한국과학교육학회지 (Journal of The Korean Association For Science Education)

  • 제44권2호
  • /
  • Pages.219-229
  • /
  • 2024
  • /
  • 1226-5187(pISSN)
  • /
  • 2288-8489(eISSN)
한국과학교육학회 (The Korean Association for Science Education)
권호 표지
DOI QR코드

DOI QR Code

과학 교과서 개발 과정에서 교육과정 적용에의 고민과 어려움 -2022 개정 과학과 교육과정의 '통합과학'을 중심으로-

Concerns and Difficulties in Applying the National Curriculum in the Process of Developing Science Textbooks: Focused on 'Integrated Science' of the 2022 Revised National Science Curriculum

  • 투고 : 2024.04.05
  • 심사 : 2024.04.14
  • 발행 : 2024.04.30
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

본 연구의 목적은 2022 개정 과학과 교육과정에 의한 통합과학 교과서를 개발하는 저자들이 교육과정을 이해하고 적용하는 과정에서 느낀 고민과 어려움을 분석하는 것이다. 이를 위하여 교육과정에 제시된 용어 및 서술어의 이해, 학습 내용의 구성, 탐구 및 활동, 학습내용의 수준과 범위 등으로 범주로 교과서 저자들의 의견 89개를 분석하였다. 분석 결과 교과서 저자들은 학습 내용의 수준과 범위를 정하는데 가장 많은 어려움을 나타내었다. 그리고 용어와 서술어의 중의적 표현과 모호함에 대해 많은 고민과 어려움을 나타내었다. 학습 내용의 구성 측면에서는 성취기준의 반복적 기술, 성취기준의 배열 순서가 학습의 흐름과 일치하지 않은 점과 관련한 어려움이 제시되었으며, 탐구 및 활동과 관련해서는 체험하거나 실제 구현하기 어려운 탐구 활동 제시, 학습량 적정화에 따른 활동 구성의 제약 등과 관련하여 교과서 집필의 어려움이 제시되었다. 국가적으로 양질의 교과서 개발은 양질의 과학 교육을 위해 필요하기 때문에, 교육과정 개발 주체와 교과서 저자와의 교육과정 이해를 위한 소통이 필요하며, 교과서 개발을 위한 지원 체제가 요구된다

The purpose of this study is to analyze the concerns and difficulties encountered by authors involved in the development of integrated science textbooks. Specifically, it focuses on their experiences with understanding and implementing the 2022 revised science curriculum. We collected 89 opinions from textbook authors and categorized them into several key areas: understanding the terminology and descriptors provided in the curriculum, structuring learning content, inquiries and activities, and the depth and scope of learning content. The analysis revealed that the most difficulty encountered by the textbook authors was in defining the level and scope of learning content. Many also expressed concerns and difficulties related to the ambiguity of terms and predicates. In terms of the composition of learning content, difficulties were identified in concerning the repetitive descriptions of achievement standards and the discrepancy between the arrangement of achievement standards and the flow of learning. Regarding inquiries and activities, there were experiments presented that were difficult to experience or actually implement, along with limitations in activity composition due to the need to optimize learning volume. Given the importance of high-quality textbooks for effective science education at the national level, it is crucial to establish effective communication channels between curriculum developers and textbook authors. Additionally, a robust support system for textbook development should be established.

키워드

참고문헌

  1. Abd-El-Khalick, F., Bell, R. L., & Lederman, N. G. (1998). The nature of science and instructional practice: Making the unnatural. Science Education, 82, 417-436.
  2. Ahn, Y., & Byun, T. (2020). Can integrated science be operated in the integrated way? : Focusing on science teachers' perception of proper operation method and subject competencies developing of integrated science. School Science Educatuion, 14(3), 365-378.
  3. Chae, D., Yang, I., & Jung, S. (2011). Difficulties and coping methods encountered by authors of 5th and 6th grade science textbooks: based on grounded theory. Journal of the Korean Association for Science Education, 31(8), 1121-1144.
  4. Chakraborty, D., & Kidman, G. (2022). Inquiry process skills in primary science textbooks: Authors and publishers' intentions. Research in Science Education, 52(5), 1419-1433.
  5. DiGiuseppe, M. (2014). Representing nature of science in a science textbook: Exploring author-editor-publisher interactions. International Journal of Science Education, 36(7), 1061-1082.
  6. Erduran, S., Simon, S., & Osborne, J. (2004). TAPping into argumentation: Developments in the application of Toulmin's argument pattern for studying science discourse. Science Education, 88(6), 915-933. https://doi.org/10.1002/sce.20012
  7. Han, J., Kwon, Y., & Oh, H. (2023). Analyzing the adequacy of the contents of the 2022 revised science curriculum-elementary school 'Earth and Universe' units-. School Science Journal, 17(2), 120-137. https://doi.org/10.15737/SSJ.17.2.202305.120
  8. Jeong U. Y. (2020). A study on the elementary and middle schools teachers' perception on monitoring implementation of the 2015 revised national science curriculum. Journal of Education Science, 22(3), 29-52.
  9. Jho, H., Noh, H., & Choi, J. H. (2023). Network analysis of achievement standards relevant to the concept of energy presented in the 2022 revised national curriculum of science. Journal of Energy and Climate Change Education, 13(2), 125-136.
  10. Kang, K. H. (2023). Comparison of achievement standards in the Life science of 2015 and 2022 revised curriculum based on Bloom's revised. The Journal of Curriculum and Evaluation, 26(3), 103-119. https://doi.org/10.29221/jce.2023.26.3.103
  11. Kim, J. (2018). Integrated Operation Methods for the 'Integrated Science' and 'Science Inquiry Experiment' in 2015 Revised National Curriculum. Biology Education, 46(1), 39-54. https://doi.org/10.15717/BIOEDU.2018.46.1.39
  12. Kim, M., Wagner, D., & Jin, Q. (2021). Tensions and hopes for embedding peace and sustainability in science education: stories from science textbook authors. Canadian Journal of Science, Mathematics and Technology Education, 21, 501-517. https://doi.org/10.1007/s42330-021-00157-3
  13. Kim, N., Kim, H., Jung, S., Kim, D., Kim, J., & Lim, H. (2022). Research trends of elementary science textbook: focus on papers published in domestic journals in the last twenty years. Journal of the Korean Association for Science Education, 42(5), 487-499.
  14. Kim, U. B., Jeong, H. I., Kim, D., Byun, K. Y., Lim, H., Choi, J., & Cho, D. (2020). A Study on the education policy for the future talent development. Journal of Education & Culture, 26(7), 5-27.
  15. Kwak, Y., & Shin, Y. (2021a). Exploring ways to improve integrated science and science laboratory experiments in preparation for the 2022 revised curriculum. Journal of Science Education (Jour. Sci. Edu.), 45(2), 143-155.
  16. Kwak, Y., & Shin, Y. (2021b). Evaluation of adequacy of integrated science and science laboratory experiments as common compulsory curriculum for high school and their improvement plans. Biology Education, 49(2), 205-215. https://doi.org/10.15717/BIOEDU.2021.49.2.205
  17. Kwak, Y., Shin, Y., Lee, H., Choi, W., Lee, I., & Son, H. (2020). Analysis of field application of 2015 revised science curriculum. Seoul: KOFAC.
  18. Lee, G. (2024). Trends and issues of the Korean national curriculum documents' subject-matter content system table: Focusing on the science subject case. Journal of the Korean Association for Science Education, 44(1), 87-103.
  19. Lee, S. & Lee, B (2018). High-school physics teachers' difficulties in teaching textbook physics inquiries. Journal of the Korean Association for Science Education, 38(4), 519-526.
  20. Lee, S., Lee, B., & Son, J. (2019). Analysis of textbook authors' difficulties in developing of high school physics textbooks. New Physics: Sae Mulli, 69(4), 429-438. https://doi.org/10.3938/NPSM.69.429
  21. Ministry of Education (MOE) (2022a). The 2022 revised national curriculum. Sejong: Ministry of Education.
  22. Ministry of Education (MOE) (2022b). The 2022 revised national science curriculum. Sejong: Ministry of Education.
  23. Otto, M. (2018). Textbook authors, authorship, and author function. In E. Fuchs, & A. Bock (Eds.), The Palgrave handbook of textbook studies (pp. 95-102). New York: Palgrave Macmillan.
  24. Park, S. (2020). A Qualitative Case Study on the Experiences of Textbook Development according to the 2015 Revised Curriculum. The Journal of Curriculum Studies, 38(2), 55-79. https://doi.org/10.15708/KSCS.38.2.3
  25. Park, S., & Kim, D. (2017). Analysis on the development of textbooks of textbook authors and editors. The Journal of Curriculum Studies, 35(4), 71-97.
  26. Shin, Y. (2023). Contents analysis of the 2022 revised curriculum related to the climate change education. Journal of Energy and Climate Change Education, 13(1), 23-34.
  27. Sim, J. (2021). A study on the application of teaching and learning methods of secondary science teachers in the 2015 revised science curriculum. Teacher Education Research, 60(2), 309-324. https://doi.org/10.15812/TER.60.2.202106.309