DOI QR코드

DOI QR Code

2009 개정 교육과정 고등학교 융합형 과학에 대한 교사와 학생의 인식 및 수업 운영 실태조사

An Examination on Teachers' and Students' Perception of Converged Science Introduced by the 2009 Revised High School Curriculum as well as its Actual Implementation

  • 투고 : 2014.07.03
  • 심사 : 2014.08.26
  • 발행 : 2014.08.30

초록

This study investigates the implementation of the Converged Science, and what teachers and students think of it in order to understand how it is taking root in schools. The results identify ways in which the new curriculum can establish itself in schools. One hundred and two science teachers, who had participated in the mandatory workshop for the 2009 Amended Course of Science, were given the first survey regarding their general perception of the converged science curriculum. A year after the first implementation of the new curriculum, one hundred and seventy one science teachers were given the second survey in order to determine their general perception and actual results in the classrooms. A similar survey was given to one hundred and forty nine tenth grade students. In addition, one hundred and forty eight tenth grade students, who had experienced the new science curriculum, took part in another survey revealing their general thoughts the course. The results show that the teachers' responses are rarely positive. The teachers claimed that the contents were too extensive while the level of fundamental concepts were too rigorous for tenth graders. They also asserted that the contents contained too much of a particular subject, and that it is necessary to lower the level of rigor. With regard to the level of unification of converged science textbooks, the teachers expressed that they are still slightly inadequate. The subject of science in the seventh curricula was criticized due to its lack of convergence: over 90% of the respondents answered negatively. On the other hand, the students responded more positively: they said that the new converged science was difficult to learn, but was interesting. In Busan, most high schools adopted the new curriculum in the first year when it was introduced for the first time. In most cases (over 80%), several teachers divided and taught the contents either according to their majors or regardless of their majors.

키워드

참고문헌

  1. Carnegie Corporation of New York/Institute for Advanced Study(2009). The Opportunity Equation, New York: Carnegie Corporation.
  2. Ha, Hye-jeong, Park, Hyun-ju, Kim, Jong-hee, Son, Jeongwoo & Kim, Yong-jin(2012). Biology Education, 40(2), 267-277. https://doi.org/10.15717/bioedu.2012.40.2.267
  3. Institute of Science Education at Korea National University of Education(2010). Remote Study Textbook of High School Converged Science, Chungbuk: Korea National University of Education Press.
  4. Jaw, Hye-jeong(2010). Comparative Analysis between the 2009 Revised Science Curriculum and the 2007 Science Curriculum, Master Thesis, Ewha Womans University.
  5. Kim, Yoon-ki(2012). Converged Science Education and Narrative, Chemworld, 2, 56-57.
  6. Kim, Hong-jeong, Lee, Jin-woo & Im, Sung-min(2013). An Analysis of Student's Interest in High School 'Science' in View of the 2009 Revised Curriculum, Journal of the Korean Association for Science Education, 33(1), 17-21. https://doi.org/10.14697/jkase.2013.33.1.017
  7. Lee, Hwa-sung, Shin, IL-young, Shim, Jae-ho, Choi, Hyukjun, Kim, Dong-young. & Ahn, Jong-jae(2008). High School Curriculum Commentary (6) Science, Ministry of Education and Technology, Seoul: Daehan textbook.
  8. Lee, Min-soo(2007). Analysis of the Status of the 7th National Curriculum Implementation in science in academic high school, Master Thesis, Korea National University of Education.
  9. Lee, Yong-kyu(2007). Studies on Teachers' Response for the Integrated Science Curriculum in the First Grade of High School, Master Thesis, Inha University.
  10. Ministry of Education, Science and Technology(2011). The 2009 National Curriculum, Ministry of Education, Science and Technology, Seoul: Daehan textbook.
  11. National Science Board(2007). A National Action Plan for Addressing the Critical Needs of the U.S. Science, Technology, Engineering, and Mathematics Education System, Washington, D.C.: National Science Foundation.
  12. Shin, Young-ok & Choi, Byung-soon(2013). Journal of the Korean Association for Science Education, 32(10), 1599-1612.
  13. Song, Shin-cheol, Hong, Bora, Lim, Nam-Hui, Han, Hwajeong & Shim, Kew-cheol (2012), Study on Perceptions of High School Students and Science Teachers about High School Fusing Science, Journal of Science Education, 36(1), 130-138. https://doi.org/10.21796/jse.2012.36.1.130

피인용 문헌

  1. Middle school Teacher's Perception on 'Free Learning Semester' vol.8, pp.1, 2015, https://doi.org/10.15523/JKSESE.2015.8.1.12
  2. Educational Implications of Pre-Service Science Teachers' Education by Analysis of Connection between Learning Contents Presented in the High School 'Science' and in the Pre-Service Science Textbooks of College of Education vol.35, pp.3, 2015, https://doi.org/10.14697/jkase.2015.35.3.0363
  3. The Influences of Integrated Science Developed Under the 2009 Revised National Curriculum on Students' Views on Nature of Science and Science-Technology-Society Relationship, Interest in Science, and Science Aspiration vol.35, pp.4, 2015, https://doi.org/10.14697/jkase.2015.35.4.0549