Journal of Science Education (과학교육연구지)

Science Education Research Institute Kyungpook National University (경북대학교 과학교육연구소)
권호 표지
DOI QR코드

DOI QR Code

Scientific Inquiry Activity of Elementary Science Textbook Analysis Based on Knowledge Information Processing Competence Elements

초등학교 과학 교과서 과학 탐구 활동의 지식정보처리역량 요소 분석

  • Received : 2020.02.20
  • Accepted : 2020.03.31
  • Published : 2020.04.30
Download PDF
⟨ Previous Next ⟩

Abstract

In this study, we investigated the elements of knowledge and information processing competence of science inquiry activities in grades 3-6 science textbooks. For this purpose, the elements of knowledge and information processing competence were extracted and a framework for analysis was created. Analysis of eight science textbooks for grades 3-6 in elementary school was carried out using the analysis framework. The following results were obtained by the analysis framework: First, we divided the knowledge and information processing competence into five elements: 'collection,' 'analysis,' 'expression,' 'selection,' and 'evaluation.' Second, the elements of knowledge and information processing competence of science inquiry activity of elementary science textbooks were not evenly composed. The science inquiry activities of elementary science textbooks focused on 'collection' and 'analysis' among the five elements of the knowledge and information processing competence, followed by 'expression,' 'selection,' and 'evaluation.' As a result, we found that a science inquiry model or a science instruction model is needed to develop the knowledge and information processing competence in elementary school science curriculum.

이 연구에서는 초등학교 3~6학년 과학 교과서 과학 탐구 활동에 나타난 지식정보처리역량 요소를 알아보고자 하였다. 이를 위해 지식정보처리역량의 구성 요소를 추출하였고, 지식정보처리역량 분석틀을 구안하였다. 초등학교 3~6학년 과학 교과서 8권을 분석 틀로 분석하여 다음과 같은 결과를 얻었다. 첫째, 지식정보처리역량은 '수집', '분석', '조직', '선택', '평가'의 5가지 요소로 정리할 수 있다. 둘째, 초등학교 과학 교과서의 과학 탐구 활동의 지식정보처리역량의 요소는 고르게 구성되지 않았다는 것을 알 수 있었다. 초등학교 과학 교과서의 과학 탐구 활동은 지식정보처리역량 5가지 요소 중 '수집', '분석'에 치우쳐 있었으며, '조직', '선택', '평가' 순으로 나타났다. 이상의 결과들로부터 초등학교 과학 교과에서 지식정보처리역량을 기르기 위한 과학 탐구 모형이나 과학 수업 모형이 필요함을 알 수 있었다.

Keywords

References

  1. Chol, Y., & Lee, H. (1998). The content analysis of the elementary science textbooks in the 6th national curriculum. Journal of Korean Elementary Science Education, 17(2), 55-65.
  2. Kim, E., & Park, J. (2017). The effect of science writing classes based on science core competencies in elementary school. Journal of Korean Elementary Science Education, 36(4), 346-355. https://doi.org/10.15267/keses.2017.36.4.346
  3. Kim, J. (2010). Analysis of scientific inquiry scopes in science textbooks according to the revised national curriculum in 2007: Focused on the basic inquiry process. (Master's thesis). Dankook University, Yongin, Korea.
  4. Kim, J. (2019). Analysis and improvement of 'Life cycle of butterfly' in the science textbook for 3rd grade elementary students. Journal of Learner-centered Curriculum and Instruction, 13(3), 251-260.
  5. Kwon, K., & Shin, M. (2019). Characterizing science inquiry and epistemology found in physics related units in elementary school science textbooks according to the 2015 science curriculum. New Physics: Sae Mulli, 69(7), 750-759. https://doi.org/10.3938/NPSM.69.750
  6. Lee, K., Baek, K., & Lee, S. (2017). Key competencies in the 2015 revised curriculum: The relationship with the idea of the educated person, educational goals, and subject competencies. The Journal of Curriculum Studies, 35(2), 67-94.
  7. Lee, J., Kim, E., & Kim, D. (2017). Relationship between key competences and subject competences, and subject competences and achievement standards in revised national common basic curriculum of science in 2015. Journal of Curriculum Integration, 11(2), 1-25.
  8. Lim, Y., & Jang, S. (2016). 2015 revised national curriculum, key competency, subject competency, semantic network analysis. Journal of Learner-centered Curriculum and Instruction, 16(1), 749-771. https://doi.org/10.22251/jlcci.2016.16.10.749
  9. Ministry of Education [MOE]. (2015). 2015 revised science curriculum. Ministry of Education 2015-74 [issue 9].
  10. Ministry of Education [MOE]. (2019). Science 6-1 teacher's guide. Visang Education, Seoul, Korea.
  11. Son, M., & Jeong, D. (2018). A study of science teachers' perception on knowledge information processing competency. Journal of the Korean Association for Science Education, 38(5), 693-703. https://doi.org/10.14697/JKASE.2018.38.5.693
  12. Son, M., Jeong, D., & Son, J. (2018). Analysis of middle school students' difficulties in science inquiry activity in view of knowledge and information processing competence. Journal of the Korean Association for Science Education, 38(3), 441-449. https://doi.org/10.14697/JKASE.2018.38.3.441
  13. Song, S., & Sim, K. (2019). Analysis on the science key competence of inquiry activity in high school science according to 2015 revised national curriculum -A case study on life science textbooks-. Biology Education, 47(2), 197-212. https://doi.org/10.15717/bioedu.2019.47.2.197