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5,6차 敎育課程에 의한 中學校 科學 1 敎科書 중 生物 領域에 대한 比較 分析
황선원,정계준,김정곤 경상대학교 과학교육연구소 1996 科學敎育硏究所報 Vol.16 No.1
The biology area of the 8 science textbooks 1 of the middle school by the 6th curriculum were analyzed comparatively with those of the 5th curriculum. 1. The old curriculum presented a comprehensive object on each major subject and detailed target goals for each sub-theme. While the new curriculum point on the research activity. The school year objective in the old curriculum was deleted in the new textbooks. 2. The new curriculum emphasizes research activities. It also give emphasis to the biological material in our surroundings, field tour studies, open questions, and various active applications and participation in scientific events. 3. The degree of emphasis for each scientific area varies in the eight new textbooks according to publisher. The number of pages allotted for biological subjects is 28.4% and takes up more pages than other areas (earth science, 25.6%; chemistry and physics, 23%). Experimental observation and research in biology are discussed at 35.7% and 24.6%, respectively. In the old textbooks, 29.1% of the total pages dedicated to biology and experimental observation and research occupied 36.4% and 34.2, respectively. In these points, these are little differences between the new and the old textbooks. 4. The biological content dealing with levels area comprises 68.7% of the new textbooks and 62.8% of the old. Biological structure and function are discussed 55.1% in the new textbook, as opposed to 48.3% in the old. The least emphasis is on cells (4.7% vs 5.5%) as well as the topic areas of level and evolution (0.4% vs 0.5%). Molecules, individual groups, hereditary genetics, controls and stabilizations are not mentioned at all in the new and the old textbooks. 5. Experimental observation in the new textbooks are 19.1 times, which is greater than the average 15.8 in the old. The most common experimental aspects are shape observation and similarities of many organisms in the new and the old textbooks. Common experimental themes are cell observation, the appearances of mold, froggy, grasshoppers, crucial carps and crayfish. The themes of other experimental observations are usually similar even though there are some differences in experimental materials. 6. Fifty-five species of living organisms are indicated in the new textbook, as opposed to 39 in the old. Twenty-five organisms such as crayfish, frogs and forsythe are discussed in common in the new and the old textbooks. The most frequency mentioned material in the new and old textbooks is the peach tree (14 times vs. 7 times, respectively). 7. Eleven species of chemicals are used for experimental observations in the new textbook, and seven species in the old textbook. Common chemicals used in both textbooks are ethanol and ether. Chemicals used more than 5 times in the new textbooks are hot water, anesthetics, Chinese ink and pond water. Scissors and sixty-nine other species of instruments used for experimental observations, in the new textbook and filtering paper and twenty-nine other species are found in the old textbook. 8. Drawings appear on average about 44.1 biological pistures per book in the new textbooks and 66.2 pictures per book, in the old textbooks. There are also about 13,9 photos in the new vs. 17.8 photos in the old. 9. The results of the comparison of the former textbooks with the new in regard to the biological subject matter can be summarized as follows: the understanding of scientific facts, concepts and principles were emphasized in the old textbooks, while the new textbooks encourage interest in scientific study by learning basic research methods, understanding natural phenomena through research activity and development of a research attitude in students. 10. Suggestions for future revisions of the textbook: If we reduce memorized vote learning and focus on individualized self-motivated learning, one can expect many results. This method conjoined with free discussions can further enhance results. Furthermore, when selecting topics and studies, research activities should be emphasized. These methods will raise the students' intellectual curiosity more than the textbooks centered learning systems.
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