과학교육연구지 (Journal of Science Education)

  • 제44권2호
  • /
  • Pages.145-156
  • /
  • 2020
  • /
  • 1225-3944(pISSN)
  • /
  • 2733-4074(eISSN)
경북대학교 과학교육연구소 (Science Education Research Institute Kyungpook National University)
권호 표지
DOI QR코드

DOI QR Code

삼차원 분석에 기초한 2015 개정 중학교 『과학』 교과서 과학사 자료의 특성

The Characteristics of Science History Materials for the 2015 Revised Middle School 'Science' Textbooks Based on Three-Dimensional Analysis

  • 투고 : 2020.06.10
  • 심사 : 2020.08.11
  • 발행 : 2020.08.31
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

이 연구는 2015 개정 교육과정 중학교 과학 교과서에 제시된 과학사 자료들을 분석하는 것이다. 이 연구에서는 총 14종의 교과서를 분석하였다. 분석틀은 과학사 자료 삼차원 분석틀을 활용하였다. 과학사 자료를 분석한 결과 학년이 올라갈수록 교과서에 제시된 과학사 자료의 수가 증가하는 경향을 보였다. 또한 각 학년별로 과학사 자료들이 특정 단원에 편중되어 제시된 것으로 나타났다. 과학사 자료에 대한 삼차원 분석 결과 모든 학년에서 공통적으로 개념적-기본적-발견/고안 유형이 가장 많이 제시되었다. 수업 맥락 차원에서는 개념적 맥락이 가장 많았고, 역할 차원에서는 기본적 역할이 주를 이루었다. 제시 유형으로는 발견/고안 유형이 가장 많았다. 이 연구의 결과는 과학 교과서에 제시된 과학사 자료들이 일부 영역에 편중되어 있고, 수업 맥락과 역할이 측면에서도 일부 요소들에 집중되어 있음을 보여주었다. 이는 앞으로 다양한 과학사 자료의 개발이 필요함을 시사하고 있다. 또한 교과서에 제시되는 과학사 자료들이 다른 맥락들에서 다양한 역할로 활용될 수 있도록 하기 위한 구체적인 방안들을 탐색할 필요가 있다.

The purpose of this study is to analyze the science history materials presented in middle school 'Science' textbook according to the 2015 revised curriculum. The subjects of this study were 14 middle school 'Science' textbooks. The analysis used the three-dimensional framework. The results of analysis show that the number of science history materials presented in textbooks tends to increase as the grade goes up. It was also found that science history materials were presented in a specific unit for each grade. The three-dimensional analysis of science history materials showed that conceptual-fundamental-discovery/device types were most commonly presented in all grades. At the instruction context level, the conceptual context was the most common, and the basic role was the main at the role level. The discovery/device type was the most common type of presentation. The results of the study show that the science history materials presented in science textbooks were concentrated in some areas. Also, the instruction context and role were concentrated in some factors in terms. This suggests that various science history materials need to be developed in the future. It is also necessary to explore concrete methods to ensure that science history materials presented in textbooks can be used in various roles in different contexts.

키워드

참고문헌

  1. Cho, H. H. (1994). Science-technology-society and science education. Seoul: Kyoyookgwahaksa.
  2. Choi, Y.-H., Choi, K., & Jin, H.-K. (2010). An analysis of the nature of science incorporated in the history of science in school science textbooks based on the 7th curriculum. Sae Mulli, 60(3), 273-282. https://doi.org/10.3938/NPSM.60.273
  3. Choi, C. I., Yeo, S. I., & Woo, K. W. (2005). Analysis of the contents of science history introduced into Chemistry II textbooks based on the 7th curriculum. Journal of the Korean Association for Science Education, 25(7), 820-827.
  4. Choi, J., Nam, J., Ko, M., & Ko, M. (2009). Developing middle school students' understanding of nature of science through history of science. Journal of the Korean Association for Science Education, 29(2), 221-239.
  5. Choi, K. H. (1996). The understanding and application of STS education. Seoul: Kyohaksa.
  6. Choi, K., & Kim, S. (1996). The development of evaluating framework for a science textbook in a secondary school. Journal of the Korean Association for Science Education, 16(3), 303-313.
  7. Dong, H. K. (2004). Analysis of introduction pattern of history of science in high school biology textbook I and II. Biology Education, 32(1), 27-40.
  8. Ha, M., Park, H. J., Kim, Y. J., Kang, N. H., Oh, P. S., Kim, M. J., Min, J. S., Lee, Y., Han, H. J., Kim, M., Ko, S. W., & Son, M. H. (2018). Developing and applying the questionnaire to measure science core competencies based on the 2015 revised National Science Curriculum. Journal of the Korean Association for Science Education, 38(4), 495-504. https://doi.org/10.14697/JKASE.2018.38.4.495
  9. Hong, J. E. (2002). The effects of the instructional modules using historical development of Mendelian genetics (Doctoral dissertation). Korean National University of Education, Cheongju, Korea.
  10. Jenkins, W. (1990). The history of science in British schools: Retrospect and prospect. International Journal of Science Education, 12(3), 274-281. https://doi.org/10.1080/0950069900120306
  11. Jeon, K., Park, H., & Noh, T. (2004). An analysis of the history of science presented at the chapter of 'Inquiry of Science' in high school science textbooks: A comparison of the textbooks developed under 6th and 7th national curriculum. Journal of the Korean Association for Science Education, 24(5), 825-832.
  12. Jung, B. H. (2004). A study on development of science learning program based in science history and its effects in science classes of high school(Master's thesis). Seoul National University, Seoul, Korea.
  13. Kang, K. H., & Hur, M. (2005). The effects of instruction using science history on science achievement and attitude of middle school students. Journal of the Korean Association for Science Education, 25(7), 765-772.
  14. Kang, S., Kim, Y., & Noh, T. (2004). The influence of small group discussion using the history of science upon students' understanding about the nature of science. Journal of the Korean Association for Science Education, 24(5), 996-1007.
  15. Kim, D. J., & Wee, S. M. (2019). Analysis on the effects of introducing scientific history related to 'earth-history' on students' achievement and attitudes of science. Journal of Learner-Centered Curriculum and Instruction, 19(15), 413-427. https://doi.org/10.22251/jlcci.2019.19.15.413
  16. Kim, D. W. (2015). The effectiveness of the change in perspective of the nature of science depending on subjects of the history of science-role play-The atomic model transition and the Mendeleev's periodic table. Journal of Science Education, 39(1), 15-27. https://doi.org/10.21796/jse.2015.39.1.15
  17. Kim, E. H., & Park, J. K. (2017). The effect of science writing classes based on science core competencies in elementary school. Elementary Science Education, 36(4), 346-355.
  18. Kim, K., Noh, J., Seo, I., & Noh, T. (2008). The effects of explicit and reflective instruction about nature of science using episodes from the history of science in 'composition of material' unit of middle school science. Journal of the Korean Association for Science Education, 28(1), 89-99.
  19. Kim, S. Y., & Shin, G. S. (2017). Effects of history of biology program on preservice biology teachers' nature of science. School Science Journal, 11(2), 192-203. https://doi.org/10.15737/SSJ.11.2.201706.192
  20. Lee, B., & Shin, D. (2011). Professionals' opinion of science education using history of science. Journal of the Korean Association for Science Education, 31(5), 815-826. https://doi.org/10.14697/JKASE.2011.31.5.815
  21. Lee, S. K., & Kim, W. H. (1995). A study on introducing the science of history to correct misconception. Journal of the Korean Association for Science Education, 15(3), 275-283.
  22. Leite, L. (2002). History of science in science education: Development and validation of a checklist for analysing the historical content of science textbooks. Science and Education, 11, 333-359. https://doi.org/10.1023/A:1016063432662
  23. Ministry of Education [MOE]. (2015). 2015 Revised Science Curriculum. Sejong, Korea: Author.
  24. Park, S., Chung, W., & Park, K. (2015). Analysis of the introduced contents and the nature of science on the history of science in elementary school science textbooks according to the 2009 revised curriculum. Journal of Science Education, 39(2), 221-238. https://doi.org/10.21796/jse.2015.39.2.221
  25. Park, S. K., Lee, K. Y., & Lee, M. U. (2011). Development and application of three dimensional framework for analyzing the history of science content in science textbook: Focus on the history of earth science. Journal of Korean Earth Science Society, 32(1), 99-112. https://doi.org/10.5467/JKESS.2011.32.1.99
  26. Park, S., Park, Y., Kim, J., & Chung, W. (2010). A study on the teachers' perceptions about the applying of the history of Korean science in elementary science class. Journal of Science Education, 34(2), 383-395. https://doi.org/10.21796/JSE.2010.34.2.383
  27. Rutherford, F. I. (2001). Fostering the history of science in American science education. Science & Education, 19(6), 569-580. https://doi.org/10.1023/A:1017533226287
  28. Seker, H. (2007). Levels of connecting pedagogical content knowledge with pedagogical knowledge of history of science. Proceedings of the 9th International History, Philosophy, and Science Teaching Conference, Calgary, Canada.
  29. Shin, H., & Shin, D. (2012). Analysis of scientific events and scientists in science textbooks. Secondary Education Research, 60(3), 665-698. https://doi.org/10.25152/ser.2012.60.3.665
  30. Solomon, J. (1992). Teaching about the nature of science through history: Action research in the classroom, Science Teaching, 29(5), 409-421. https://doi.org/10.1002/tea.3660290408
  31. Wandersee, J. H. (1985). Can the history of science help science educators anticipate students' misconceptions? Journal of College Science Teaching, 23, 581-597. https://doi.org/10.1002/tea.3660230703
  32. Wang, H. A. (1998). Science in historical perspectives: A content analysis the history of science in secondary school physics textbooks(Doctoral dissertation). University of Southern Califonia, Los Angeles, CA.
  33. Yang, S. H., Song, J. W., Kim, I. H., Jo, J. I., & Jung, W. W. (1996). Science history and science education. Seoul: Minumsa.