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2015 개정 교육과정에 따른 과학탐구실험 교과서에 나타난 참탐구 요소 분석

An Analysis of the Authentic Inquiry Components in Science Inquiry Experiments Textbooks Developed Under the 2015 Revised National Curriculum

  • 이재원 (서울대학교 화학교육과) ;
  • 이규열 (서울대학교 화학교육과) ;
  • 안지현 (서울대학교 화학교육과)
  • Lee, Jaewon (Department of Chemistry Education, Seoul National University) ;
  • Lee, Kyuyul (Department of Chemistry Education, Seoul National University) ;
  • An, Jihyun (Department of Chemistry Education, Seoul National University)
  • 투고 : 2018.12.10
  • 심사 : 2019.03.14
  • 발행 : 2019.06.20

초록

이 연구에서는 2015 개정 교육과정에 따른 과학탐구실험 교과서의 탐구 활동에서 나타난 참탐구 요소를 분석하였다. 탐구 활동을 핵심 개념에 따라 분류한 후, 학생이 자율적으로 참탐구 요소를 계획하거나 실행하도록 한 사례의 특징을 조사하였다. 연구 결과, 참탐구 요소 중 다른 자료 조사하기 요소는 모든 단원에서 높은 비율로 나타났다. 그러나 연구 질문 만들기, 변수 선택하기, 다양한 변수 측정하기, 측정값 변환하기 요소는 미리 안내되거나 구조화된 경우가 많아 역사 및 생활 속의 과학 탐구 단원의 일부 탐구 주제에서만 주로 나타났다. 간단한 또는 복잡한 변인 통제하기, 방해 변수 측정하기, 과정상 결함 고려하기 요소는 교과서에서 고려하지 않거나 명시적으로 언급하지 않은 경우가 많아 모든 단원에서 낮은 비율로 나타났다. 생활 속의 과학 탐구 단원의 참탐구 요소는 소집단 활동을 통하여 다루어지는 경향이 있었다. 연구 결과를 바탕으로 과학탐구실험 교과서 탐구 활동의 개선 방안을 논의하였다.

In this study, we investigated the characteristics of the authentic inquiry components in the inquiry tasks of Science Inquiry Experiments textbooks developed under the 2015 Revised National Curriculum. After classifying inquiry tasks by core concepts, we analyzed the cases that students autonomously planned or performed the authentic inquiry components. The results of the study revealed that investigating multiple materials component most frequently appeared in all units. However, generating research question, selecting variables, observing multiple variables and transforming observations components appeared in a few tasks of history and everyday science units as they were often guided or structured in textbooks. Controlling simple or complex variables, observing intervening variables and considering methodological flaws components rarely appeared in all units as most of textbooks did not consider or indicate explicitly. Authentic inquiry components of everyday science unit tended to be handled in small group activities. On the bases of the results, the implications for the development of the inquiry tasks of Science Inquiry Experiments textbooks are discussed.

키워드

Table 6. The number of inquiry activities including the authentic inquiry components in science in ‘Advanced science’ unit

JCGMDC_2019_v63n3_183_f0001.png 이미지

Table 1. The number of inquiry tasks by publishers

JCGMDC_2019_v63n3_183_t0001.png 이미지

Table 2. Authentic inquiry framework used in this study

JCGMDC_2019_v63n3_183_t0002.png 이미지

Table 3. The number of inquiry activities including the authentic inquiry components

JCGMDC_2019_v63n3_183_t0003.png 이미지

Table 4. The number of inquiry activities including the authentic inquiry components in ‘Science in history’ unit

JCGMDC_2019_v63n3_183_t0004.png 이미지

Table 5. The number of inquiry activities including the authentic inquiry components in ‘Science in life’ unit

JCGMDC_2019_v63n3_183_t0005.png 이미지

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피인용 문헌

  1. 2015 개정 교육과정 '과학탐구실험' 운영 실태 조사 vol.39, pp.5, 2019, https://doi.org/10.14697/jkase.2019.39.5.669
  2. 2015 개정 교육과정 '과학탐구실험' 평가 도구 및 평가 현황 탐색 vol.40, pp.5, 2020, https://doi.org/10.14697/jkase.2020.40.5.515