• Journal of the Korean Society of Fisheries and Ocean Technology
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• v.23 no.3
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• pp.144-149
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• 1987

• Journal of Science Education
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• v.44 no.3
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• pp.273-288
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• 2020

This study aims to investigate the presentation of the Nature of Science (NOS) in integrated science textbooks of the 2015 revised curriculum. The five integrated science textbooks published by the revised 2015 curriculum were analyzed with the conceptual framework of the four themes of the Nature of Science (NOS) (Lee, 2013) based on scientific literacy. The four themes of the NOS are 1. nature of scientific knowledge (theme I), 2. nature of scientific inquiry (theme II), 3. nature of scientific thinking (theme III), and 4. nature of interactions among science, technology, and society. The reliability of the textbooks analysis was measured between two coders by the Cohen's kappa and resulted in between 0,83 and 0,96, which means the results of analysis was consistent and reliable. The findings were as follows. First, overall theme II, nature of scientific inquiry emphasized on the integrated science textbooks of the 2015 revised curriculum by devoting the contents over 40 % in the all five publishing companies' textbooks. Second, while the theme II, nature of scientific inquiry was emphasized on the textbooks regardless of the publishing companies, other themes of the NOS were emphasized in different portions by the publishing companies. Thus, the focus among other three themes of the NOS was presented differently by the publishing companies except that in theme II, nature of scientific inquiry was most emphasized on integrated science textbooks. Third, the presentation of the NOS was identified similarly across the topics of integrated science textbooks except on topic 4. Environment and Energy. The theme IV, nature of interactions among science, technology, and society was emphasized reasonably only in the topic of Environment and Energy of the textbooks. Finally, the presentation of the NOS in the integrated science textbooks of the 2015 revised curriculum were more balanced among the four themes of the NOS with focus on the scientific inquiry compared to the previous curriculum textbooks.

• Journal of Scientific & Technological Knowledge Infrastructure
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• s.17
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• pp.99-101
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• 2005

• Journal of Scientific & Technological Knowledge Infrastructure
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• s.17
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• pp.94-98
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• 2005

• Journal of Scientific & Technological Knowledge Infrastructure
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• s.13
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• pp.14-15
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• 2004

• Nuclear Engineering and Technology
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• v.11 no.2
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• pp.153-180
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• 1979

• Journal of Scientific & Technological Knowledge Infrastructure
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• s.16
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• pp.85-86
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• 2004

• Journal of Scientific & Technological Knowledge Infrastructure
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• s.27
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• pp.46-48
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• 2007

• Journal of Scientific & Technological Knowledge Infrastructure
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• s.14
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• pp.92-93
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• 2004

• Journal of Scientific & Technological Knowledge Infrastructure
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• s.14
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• pp.84-87
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• 2004