고등학생들의 생물 교과에 대한 흥미 조사 연구

송신철,김흥집,이치하,김정민,심규철 韓國生物敎育學會 2007 생물교육 Vol.35 No.3

2015 개정 교육과정에 따른 초등학교 과학 교과서의 탐구 활동에 나타난 과학과 교과역량 분석

송신철,심규철 한국생물교육학회 2020 생물교육 Vol.48 No.1

The purpose of this study was to analyze the key competencies of science subject in inquiry activities of elementary science textbooks based of 2015 revised national curriculum. They were examined to be presented in inquiry activities in elementary science textbooks according to grade and five areas such as material, movement and life, movement and energy earth and space, integration. Scientific inquiry ability and scientific thinking ability among science subject competencies were more emphasized than others in totally elementary science textbooks. As the grade level increases, the proportion of scientific inquiry ability in inquiry activities decreases slightly and that of scientific thinking ability increase. Regardless of grades and areas, scientific inquiry ability was the highest portion than other science subject competencies, but scientific thinking ability was the highest portion than others in material, life and integration areas of the 6th grade textbooks. It is necessary to explore ways to improve more evenly subject competencies reflected for elementary school students in science classes.

초등 5~6학년군 과학 교과서에 제시된 탐구 활동 유형 분석

송신철,심규철 한국초등과학교육학회 2019 초등과학교육 Vol.38 No.4

In this study, the types of inquiry activities in the 5th & 6th grade science textbooks according to the 2015 revised science national curriculum were analyzed and compared according to grade level and science area. Science textbooks for elementary school 5th & 6th graders contain quite diverse types of inquiry activities, which are student-centered inquiry activities. There were comparatively higher proportions of inquiry types such as experiment & observation and simulation, but relatively lower of inquiry types of investigation-discourse & presentation, discussion, expression. Elementary science textbooks are expected to cultivate science key competencies for elementary school students. Considering the science area, the motion & energy, substances, earth & space, and integration areas had the most experiment & observation among activity types, while the life area had the most simulation activities. Even in some area of the 6th grade science textbook, there was little or no data interpretation, discussion, and simulation activities. In order to achieve the goal of elementary science education, science textbooks should be developed considering the revision of future elementary science curriculum.

고등학교 통합과학 교과서에 나타난 탐구활동 유형 분석

송신철,심규철 한국생물교육학회 2018 생물교육 Vol.46 No.1

The purpose of this study was to analyze inquiry activity types in the integrated science textbooks, which are developed on the basis of the 2015 revised science curriculum for high school students, and compare them according to areas and publishers. In the integrated science textbooks, there were various inquiry activity types such as experiment and observation, investigation, discussion and presentation, interpretation of data, debate, science writing, simulation and expression activity. It seems that attempts and efforts have been made to include student-centered inquiry activities with the purpose of science curriculum. But, investigation, discussion and presentation, and interpretation of data are more than other inquiry activities in the integrated science textbooks. The largest number of inquiry activities were presented in the environmental and energy unit among the four units of the integrated science textbooks(material and regularity, systems and interaction, change and diversity, environment and energy). There was the difference of the proportions of inquiry activity types and the number of inquiry activities according to publishers and units. Thus, authors and publishers should be provided the considerations of directions, teaching and learning methods, the linkage of units, etc. for developing integrated science textbooks.

2015 개정 과학과 교육과정에 따른 고등학교 생명과학I 교과서의 탐구활동 유형 분석

송신철 한국생물교육학회 2018 생물교육 Vol.46 No.2

In this study, inquiry activity types in the high school Life ScienceⅠ textbooks according to the 2015 revised science curriculum were analyzed and compared according to units and publishers. There are various inquiry types in life scienceⅠ textbooks, which seemed to be considered for student-centered activities. There are higher proportion of interpretation of dada and investigation-discussion among inquiry activities, and experiment-observation inquiry activity is less than average proportion, Even though various inquiry activities are aiming for students to participate in class by utilizing diverse teaching and learning methods in biology education, a few inquiry activity are contained in life scienceⅠ textbooks. In addition to teacher-centered research, student-centered inquiry should be pursued and various inquiry activities should be applied to life science class. It is necessary to continually monitor whether the purpose of the 2015 revised science curriculum is applied and reflected in the science class at the school site, and should be complemented by follow-up research.

고등학교 과학탐구실험 교과서에 제시된 탐구 활동 분석

송신철,심규철 한국생물교육학회 2019 생물교육 Vol.47 No.3

The science inquiry-experiment is new subject developed for high school students according to the2015 revised science national curriculum. The subject was focused on improving scientific inquiry ability of high school students on the basis of the inquiry and experiment. We examined characteristics of inquiry activities presented in science inquiry-experiment textbooks. In order to do this types of inquiry activities presented in science inquiryexperimenttextbooks were comparatively analyzed according to units and publishers. Types of inquiry activities were categorized into experiment & observation, data interpretation,investigation-discourse & presentation, discussion, expression, science writing, and simulation. Experiment and observation, data interpretation, investigation-discourse &presentation, and expression were more among them, the other hand, discussion, science writing and simulation were somewhat presented. As a result, there were some differences in activity types and frequency according to the publishers. Science inquiry-experiment teachers need to proceed with the teaching and learning process by appropriately modifying inquiry contents and types of inquiry. Itis necessary to continuously monitor whether the objectives of the 2015 revised science national curriculum are being applied and reflected through on-site science classes, and supplement them through subsequent studies.

2015 개정 교육과정에 따른 고등학교 과학 교과 탐구활동의 과학과 핵심역량 분석

송신철,심규철 한국생물교육학회 2019 생물교육 Vol.47 No.2

In this study, the science key competencies in the inquiry activities of high school life science textbooks were compared and analyzed according to area and publisher. 12 life science Ⅰ and Ⅱ textbooks developed based on the2015 revised science national curriculum were collected and analysed. The more the number of inquiry activities included in the textbooks, the greater the number of key competencies reflected. Scientific thinking ability was the highest, and scientific inquiry ability, scientific communication ability, and scientific problem solving ability were reflected at almost similar rate. Scientific participation and lifelong learning ability was the least reflected in all areas of lifescience I and II subjects. Science key competencies differ from one publisher to another, and the number and type of key competencies applied are often different, even if they are similar. A clear frame of reference should be provided in the development of future curriculum. In order to ensure that the life sciences classes suitable for the purpose and purpose of the 2015 revised science national curriculum are carried out in the educational field, various teaching and learning models, methods, strategies, teaching materials will continue to be developed.

고등학교 통합과학 교과서의 탐구 활동에 나타난 과학과 핵심역량 분석

송신철,심규철 한국생물교육학회 2018 생물교육 Vol.46 No.2

The purpose of this study was to investigate the science key competencies presented in the inquiry activities of high school integrated science textbooks, which were compared and analyzed according to learning area and publishers. Inquiry activities were analyzed and categorized into 5 science key competencies such as scientific thinking ability, scientific inquiry ability, scientific problem solving ability, scientific communication ability, and scientific participation and lifelong learning ability. As a result of analyzing the science key competencies reflected in the inquiry activities, scientific thinking ability, scientific communication ability, and scientific inquiry ability were higher than others, and closely related to each other. While scientific participation and lifelong learning ability were reflected to a lesser extent. And it was found that there was a deviation of science key competencies of inquiry activities according to the publisher. To enhance science education in accordance with the purpose of the 2015 revision of science national curriculum, it should be to foster science key competencies at the school site, and various teaching and learning materials, methods and strategies related to them should be developed and provided.

2015 개정 과학과 교육과정에 따른 초등학교 과학 교과의 탐구활동 유형 분석- 3~4학년군 과학 교과서를 중심으로 -

송신철 한국생물교육학회 2019 생물교육 Vol.47 No.3

In this study, the types of inquiry activities presented in grade 3 and 4 science textbooks according to the 2015 revised science curriculum were analyzed. They were compared according to grade level and five areas. The science textbooks for elementary 3rd and 4th graders contain many different types of inquiry activities, and are designed to cultivate science and core competencies through student-focused inquiry classes. As a result of analyzing the types of inquiry activities presented in the five areas of motion and energy(physics), materials(chemistry), life (lifesciences), earth and space(earth sciences), and integration, the experiment and observation activities were the most common. Earth and space were the most simulated because of the nature of subjects that were difficult to experiment and observe. In order to achieve the goal of science education in elementary school, inquiry activities should be presented in consideration of students’ cognitive level, curriculum content, and subject areas.

반성적 사고 전략 활용 생물 수업이 고등학생의 과학적 사고력에 미치는 효과

송신철,심규철 韓國生物敎育學會 2011 생물교육 Vol.39 No.3

The purpose of this study was to examine the effect of reflective thinking strategies on scientific thinking ability of high school students, which consisted of self-reflective and co-reflective thinking strategies. Subjects were 156 students, who were 11th graders of 4 high school in Gyounggi province. They were divided into experimental and control groups. The experimental group was taught using self-reflective and co-reflective thinking strategies and the control group was taught using traditional teacher-centered instruction. The instrument to measure scientific thinking ability consisted of 5 components as follows: perceiving a problem, identifying variables, designing an experiment, interpreting data and drawing conclusions. There was significant difference between experimental group and controlled group (p<.01) in terms of scientific thinking ability. This study showed that the instruction using self-reflective and co-reflective thinking strategies could be very effective teaching method to stimulate high school students' thinking.