Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
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A Comparative Study on the Contents of Secondary Earth Science Curriculum between Mongolia and South Korea

몽골과 한국의 지구과학 교과 내용 비교 연구

  • Received : 2020.10.12
  • Accepted : 2020.11.23
  • Published : 2020.12.31
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Abstract

This study compared and analyzed the contents of secondary earth science curriculum in Mongolia and South Korea to check the contents of earth science education in both countries and to prepare basic data necessary for future earth science curriculum revisions. The research questions of this study are: first, to understand the changes and current operating conditions of earth science curriculum in both countries, to compare and analyze with other foreign cases, and second, to compare and analyze the contents of earth science and curriculum in both countries. The TIMSS evaluation framework is used to compare and analyze the earth science-related contents included in the science curriculum of middle schools. For analyzing the contents of high school, the contents of NGSS in the United States and the earth science curriculum contents of high schools in South Korea were mixed and the analysis frameworks were created and validated by experts. As a result of the study, countries that follow the Russian-style education system did not organize and operate earth science as an independent science subject, and deal with earth science-related content in the natural geography area of the geography subject. The earth science contents covered in middle school science curriculum in both countries, 18 of the 27 content elements of the TIMSS content analysis framework were matched in Mongolia and 20 in South Korea. In high school curriculum, the contents of earth science in Mongolia were described more briefly and not covered than in South Korea. In particular, the Mongolian geography curriculum dealt with many environmental issues. The emphasis on the operation method of the earth science curriculum in Mongolia and the contents related to the environment can be used as a reference when developing an interdisciplinary integrated curriculum of science and social studies in South Korea.

이 연구는 몽골과 한국의 중등 지구과학과 교육과정 내용을 비교 분석하여 양국의 지구과학과 교육 내용을 점검하고 향후 지구과학 교육과정 개정에 필요한 기초 자료를 마련하고자 하였다. 본 연구의 연구 문제는 첫째, 몽골과 한국의 지구과학 교과의 변천 및 현행 운영실태를 파악하고, 다른 국외 사례와 비교 분석하며, 둘째, 몽골과 한국의 지구과학과 교육과정의 내용을 비교 분석한 것이다. 과학과 교육과정에 포함되어 있는 지구과학 관련 내용을 비교 분석하기 위해서 중학교는 TIMSS 평가틀을 활용하였고, 고등학교는 미국의 차세대 과학교육 표준(NGSS)과 한국의 고등학교 지구과학과 교육과정 내용을 혼합하여 전문가의 타당도 분석을 거쳐서 분석틀을 만들었다. 연구 결과, 몽골과 같이 러시아식 교육 체제를 따르고 있는 국가들에서는 지구과학을 독립적인 과학과목으로 편성·운영하지 않았고, 지리교과의 자연지리 영역에서 지구과학 관련 내용을 다루었다. 몽골과 한국의 중학교 과학과 교육과정에서 다루는 지구과학 내용을 분석한 결과 TIMSS 내용분석틀의 27개 내용 요소 중에서 몽골은 18개가 일치했고, 한국은 20개가 일치했다. 한국의 몽골의 고등학교 지구과학 관련 내용은 한국보다 매우 간략하게 서술되어 있었고, 다루지 않는 내용이 많았다. 특히, 몽골 지리 교과과정에서는 환경 관련 내용을 많이 다루었다. 몽골의 지구과학 교육과정 운영 방식과 환경 관련 내용의 강조는 한국의 과학과 사회 교과의 간학문적 통합형 교육과정을 개발시 참고가 될 수 있다.

Keywords

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