과학과 교수-학습 방법

이양락 한국교육과정평가원 2001 교육광장 Vol.11 No.-

환경과학으로서의 지구과학 - 교육과정 측면

이양락 한국지구과학회 1994 지구과학 워크샵 Vol.1994 No.-

남북한 중등학교 지구과학 교육과정 및 교과서 비교 연구

이양락,Lee, Yang-Rak 한국지구과학회 2000 한국지구과학회지 Vol.21 No.1

남북한 중등학교 지구과학 관련 교육과정 및 교과서를 TIMSS 교육과정 분석틀에 의해 비교 분석하였다. 북한의 고등중학교에서는 '지구과학' 과목이 별도로 개설되어 있지 않으며, '지리'에서 부분적으로 지도된다('천문학'은 1996년 고등중학교 교육과정에 처음으로 설정된 과목으로 추정되나 본 연구에서는 구체적 자료를 입수하지 못함). 북한에서 지리는 고등중학교 $1{\sim}5$학년에서 주당 2시간씩 지도되고 있으며, 1학년 및 5학년용 지리 내용의 대부분이 지구과학과 관련되어 있다. 남한의 경우 지구 과학 영역의 목표는 '자연 현상의 탐구에 흥미와 호기심을 가지고, 기본적인 탐구 방법과 과학 지식을 습득하여 창의적으로 문제를 해결하는 능력을 기르게 한다'는 데 있으며, 북한 지리 교육의 목표는 '김일성 및 김정일 부자에게 충직한 주체형의 공산주의 혁명가 양성'이라고 할 수 있다. 남한과 북한 모두 '지구의 모양과 '지구의 변화 과정'을 많이 지도하고 있는데 비해, 남한에서 많은 비중을 차지하는 '우주 속에서의 지구'가 북한에서 매우 적은 것은 북한에서 '천문학'을 별도로 지도함을 시사한다. 전체적으로 북한의 지구과학 영역의 범위와 수준은 남한의 중학교 수준에 해당한다고 볼 수 있는데, 특히 기상 분야 및 천문분야의 경우는 남한과 수준차가 심하다. The earth science curriculum and textbooks of the secondary school in South Korea and North Korea were analysed comparatively with the modified TIMSS curriculum frameworks. In the secondary school of North Korea, earth science is not provided with separate subject, but partly taught in geography. Geography is taught by two hour per week in the first to fifth grade of secondary school. Especially the first and the fifth grade geography are deeply related to earth science. The major aim of earth science education in South Korea is to develop creative problem solver having with interest and curiosity in searching natural phenomena and with basic science concepts and inquiry process skills. But on the other hand the aim of geography education of North Korea is to cultivate communist revolutionists who are faithful to IL-Sung Kim and Jung-IL Kim. In both Koreas the category of 'earth feature' and 'earth process' are dealt a lot, but 'earth in the universe' is rarely taught in North Korea, which suggests that separate subject of astronomy is instructed in the North. Generally the scope and sequence of earth science of North Korea comes under those of middle school of South Korea. Especially discrepancy in level of meteorology and astronomy area between North and South Korea is great.

2002 및 2003학년도 중등과학교사임용시험 결과 분석

이양락 한국과학교육학회 2004 한국과학교육학회지 Vol.24 No.3

교사 양성 및 채용 정책의 현장 적합성과 혁신 방향에 관한 토론

이양락 한국교원교육학회 2017 한국교원교육학회 학술대회자료집 Vol.2017 No.포럼

제7차 과학과 교육과정 지구과학 내용의 적정성 분석 및 평가

이양락,곽영순,김동영 한국지구과학회 2005 한국지구과학회지 Vol.26 No.8

The purpose of this study is to examine the Earth science content relevance of the 7th national science curriculum. For this purpose, we (1) analyzed science curriculum or content standards of Korea, California, England and Japan, (2) compared science textbooks of Korea and Japan, (3) conducted a nationwide survey to gather opinions from students, teachers, professors and textbook authors about the relevance of the science curriculum and textbooks. According to the results, the Earth science contents of the 7th national science curriculum were not appropriate in terms of the objectives of science curriculum and the needs of students and society. The main reasons include the equal division among physics, chemistry, biology and earth science, lack of connection due to fractionation of units, overly strict application of spiral curriculum, and redundant amount of activities and concepts to cover in the textbook. Major suggestions for securing the relevance of Earth science contents are as follows: First, the science contents and the size of units at each grade level should be determined according to the students' characteristics, not by equal portion rule. Second, the excessive overlapping and repetition of contents due to the spiral curriculum should be avoided. In addition, the number of activities should be reduced and the quality of required science activities should be improved. Third, to raise students' interest in Earth science, real-life applications and real-world Earth science contents should be emphasized including natural disasters, safety, universe and space exploration, and natural resources. Lastly, considering one of the relevance criteria is feasibility, supports for schools and science teachers are needed to realize the goal of the intended science curriculum. 본연구의목적은제7차교육과정지구과학내용의적정성을평가하는것이다. 이를위해교육과정분석(우리나라, 미국캘리포니아주, 영국, 일본), 우리나라와일본교과서의지구과학내용분석과초·중등학생, 교사, 교수, 교과서저자에대한광범위한설문조사를실시하였다. 제7차교육과정의지구과학내용은과학과 4개영역의균등분배, 단원의세분화로인한내용구성과연계성부족, 그리고나선형교육과정의과도한적용, 지나친탐구활동중심의교과서내용구성으로인한학습량증가와체계적개념지도의어려움등으로인해적정하게구성되어있지않다고평가할수있다. 이를해결하고지구과학영역내용적정성을확보하기위한방안으로는첫째, 내용구성및연계측면에서볼때, 각학년에서다루게되는내용을과학 4개영역으로균등하게분배하지말고, 단원의크기를다양화해야한다. 둘째, 학습량측면에서는나선형교육과정의구성방식을탈피하여학년수준에맞는내용은해당학년에서종료되도록하여학년간에중복이되지않도록해야하고, 필수탐구활동의수를줄이고질을높여야한다. 셋째, 내용의수준과흥미측면에서, 학생들의지구과학에대한흥미를제고할수있도록자연재해, 안전, 우주관련분야, 자원등을강조해야한다. 아울러교육내용적정성의평가준거중의하나가실현가능성임을고려할때, 교육과정이추구하는목표가학교현장에서실현될수있도록주변여건에대한지원이선행되어야할것이다.

6 차 교육과정에 의한 자연과 교과용 도서의 연구·개발(I) : 5 차 자연과 교과용 도서에 대한 문제점 및 6 차 교과용 도서에 대한 요구도 조사 The Survey of Problems about Textbooks by the 5th Curriculum and Requeste of Textbooks by the 6th Curriculum

이양락,최돈형,노석구 한국초등과학교육학회 1996 초등과학교육 Vol.15 No.1

In this study, the problems about the primary science textbooks by the 5th National Curriculum and the teachers' requests of new science textbooks by the 6th Curriculum were surveyed through the questionnaire before the textbook development by the 6th Curriculum. The Results are as follows: Biology, physics and chemistry domains presented lots of actual and concrete activities which students could do in the classroom and attracted higher interest. While the earth science domain was hard for students to keep going on because it included contents harder to perform and attracted less interest. Besides, the earth science domain and some of the biology domain were difficult to teach because their materials were difficult to obtain and the student-centered activities were difficult to perform. Teachers over 50 percents felt difficulties to teach the units 'The Life Cycle of Animals' and 'Living Things in the Ponds' especially. Teachers thought that students' interest and attitude should be considered much more rather than inquiry, the size of one unit should be reduced, the size of printing plate should be enlarged to 4×6 version. And they wanted various textbooks by changing textbook approval system. As far as 'Experiment·Observation'(a supplementary textbook) is concerned, teachers prefer to go without separate notebook and hope the parts relevant to 'experimental method' and 'result recording space' should be complimented. Regarding Teachers' Guide, teachers less satisfied about 'practice of teaching', and 'examples of evaluation items' presented in details. Most of the above-mentioned problems and requirements were reflected in the process of new textbook development. However, the task that units including activates of long-term observation, breeding and growing should not be overlapped in one semester and the task of reducing unit size and dealing with the biology and earth science domain which are hard to obtain practical materials and difficult to perform fled activities are needed to review from the point of curriculum. The change of the textbook size, quality of pictures or illustrations should be reviewed from the point of textbook policy such as textbook approval system.

PISA 2006에서의 과학 성취도 조사 및 문항 분석 결과

이양락 한국현장과학교육학회 2008 현장과학교육 Vol.2 No.1

새 과학교육과정의 내용 구성 : 심포지움 ; 고등학교 과학과 선택과목 교육과정 개선 방향

이양락,김주훈,이미경,홍미영,곽영순,정은영,심재호,이창훈,신일용,김동영,최혁준,안종제 한국과학교육학회 2006 한국과학교육학회 학술발표 및 세미나집 Vol.- No.-

일본 대학입시센터 소개

이양락 한국교육과정평가원 2000 교육광장 Vol.6 No.-