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http://dx.doi.org/10.21796/jse.2019.43.1.43

Analysis of Inquiry Activity Types in the High School Life Science II Textbooks according to the 2015 Revised Science Curriculum  

Jeong, Soo Yeon (Daegu Cheonggu High School)
Chang, Jeong Ho (Kyungpook National University)
Publication Information
Journal of Science Education / v.43, no.1, 2019 , pp. 43-63 More about this Journal
Abstract
The types of inquiry activities included in Life Science II textbooks under the 2015 revised science curriculum were extracted and compared with those of six major and five different publishing companies. The fact that the number of investigation discussions and presentations (IP) increased and the expressions (EX) were included in each unit was interpreted as sufficient to transform the classroom instruction in the 2015 revised science curriculum into student-centered activities. The type of inquiry activities in student-centered activities such as experiment observation, simulation activities, investigation discussions, and presentations accounted for about 41% more than the 27% of 2009 revised science curriculum. However, since data interpretation type is still the largest, it is necessary to reduce the types of data interpretation and to increase the number of types of simulation activities and expressions in order to expand students' creativity and thinking ability when textbook development is needed in the future. In addition to the development of biotechnology, teachers need to reconstruct diverse science materials for each textbook and then use them for students to induce balanced thinking, and try to expand expressive power, creativity, logic, and critical thinking skills.
Keywords
2015 revised science curriculum; inquiry activity; types of inquiry activity; life science II textbook;
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