2009 개정과 2015 개정 교육과정에 따른 생명과학 I 교과서의 탐구활동 비교

Abstract

In this study, the inquiry activities in Life Science I textbooks according to the 2009 revised and 2015 revised science curriculum were analysed in terms of frequency, type, skills, and scientific and engineering practices. The results of the study are as follows. First, the frequency of inquiry activity increased in the 2015 revised Life Science I textbooks. Second, the most common type was ‘Thinking’ in both the 2015 revised and the 2009 revised Life Science I textbooks. However, the rate of ‘Simulation activity’, ‘Investigation, Discussion, Debate’ and ‘Expressing’ increased. Third, there were many ‘Interpretation of data’ and ‘Inferring’ in the 2015 revised and 2009 revised Life Science textbooks, and there was no ‘Problem recognition’. Fourth, there were many ‘Analyzing and interpreting data’ and ‘Constructing explanations and designing solutions’. However, ‘Obtaining, evaluating, and communicating information’ increased greatly, ‘Developing and using models’, ‘Using mathematics and computational thinking’ and ‘Engaging in argument from evidence’ increased in the 2015 revised Life Science I textbooks. And ‘Questioning and problem definition’ was not addressed. Finally, the frequency of inquiry activities, the number of inquiry skills and scientific and engineering practices differed according to the publishers. In conclusion, a variety of inquiry activities should be presented and various inquiry skills and practices are emphasized.