중학교 과학 분야(과)에 대한 7차 교육 과정 중 화학 단원의 비교 분석에 관한 연구

Abstract

제7차 교육 과정에 대한 중학교 과학과의 교육 목표와 과학 교과서 및 교사용 지도서의 화학 단원에 대한 학습 목표를 Klopfer의 과학 교육 목표 분류 체계를 이용하여 비교 분석하였고, 본 과정의 개선 및 시행에 필요한 자료를 얻고자 하?눼?.

분석 결과는 다음과 같았다.

1. 제7차 교육 과정의 중학교 과학과 교육 목표는 Klopfer의 과학 교육 목표 분류 체계의 범주에서 G.0을 제외한 전 범주에 걸쳐 그 목표를 설정하고 있으며, 범주 A.0~E.0과 F.0, H.0, I.0의 비중 등은 높게 나타났다.

2. 제7차 교육 과정의 중학교 과학 교과서는 1, 2학년 모두 과학적 태도 및 흥미(H.0)에 관한 요소나 목표가 전혀 언급되고 있지 않기 때문에 과학에 대한 흥미를 잃게 하지 않을까 우려 된다.

과학에 대한 경향성(I.0)의 목표 역시 언급되어 있지 않아서 정의적 영역의 목표가 소외되어 있음을 알 수 있었다.

지식과 이해(A.0)에 관한 목표는 84.8%로 지나치게 편중되어 있는 반면에 과학 지식과 과학적 방법의 적용(F.0)에 관한 목표는 5.9%로서 낮았으므로 중학교 과학 교과서의 화학 단원이 실생활과 관련이 적은 내용으로 구성되어 있음을 알 수 있었다.

3. 제7차 교육 과정의 중학교 과학과 교사용 지도서의 지식과 이해에 관한 목표 비율은 83.0%로서 47% 정도를 제안하고 있는 미국 NSTA(National Science Teachers Association, 1982)의 권장 비율보다 월등 높은 것을 알 수 있었다.

과학적 탐구 과정(B.0~E.0)에 관한 목표 비율은 11.0%로서 NSTA(1982)의 권장 비율 30%에 비해 낮음을 알 수 있었다.

The educational objectives of science on the 7th curriculum and the learning objectives for the chemistry domain of the middle school science textbooks and teacher's guides on the 7th curriculum were comparatively analyzed by use of Klopfer's Taxonomic system.

This study tries to obtain data for improving and operating of the 7th curriculum.

The analytical results are as follows.

1. The educational objectives of middle school science on the 7th curriculum include all of the categories of Klopfer's Taxonomic system except G.O. A.0~E.0, F.0, H.0, and I.0 were shown in high level.

2. Attitudes and interests(H.0) wasn't described at all in the middle school science textbooks on the 7th curriculum for 1 and 2 year course of middle school and it showed responsible for losing the interest of science.

Orientation(I.0) wasn't also described. It showed that the affective domain was alienated.

It seems to be overemphasized that knowledge and comprehension (A.0) are 84.8%. Scientific knowledge and methods(F.0) was contained only 5.9% in the textbook. This fact showed that the chemistry domain of the middle school science textbooks consists of some irrelevant contents to the actual life.

3. Knowledge and comprehension of the middle school science teacher's guides on the 7th curriculum was described 83.0% which is higher than 47% of NSTA(National Science Teachers Association, 1982).

Processes of scientific inquiry(B.0~E.0) was only 11.0% which is lower than 30% of NSTA.

The educational objectives of science on the 7th curriculum and the learning objectives for the chemistry domain of the middle school science textbooks and teacher's guides on the 7th curriculum were comparatively analyzed by use of Klopfer's Taxonomic system.

This study tries to obtain data for improving and operating of the 7th curriculum.

The analytical results are as follows.

1. The educational objectives of middle school science on the 7th curriculum include all of the categories of Klopfer's Taxonomic system except G.O. A.0~E.0, F.0, H.0, and I.0 were shown in high level.

2. Attitudes and interests(H.0) wasn't described at all in the middle school science textbooks on the 7th curriculum for 1 and 2 year course of middle school and it showed responsible for losing the interest of science.

Orientation(I.0) wasn't also described. It showed that the affective domain was alienated.

It seems to be overemphasized that knowledge and comprehension (A.0) are 84.8%. Scientific knowledge and methods(F.0) was contained only 5.9% in the textbook. This fact showed that the chemistry domain of the middle school science textbooks consists of some irrelevant contents to the actual life.

3. Knowledge and comprehension of the middle school science teacher's guides on the 7th curriculum was described 83.0% which is higher than 47% of NSTA(National Science Teachers Association, 1982).

Processes of scientific inquiry(B.0~E.0) was only 11.0% which is lower than 30% of NSTA.