• 한국과학교육학회지
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• 제43권1호
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• pp.49-57
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• 2023

본 연구는 영국의 학교 생명과학 교육을 위한 왕립생물학회(RSB)의 생명과학 교육과정을 분석하고, 한국의 생명과학 교육에 대한 시사점을 살펴보고자 하였다. 영국 RSB 학교 생명과학 교육과정은 3개의 차원(생명과학의 실천, 생명과학의 개념 및 생명과학의 응용)과 7개의 대질문(big questions)으로 구성된다. 영국 RSB 학교 생명과학교육과정은 5-11세, 11-16세, 16-19세의 연령별로 구성되어 체계화되어 있었다. 생명과학의 실천 차원에서 영국 RSB 학교 생명과학 교육과정은 생명과학 활동이 다른 공동체와 연계, 증거 기반 토론 등을 통해 소통하고 공유되어야 한다고 강조한다. 영국 RSB 학교 생명과학 교육과정의 개념 차원은 5-7세, 7-11세, 11-14세, 14-16세, 16-19세의 학교 수준과 연령을 고려하여 내용을 구체적으로 체계화되어 있었다. 우리나라 국가교육과정 생명과학의 핵심 개념과 비교할 때, 영국 RSB 생명과학 교육과정은 인간의 건강, 생물학적 구조와 기능, 생물학적 성장과 재생산, 생물학적 공존 등의 내용 요소들은 상당한 차이를 보였다. 영국 RSB 학교 생명과학 교육과정의 응용 차원에서는 보건 및 환경복지 증진을 위한 응용 방법 개발, 생명과학 지식의 영향평가 및 응용 등 3가지 주제가 학교 수준이나 연령에 상관없이 모든 학생에게 공통적으로 적용되고 있었다. 영국 RSB 생명과학 교육과정의 내용 체계를 고려하여 볼 때, 우리나라 생명과학 교육과정의 내용 체계를 연령이나 학교 수준은 물론 차원과 대질문을 고려한 연계성 강화를 위한 재구성 방안 연구의 필요성을 시사한다.

• 한국과학교육학회지
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• 제9권1호
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• pp.39-52
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• 1989

The purpose of this study is to propose a direction for the improvement of biology teacher education based on the status survey of the biology teacher preparation curriculum and its implementation. The following Improvements in the biolgy teacher training are suggested from this study 1. Biology education courses should be established as a major in the biology teacher preparation program. 2. Biology teacher educators with major in biology education should be employed in all the departments of biology education. 3. The manpower for biology education should be cultivated. 4. The research and development for biology education should be promoted and supported. 5. The biology educators at the biology teacher education program should implement its curriculum with correct and clear understanding of the program purposes in mind.

• 한국수학교육학회지시리즈A:수학교육
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• 제47권3호
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• pp.337-351
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• 2008

The intersection between mathematics and biology is rapidly expanding. The purpose of this paper is to develop college mathematics curriculum to improve the quantitative and mathematical skills of life & biological science students, and to help them better appreciate the importance and utility of mathematics. We deal with 4 questions. We first study how mathematics plays an important role in biological education and the history of biology. Secondly, we do a case study about partnership between mathematics and biology societies not only in university but in highschool of US, specially via Bio2010 and Math & Bio2010. We then investigate a way to enhance new mathematics curriculum as a service in biological science. Finally, we survey university students' basic background in order to determine the level of curriculum. From our investigation, we suggest some points to renew curriculum.

• 과학교육연구지
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• 제36권2호
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• pp.186-197
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• 2012

이 연구의 목적은 교육과정과 교과서 속에 최신의 생물학 흐름인 생명공학과 생물정보학 내용이 어느 정도 반영되어 있는지를 분석해 보는 것이다. 이를 위해 7차 교육과정, 2007 개정 교육과정, 2009 개정 교육과정 속의 생명공학과 생명정보학 내용을 분석하였으며 교육과정에 관련한 교과서 속의 생명공학과 생명정보학 내용을 분석하였다. 그 결과 7차 교육과정에서는 생명공학에 관한 내용은 있었으나 생물정보학에 관한 내용은 없었던 것에 비해 2009 개정 교육과정에서는 생명과학 I과 고급생명과학에서 이에 관한 내용이 등장하였다. 교과서 분석 결과를 보면 일반계 고등학교 학생들이 배우는 생물I, 생물II, 생명과학I에서는 아직도 생물정보학에 대한 내용제시가 많이 부족하였으며, 과학고등학교 학생들이 배우는 고급생물에서도 전체 내용에 비해 생물정보학에 대한 내용 제시가 부족하였다.

• 한국환경교육학회지:환경교육
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• 제9권1호
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• pp.90-99
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• 1996

This study focused on the investigation of objects and contents of environment-related chapters which were contained in the biology textbooks of middle school in the 5th curriculum, and in the 6th curriculum. As a result of objects analysis, cognitive domain such as the knowledge and information categories were allocated more than affective domain as skill, value and attitude, and behavior and participation. Compared with the 5th curriculum, the average-pages of environment-related chapters in the 6th curriculum were decreased. Environment-related chapters in the 6th curriculum also dealt negligibly with the real environmental problems in our country. Therefore the importance of the environment-related chapters of biology textbooks in the 6th curriculum was relatively deceased compared with that in the 5th curriculum. In considering the actual low optional rate of environment subject in middle school, it was thought that the reinforcing effect of environmental education can be hardly expected. Rather, the status of environment subject will grow weaker and weaker. Thus, in order to avoid the deterioration effect of its status and solve its problems, it is necessary to up-grade environment subject as obligatory course or needs strong reinforcement of environmental education.

• 한국초등과학교육학회지:초등과학교육
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• 제26권1호
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• pp.63-75
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• 2007

This study investigated how the contents of biology domains that were dealt with in the 7th national elementary-school science curriculum were in turn dealt with in the other subject matter areas. Through this, it was hoped that the place and identity of biology as a subject could be more clearly established and defined and additionally, more basic data for developing the new national science curriculum could be acquired at the same time. Subject matter areas that overlapped with biology in the 7th national elementary-school curriculum were practical arts, social studies and physical education. The structure and composition of specific components that were dealt with by these subject matter areas were very different from those of science, and the analysis showed that they failed to correspond across grades. Moreover, topics such as 'natural calamities and the environment' and 'human reproduction' that were dealt with by other subject matter areas, but not in science must be included for developing the new national science curriculum. Accordingly, when it comes to composing the contents of each subject matter area during creation of the new national curriculum, the relevant experts in related subject matter areas should be mobilized to conduct in-depth analysis of the following areas: viability, the most appropriate level of difficulty, and appropriateness of any hierarchy of relative importance between subjects. Additionally, efforts to reflect any improvements in the way the new national curriculum is developed which come about through this research are needed.

• 한국과학교육학회지
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• 제5권1호
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• pp.11-17
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• 1985

This study had its objective to indentify the basic biological concepts as recommended by scholars in biology and by high school biology teachers for inclussion in the high school biology curriculum and to determine the importance levels of the concepts. The scholars for this study were selected to insure that their majors are evenly distributed across the biological areas. The final concept list contains 137 biological concepts along with their importance level judged by the scholars and high school biology teachers. The biological concepts are categorized into 12 biological areas. This study suggests that the concepts in the final list can not refect the conceptual hierarchy or inclusiveness, goals or objectives of biology education in the high school, and difficulty levels of the concepts. This study also claims that the concept list like the one produced by this study should be successively' checked and revised due to the continuous development of biological knowledge system and the constant change in the meanings of the knowledge system.

• 한국과학교육학회지
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• 제10권1호
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• pp.17-31
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• 1990

The purpose of this study is to make a comparative analysis of the educational bojective, organization, contents, teaching and evaluation of the biological curriculum in high school of Korea and the United States. The results are summarized as follows: 1. In case of the educational objectives, both Korea and the United States emphasize the importance of the process of inquiry, experimentation and observation. Particularily, great emphasis is placed upon the human centered curriculum by reinforcing the relationships between the nature and human being. 2. In regard to the educational organization, eleven credit units(Science I: 5 credits, Biology: 6 credits) is allocated in Korea, and ten credit unit, in the United States. Both of Korea and United Stats designate the biology as elective course. But the science I course is designated as required in Korea 3. This study have been analyzed the educational contents of the two countries within the framwork of the basic concepts and essential informations contained in the curriculum. Results of the analysis as follow: The educational contents have less quantity and lower level in Korea than in the United States. And interrelations among the other curricula are not well considered in the curriculum of Korea/ On the other hands, interrelations among the oter curricula are fully considered and the purpose for emphasizing the importance of the process of inquiry course is well considered in the United States. The themes are stressed on "Structure and Function" (34.5%), "Genetic continuty" (21.3%), "Diversity and Unit" (14.2%) and "Regulation and Homeostasis" (10.3%) in Korea, and in the United States "Structure and Function" (27.3%), "Diversity and Unity" (25.6%), "Genetic continuty" (17.9%) and "Organism and Environment" (9.3%). 4. Regarding the educational guidance, both of Korea and the United States emphasis the interrelation of the basic concepts and principles within the total framwork. Also observation and experimentation, safety education, interest of students, life dignity, pretection of nature, social biology are reguired being paid special attentions. 5. In case of evaluation, both of Korea and the United States are the same in all of methods of evaluation. But the United States is grest stressed on reading and writing.

• 한국동물학회:학술대회논문집
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• 한국동물학회 1998년도 한국생물과학협회 학술발표대회
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• pp.374.1-374
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• 1998

No Abstract, See Full Text

• 한국과학교육학회지
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• 제1권1호
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• pp.15-27
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• 1978

First: The common points from "syllabus" period to that of "Course of study" are as follows: 1) with no introduction explained. the "Syllabus" or "Course of study" was made to be completed in accordance with the allotment of time (unit). 2) To teach how to rear animals and grow plants, and to make specimens with collected samples formed a great significant field of learning, which meant giving more emphasis on learning classification, life-centered education and basic field of learning than discipline-centered education. 3) The reason why the field of applied biology was emphasized on was that both periods had ideals in Common to educate persons more necessary and useful to the society than to major the pure academic field. 4) Both periods mainly dealt with problems of diseases, and physical health discussed all over the world in 1950's which accounts for necessity of the society to free from ignorance. Second; "The first curriculum period" and "the second one" are observed as follows: 1) The former took the unit (credit) system for the first time. It tried to lay down the conceptual hierarchy with "Biology I" and "II" divided, while "Biolgy I" is better systematized than "Biology II". 2) Discipline-centered education and structure fo knowledge are put more emphasis on especially in "the 2nd curriculum period". 3) And also in this period are included serious problems such as urgency of pollution, importance of nature conservation, population due to the development of industry. 'Third; With the recent curriculum laid down, experiments and teaching contents of subjects are put in harmony with each other and accordingly the process of Inquiry is laid emphasis on. Fourth; It is necessary to set up conceptual sequence and scope effectively in the curriculum.