• Journal of The Korean Association For Science Education
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• v.44 no.2
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• pp.209-217
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• 2024

This study aimed to analyze the learning contents related to biotechnology in life science II and general engineering based on the 2015 revised national curriculum and discuss pedagogical implications for biotechnology education. The main findings were as follows: First, while the learning topics of life science II focused on the ethical aspects related to biotechnology, the learning topics of general engineering focused on the industrial aspects of biotechnology. Second, there were types of overlapping biotechnologies in the life science II textbooks and general engineering textbooks. However, the life science II textbooks provided more scientific and professional descriptions of biotechnology principles than the general engineering textbooks. Also, the life science II textbooks provided more specific overall explanations than the general engineering textbooks. There was a lack of ethical considerations concerning biotechnology in the general engineering textbooks. These findings imply that it is necessary to reorganize biotechnology content based on each school's curriculum and student characteristics.

• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.239-247
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• 1999

This study is to make suggestion for developing textbook systematically by analyzing biological contents and organization in science textbooks which are important instructional media to accomplish objectives of the 6th middle school science curriculum. The inclusiveness degree of the 6th science educational objectives reflected in the textbooks was analyzed by Klopfer's and the Korean Educational Department's objectives taxonomy. And the biological contents and the organization of the science textbook were analyzed by learner, subject matter, and society dimensions which are selecting criteria for curriculum objectives suggested in Tyler's curriculum model. The analyzed results are as follows: 1. The inclusiveness degree of the educational objectives was very low. 2. Regarding the dimension of learner, the concepts of formal operational cognitive level were much increased as grade becomes higher. And the degree of learner's interests reflected on the learning topics and domains was very low. 3. Regarding the dimension of subject matter, the concept-centered learning was increased, in relation to inquiry learning as grade becomes higher. The analyzed results of inquiry subskills showed that observation, classification, and recording skills in 1st grade, observation and operation skills in 2nd grade, and interpreting data skills in 3rd grade were centered. As the problems and processes were presented, so most of inquiry activities had low openness scale. The learning contexts were organized into discipline-centered in relation to real life. 4. Regarding society dimension, the learning topics of environments and health were much presented. but those of biotechnology and career were presented scarcely. And most learning topics related society dimension were organized in textbooks of the 2nd and 3rd grade. These suggested that to accomplish curriculum objectives effectively. the inclusiveness degree of educational objectives is to increase and, the contents and organization of textbook were constructed harmoniously in aspects of learner, subject matter and society dimensions.