2009 개정 과학교육과정의 내용적, 운영적 관점에서의 분석 : 10학년 선택과목 “과학”을 중심으로

다국어 초록 (Multilingual Abstract)

The purpose of this study was 2009 revised science curriculum contents analysis and to identify the actual conditions of operation in school and investigate the perceptions of teachers and students regarding the 10th grade an optional "science".

The results of this study are the following:
First, an analysis of the content and the difficulty level of the curriculum revealed that the content elements of unit and concept levels increased in volume, raising the level of difficulty. In the case of the optional "science", it sought after a theme-oriented integrated subject, thus increasing the number of units, and also the number and level of concept-level content elements, which are components of each unit, were raised, thus downgrading the content of ScienceⅠ and ScienceⅡ. This was found to result from the addition of content in the process of integration and restructuring of content.
Second, the convergence science newly introduced in the school site being surveyed 38.5% was operated by one science teacher regardless of its major, and 61.5% was taught by more than 2 teachers dividing units depending on their major. High school science teachers think this is the most effective way to operate. That is to say, they are very satisfied with this arrangement.
Third, 71.4% of high school science teachers felt difficulty and stress while teaching science, and it was believed by them the lack of understanding about the contents of new curriculum could be the major reason. Also it was surveyed 72.9%, 27.1% of teachers thought most appropriate to be taught by General science major teacher and Earth science major teacher respectively in teaching science, and there ware number of opinions preferring to be taught by 2 teachers according to their selection diving chapter 1 and chapter 2 rather than taught by single teacher.
Fourth, Being improvements for newly introduced convergence science, high school teachers opined the reduction of contents for study is the most needed point thus in the next revision, they thought it necessary to be paid maximum attention in composing unit of convergence science appropriate for developmental stage of students as well as balanced composition in terms of 4 categories of earth science such as well as physics, chemistry, biology, earth science.
Fifth, students who were taught 10th grade science prefer to be taught by teachers of physics, chemistry, biology and earth science separately rather than being taught by one teacher. The students point out that discussions with each major science teacher is preferred and easier to understand because of delicate explanations and systems of thought still, it is were difficult to become accustomed to different teaching methods, testing and performance assessment styles for each teacher.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성과 목적 1
• 2. 연구 문제 4
• 3. 용어의 정리 6
• 4. 연구의 제한점 8
• Ⅱ. 이론적 배경 10
• 1. 2009 개정 교육과정의 과학의 성격과 목표 10
• 2. 교육과정과 수업의 관련성 15
• 3. 선행 연구 고찰 17
• Ⅲ. 연구 방법 21
• 1. 내용적 관점에서의 분석 방법 21
• 2. 운영적 관점에서의 분석 방법 21
• Ⅳ. 연구결과 분석 및 논의 26
• 1. 내용적 관점에서의 분석 결과 26
• 2. 운영적 관점에서의 분석 결과 39
• Ⅴ. 결론 및 제언 80
• 참고 문헌 84
• ABSTRACT 87
• 부록 90