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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.35 no.4, 2015년, pp.677 - 689
The purpose of this study is to derive suggestions and implications to strengthen the science curriculum continuity of Korea through comparative analysis with focus on the continuity of science curriculum in six countries (Taiwan, the United Kingdom, Finland, the United States, Canada, Korea). Origi...
핵심어 | 질문 | 논문에서 추출한 답변 |
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교육과정 개정의 초점은 무엇인가? | 우리나라의 교육과정은 다양한 이유로 제1차에서부터 제7차, 2007 개정, 그리고 2009 개정 교육과정을 지나면서 내용상의 체계와 구성에 많은 변화가 있었다(Leem & Kim, 2013; Park, 2005). 특히, 교육과정의 질과 수준을 지속적으로 높이고 사회적인 요구를 충족시키기 위해 모든 학년에 걸쳐 각 교과에 대한 내용 지식을 더욱 긴밀하게 구성하고 체계적으로 연계시키는데 교육과정 개정의 초점을 두고 있다(Ministry of Education and Human Resources Development, 2007; Ministry of Education, Science and Technology, 2009, 2012). 이와 같이 교육과정을 개정하는 과정에서 내용 상의 종적․ 횡적 연계성을 강화하기 위한 노력들은 과학, 기술, 수학 교과는 물론 다른 학교 교과들에 대한 학생들의 효과적인 학습을 위해 중요시 된다. | |
선행 연구들에서 교육과정 연계성의 개념은 어떤 의미로 사용되고 있는가? | 선행 연구들에서 교육과정 연계성의 개념은 계속성(continuity), 계열성(sequence), 통합성(integration), 접합성(articulation), 관계성(relation) 그리고 연결성(connection) 등의 의미로 사용되고 있다(Fogarty, 1991; Hwang et al., 2006; Kim, 2006; Lee, 1949/1987; Paik et al. | |
개념 연계성의 분석 대상으로는 ‘달’과 ‘암석의 순환’에 대한 개념은 무엇을 바탕으로 선정하였는가? | 개념 연계성의 분석 대상으로는 ‘달’과 ‘암석의 순환’에 대한 개념을 선정하였다. 이는 각 나라별로 교육과정 내용에서 다루어지는 핵심적인 개념들의 출연 빈도와 그 중요성을 바탕으로 선정되었다. 연구를 진행하는 과정에서 과학 개념들 중 물리, 화학, 생물, 지구과학 교과별로 각각 ‘빛’, ‘전기’, ‘물질의 상태’, ‘화학 결합’, ‘광합성’, ‘소화’, ‘달’, ‘암석의 순환’의 8가지 개념이 분석 대상 후보로 선정되었고, 이 연구에서는 그 중에서 ‘달’과 ‘암석의 순환’에 대한 개념의 연계성을 중심으로 분석하였다. |
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