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    제 6차 및 7차 교육과정에 따른 중학교 과학 교과서의 비교 분석 : 과학3의 생물단원 내용을 중심으로

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    https://www.riss.kr/link?id=T11790852

    • 저자
    • 발행사항

      진주 : 경상대학교 교육대학원, 2009

    • 학위논문사항
    • 발행연도

      2009

    • 작성언어

      한국어

    • 발행국(도시)

      경상남도

    • 기타서명

      Comparative Analysis of the Middle School Science Textbooks by the 6th and 7th Curriculum : on the Biology Area of Science 3

    • 형태사항

      viii, 64 p. : 삽도 ; 27 cm

    • 소장기관
      • 경상국립대학교 도서관 소장기관정보

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    부가정보

    다국어 초록 (Multilingual Abstract) kakao i 다국어 번역

    영어
    한국어
    The purpose of this study is to provide referential data to support the development of much better textbook, based on contents analysis of middle school third grade text (16 kinds in each domain), and particularly the biological domain, in the sixth and the seventh revised curricula.
    From the investigative integration science, the results of comparative analysis of biology area of middle school science 3 textbooks are as follows ;
    The most remarkable difference between the sixth curriculum and the seventh curriculum is the development of interrelated curriculum from the third grade in elementary school to the first grade in high school based on the people common standard curriculum. Also, there are less contents and more learning topics in the seventh curriculum than the sixth curriculum. In addition, in the seventh curriculum, there are supplementary and further study course, and classes are organized by students' level.
    In this study, the middle school science 3 textbooks of the sixth and seventh curriculum are analyzed on the basis of areas. In the number of pages of textbooks, seventh curriculum were generally more increased than the sixth curriculum, and four areas were still divided. In the course, the number of experiments increased with more inquiry activities. And the number of picture is increased with more question. this is because of various learning picture and strengthening of inquiry activities.
    The result of comparative analysis of biology area of the middle school science 3 textbooks shows that both the sixth and the seventh curriculum are rather authoritative. the results of contents analysis by Romey method are as follows. The evaluation index of the sixth and the seventh curriculum was 0.12 and 0.14, respectively, so there was a little increase. Next, the results of comparative analysis of pictures and tables by Romey method are 0.21 and 0.68, respectively. Thus, the former is analyzed authoritative while the latter is exploratory. The analysis of quality of questions shows that the sixth curriculum of which evaluation index was 1.10 and the evaluation index of the seventh curriculum was 1.23. So both of them appear proper inquiry ratio.
    The result of comparative analysis of inquiry activities in biology area of middle school science 3 textbooks is as follow ; basically, both the sixth and the seventh curriculum have fundamental and compulsory inquiry topics and biology materials in common. A kind of inquiry activities and inquiry topics are much more various in the seventh curriculum.
    The comparison and analysis between middle school science curriculum and system and contents of science 3 textbooks results in that some parts of the seventh middle school science textbooks are fit to the seventh middle school curriculum but some parts are not.
    Middle school science 3 textbooks of the seventh curriculum has more inquiry contents than the sixth, but its contents is a bit of authoritative. Then it needs to develop more inquiry and interrelated textbooks.
    번역하기

    The purpose of this study is to provide referential data to support the development of much better textbook, based on contents analysis of middle school third grade text (16 kinds in each domain), and particularly the biological domain, in the sixth a...

    The purpose of this study is to provide referential data to support the development of much better textbook, based on contents analysis of middle school third grade text (16 kinds in each domain), and particularly the biological domain, in the sixth and the seventh revised curricula.
    From the investigative integration science, the results of comparative analysis of biology area of middle school science 3 textbooks are as follows ;
    The most remarkable difference between the sixth curriculum and the seventh curriculum is the development of interrelated curriculum from the third grade in elementary school to the first grade in high school based on the people common standard curriculum. Also, there are less contents and more learning topics in the seventh curriculum than the sixth curriculum. In addition, in the seventh curriculum, there are supplementary and further study course, and classes are organized by students' level.
    In this study, the middle school science 3 textbooks of the sixth and seventh curriculum are analyzed on the basis of areas. In the number of pages of textbooks, seventh curriculum were generally more increased than the sixth curriculum, and four areas were still divided. In the course, the number of experiments increased with more inquiry activities. And the number of picture is increased with more question. this is because of various learning picture and strengthening of inquiry activities.
    The result of comparative analysis of biology area of the middle school science 3 textbooks shows that both the sixth and the seventh curriculum are rather authoritative. the results of contents analysis by Romey method are as follows. The evaluation index of the sixth and the seventh curriculum was 0.12 and 0.14, respectively, so there was a little increase. Next, the results of comparative analysis of pictures and tables by Romey method are 0.21 and 0.68, respectively. Thus, the former is analyzed authoritative while the latter is exploratory. The analysis of quality of questions shows that the sixth curriculum of which evaluation index was 1.10 and the evaluation index of the seventh curriculum was 1.23. So both of them appear proper inquiry ratio.
    The result of comparative analysis of inquiry activities in biology area of middle school science 3 textbooks is as follow ; basically, both the sixth and the seventh curriculum have fundamental and compulsory inquiry topics and biology materials in common. A kind of inquiry activities and inquiry topics are much more various in the seventh curriculum.
    The comparison and analysis between middle school science curriculum and system and contents of science 3 textbooks results in that some parts of the seventh middle school science textbooks are fit to the seventh middle school curriculum but some parts are not.
    Middle school science 3 textbooks of the seventh curriculum has more inquiry contents than the sixth, but its contents is a bit of authoritative. Then it needs to develop more inquiry and interrelated textbooks.

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    목차 (Table of Contents)

    • Ⅰ. 서 론 1
    • 1. 연구의 필요성 및 목적 1
    • 2. 연구의 제한점 4
    • Ⅱ. 연구의 이론적 배경 5
    • 1. 제 6차 과학과 교육과정의 특징 5
    • Ⅰ. 서 론 1
    • 1. 연구의 필요성 및 목적 1
    • 2. 연구의 제한점 4
    • Ⅱ. 연구의 이론적 배경 5
    • 1. 제 6차 과학과 교육과정의 특징 5
    • 2. 제 7차 과학과 교육과정의 특징 6
    • 3. 탐구의 개념 7
    • 4. 교과서의 정의 및 기능 8
    • 5. 교과서의 구성 체제 8
    • 6. Romey의 과학 교과서 분석 방법 9
    • Ⅲ. 연구 내용 및 방법 13
    • 1. 연구 내용 13
    • 2. 연구 방법 14
    • Ⅳ. 연구 결과 및 논의 18
    • 1. 제 6차와 7차 중학교 과학과 교육과정 비교 분석 18
    • 1) 제 6차와 7차 중학교 과학과 교육과정 개정의 중점 비교 분석 18
    • 2) 제 6차와 7차 중학교 과학3 교과서의 내용 체제 비교 분석 20
    • 2. 제 6차와 7차 중학교 과학3 교과서의 영역별(물리, 화학, 생물, 지구과학) 체제 비교 분석 21
    • 1) 제 6차와 7차 중학교 과학3 교과서의 지면 수 비교 분석 21
    • 2) 제 6차와 7차 중학교 과학3 교과서의 실험 수 비교 분석 23
    • 3) 제 6차와 7차 중학교 과학3 교과서의 그림 수 비교 분석 24
    • 4) 제 6차와 7차 중학교 과학3 교과서의 표 수 비교 분석 25
    • 5) 제 6차와 7차 중학교 과학3 교과서의 문제 수 비교 분석 26
    • 3. 제 6차와 7차 중학교 과학3 교과서의 생물 영역 내용(탐구 중심) 비교 분석 27
    • 1) 제 6차와 7차 중학교 과학3 교과서의 생물 영역 단원명 비교 분석 27
    • 2) 제 6차와 7차 중학교 과학3 교과서의 생물 영역 주요 학습 내용별 비교 분석 27
    • 3) Romey법에 의한 제 6차와 7차 중학교 과학3 교과서 생물 영역의 평가 지수 분석 29
    • 4) 제 6차와 7차 중학교 과학3 교과서의 탐구활동 비교 분석 34
    • 4. 제 7차 중학교 과학과 교육과정과 중학교 과학3 교과서의 체제, 내용간의 연관성 비교 분석 47
    • Ⅴ. 결 론 49
    • Ⅵ. 참고 문헌 50
    • Ⅶ. 부 록 53
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