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- 저자 : 우종옥 ( Seon Hyeong Cho (검색결과 3 건)
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조선형(Seon Hyeong Cho),우종옥(Jong Ok Woo) 한국초등과학교육학회 1992 초등과학교육 Vol.11 No.1
This paper aims at studing an important general issue in Earth Science curriculum policy and panning, and an approach to the issue in relation to an area of the curriculum which is of particular curent concern to Earth Science education in elementary science. First, it has analyzed the science education system, its curriculum, the teaching status, the pre- and in-service for science teacher, historical science education, and new science program in 1970`s. Secondly, it has also analyzed earth science curricula of elementary school science in Korea, in the United States(Holt`s), and in Japan(Kelinggan`s) for purpose of making a comparison between them in its learning objectives, its structure and application, its scopes and sequences, the ratio of the earth science area to other science area, the concepts of the air units. Thirdly, an analysis of earth science curricula of three country textbook has beat made. It is as follow : the study is an the competency goals and performance indicators, detail studies of them for the compilation purposes, the structure and application, scopes and sequences, the comparision of the earth science are-as, and the method of evaluation. According to the contents presented inquiry learning is dealt with almost equals both in Korea and Japan, but some differences can be found in the textbook of the United States, where a lot of explanation can be found. The number of pages of the text from first to sixth grade is different from each other country. The elementary science is divided into four main sequence areas of physics, chemistry, life science and earth science in Korea and Japan, but there ate three sequences of life science, earth sciences, and physical sciences in the United State. As for concept analysis of earth science area, the Holt Science has 315 concepts, Korea has 200, and Japan`s has 108. The level of contents in earth science in Holt Science is higher than Korea`s, while they are presented by the type of playing in Japan`s textbooks. The sequence orders according to the grades are different from each other in chapter of the Earth Changing in the three country texts. As for the form of article narration in the texts, they are some-what different in that there are many question forms in Korea`s and Kelingan`s science in Japan, but ai the United States definition forms are mostly found in the Holt Science instead. Especially, Halt Science has related its contents with human life at the end of each chapter; for example, $quot;people and science$quot; for the lower graders, and $quot;careers$quot; for the higher graders. They have answers to activites the end of each chapter, and a few Korea chapter have a similar activity sections. As for the factors of inquiry process, there are 8 with which almost the same factors are used in Korean textbooks, 13 factors (according to SAPA program) in the United States, and none in Japanese texts what they are believed to be topic catered.
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