두 교과의 중복된 내용에 대한 교수에 있어서 학습의 선후 관계나 연계성을 고려한다면 교육의 효율성을 증진시킬 수 있을 것이다.

The purpose of this study was to deduct implications for national curriculum and textbook by analysing the duplicated contents and sequence between science and technology home economics subjects of the 2009 revised middle school curriculum. For duplication analysis, overlapped achievement standards and themes were examined by comparing the science and technology home economics curricular. Next, analysis of duplicated concepts is performed by comparing science and technology home economics textbooks through the concept map. The result of analyses of the achievement standards showed 4 standards related with 'digestion', 'energy' were duplicated. The other results of studying duplicated contents in textbooks suggested overlapped concepts(terms) were existed as following: digestion(22 contents), Energy(9 contents). In science textbook, the duplicated concept is usually described in detail. In contrast, the technology home economics textbook explain the duplicated concept briefly with providing various type of examples and cases. There are differences of using terminology between two subject textbooks. The findings of this study may provide educational insights into teaching of the duplicated contents between science and technology home economics.

키워드

참고문헌

  1. Ahn, S. (2012). Analysis and compared with middle school Technology & Home Economics and the other curriculums textbook of related contents (Unpublished master's thesis). Korea University, Seoul, Korea.
  2. Cho, S. (2007). Development of teaching and learning plan of Home Economics in middle school by using the advance organizer model: Focused on 'resource management and environment' (Unpublished doctoral dissertation). Korea National University of Education, Chungbuk, Korea.
  3. Heo, J. (2007). Study of comparative analysis about 'electricity & electronic' in subject of Technology-Home Economics and Science at the middle schools level (Unpublished master's thesis). Kyungpook National University, Daegu, Korea.
  4. Hong, H. (1999). Paradigm shift in national curriculum development an quality control: From total revision paradigm to partial improvement paradigm. The Journal of Curriculum Studies, 17(2), 209-234.
  5. Im, S., & Cha, J. (2005). A study on the national curriculum of Korea in secondary school Science: Facts and improvement points. Educational Research, 1(1), 376-397.
  6. Jeon, S. (2005). Research on the duplications of curriculum content between Practical Arts and other subjects. Practical Arts Education, 18(3), 115-142.
  7. Jeong, E. (2012). Analysis of related contents on Science and Technology & Home Economics subjects and application plan of subject cluster in middle school according to the 2009 revised curriculum. Journal of Science Education, 36(1), 141-152.
  8. Kim, J. (2006). Investigation on enhancing the efficacy of textbook policy in Korea. The Journal of the Education, 26(2), 21-64.
  9. Kim, S. (2010). Comparison and analysis on the curriculum and textbooks for middle school Science and Technology.Home Economics for the duplication and consistency (Unpublished master's thesis). Kongju National University, Kongju, Korea.
  10. Kim, D., & Kim, H. (2012). International comparison of contents about particle concept in national Science curricula. Journal of Korean Elementary Science Education, 31(2), 164-176. https://doi.org/10.15267/KESES.2012.31.2.164
  11. Kim, E., Yu, N.. & Chae, J. (2014). The analyses of duplicated contents of 'family life' unit of Home Economics and other subject textbooks for the middle school Students: Focusing on the 2009 revised curriculum. Journal of The Korean Association of Practical Arts education, 27(1), 85-109.
  12. Kim, J., Park, S., Choi, J., & Lee, H. (2013). International comparative studies on the sequence and integrity of elementary and secondary school curricula (Research Report RRC 2013-3). Seoul: Korea Institute for Curriculum and Evaluation.
  13. Kwon, K., & Kim, J. (2004). Study of contents analysis about 'electricity' between Technology.Home Economics and Science for middle school and their teaching guide. Journal of Korean Practical Arts Education, 10(2), 73-88.
  14. Lee, Y., & Kim, Y. (1999). Content analysis of food & nutrition section in middle school textbooks: Home Economics, Physical education and Science. Journal of The Korean Association of Practical Arts education, 12(3), 53-63.
  15. Lee, J. (2009). Suggestion of teaching guidance following comparative study of contents about 'energy' in subject of Technology.Home Economics and Science for general high schools (Unpublished doctoral dissertation). Korea National University of Education, Chungbuk, Korea.
  16. Lee, Y., Park, J., Lee, B., Park, S., & Jung, Y. (2004). Analysis and evaluation of science and educational curriculum adequacy (Research report RRC 2004-1-6). Seoul: Korea Institute for Curriculum and Evaluation.
  17. Ministry of Education [MOE]. (1997). Science curriculum. Seoul: Author.
  18. Ministry of Education, Science and Technology [MEST]. (2008a). Secondary school curriculum: General statement. Seoul: Author.
  19. Ministry of Education, Science and Technology [MEST]. (2008b). Secondary school curriculum: Mathematics, Science, Technology.Home Economics. Seoul: Author.
  20. Ministry of Education, Science and Technology [MEST]. (2010). Secondary school curriculum: General studies, Career and Vocational education. Seoul: Author.
  21. Ministry of Education, Science and Technology [MEST]. (2011a). Science curriculum [Supplement 9]. Seoul: Author.
  22. Ministry of Education, Science and Technology [MEST]. (2011b). Technology.Home Economics curriculum [Supplement 10]. Seoul: Author.
  23. Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. Cambridge, UK: Cambridge University Press.
  24. Park, J. (2014). Analysis for the duplication of achievement standards between Science and other subjects in the 2009 revised national curriculum. The Journal of Science Education, 38(2), 231-243. https://doi.org/10.21796/jse.2014.38.2.231
  25. Suh, Y. (2007). A comparative study on elementary Science textbooks in Korea and the U.S.: Focusing on 3rd grade scientific concepts and inquiry process in 'matter' units. Journal of Korean Elementary Science Education, 26(5), 509-524.
  26. Yang, S., Chae, J., Yu, N., & Park, M. (2014). The analysis of duplicated contents of 'food and nutrition unit' of Home Economics and other subject textbooks for the middle school students. Journal of The Korean Association of Practical Arts Education, 27(1), 31-50.
  27. Yoon, H., Ju, H., Moon, Y., Chu, B., & Seok, D. (2010). National curriculum improvement study on the revised textbook policy regime change (Research report RRC 2010-16). Seoul: Korea Institute for Curriculum and Evaluation.

피인용 문헌

  1. 과학과 실과(기술·가정) 교육과정에 제시된 '시스템'과 '에너지' 핵심 개념의 연계성에 대한 국제 비교 연구 vol.42, pp.1, 2017, https://doi.org/10.21796/jse.2018.42.1.27