민주시민소양 함양을 위한 SSI 교육 현황 분석: 2022 개정 교육과정 통합과학 중심 = Analyzing SSI Education for Democratic Citizenship: Focusing on Integrated Science in the 2022 Revised Curriculum

다국어 초록 (Multilingual Abstract)

Analyzing SSI Education for Democratic Citizenship : Focusing on Integrated Science in the 2022 Revised Curriculum KIM Hangil Advisor : Prof. Park, Young-Shin, Ph.D. Department of Science Education Graduate School of Chosun University This study analyzes the reflection of Socio-Scientific Issues (SSI) and the potential for fostering democratic citizenship competence in high school Integrated Science textbooks developed under the 2022 Revised Curriculum of Korea. Contemporary society is rapidly transitioning into a science-technology-society (STS) environment characterized by complex, value-laden problems such as climate crisis, energy depletion, artificial intelligence, and genetic engineering. In this context, citizens are increasingly required to move beyond passive reception of scientific knowledge and to engage as democratic citizens capable of recognizing social problems, making rational decisions, and taking responsible action based on scientific evidence. SSI education has emerged as a key pedagogical approach to address this demand, as it brings science-technology-related social and ethical issues into classroom learning, supporting students in considering diverse perspectives and values while exercising reasoned, responsible judgment. At the same time, democratic citizenship competence— encompassing critical thinking, communication and collaboration, social responsibility, empathy, and decision-making—has been foregrounded as a core educational goal in both international and domestic curriculum discourse. The 2022 Revised Curriculum of Korea explicitly positions the cultivation of democratic citizenship competence as a central objective of science education. In particular, the newly established Integrated Science 1 and Integrated Science 2—mandatory courses for all high school students regardless of academic track—are designed to foster students' ability to understand core scientific concepts in an integrated manner and to apply scientific thinking to real-world and societal problems. Given that textbooks serve as the primary medium through which curriculum intentions are translated into classroom learning, it is essential to examine how SSI-related content and activities are reflected in these newly developed textbooks and how they connect to the cultivation of democratic citizenship competence. Despite growing scholarly interest in SSI-based science education, systematic analysis of the 2022 Revised Curriculum textbooks from this integrated perspective remains limited. To address this gap, the present study analyzed six Integrated Science textbooks—Integrated Science 1 and 2 from three publishers, Publisher A (Visang), Publisher B (Mirae-N), and Publisher C (Chunjae)—using qualitative content analysis. The analysis proceeded in four sequential stages: (1) identifying SSI-related subunits by reviewing all activities within each subunit and applying SSI identification criteria to determine whether SSI-related activities were present; (2) extracting SSI-related activities defined as tasks requiring learners to engage in inquiry, data analysis, opinion presentation, decision-making, or product creation; (3) classifying activity types based on activity labels used in each textbook; and (4) applying the Democratic Citizenship Framework (DCF) adapted by Lee (2024) from Park et al.(2022) to assess eight competency elements: Critical Thinking (CT), Communication and Collaboration (CC), Information Management (IM), Empathy (EM), Social Accountability (SA), Science-Technology-Society relations (STS), Self-Direction (SD), and Decision Making (DM). Inter-rater reliability was secured through cross-validation with two science teachers, with disagreements resolved through discussion and expert consultation. The study yielded three major findings. First, with respect to SSI topics, a total of 78 SSI-related activities were identified across the three publishers— 24 from Publisher A, 28 from Publisher B, and 26 from Publisher C. When classified using Choi's (2019) 13-category SSI content framework, new technology-related issues including artificial intelligence, big data, and robotics constituted the largest proportion at 29.5%, followed by eco-friendly energy development at 16.7%, and climate change and natural disasters at 14.1% each. This represents a notable structural shift from the 2015 Revised Curriculum, in which environmental and energy topics dominated and new technology appeared minimally. The emergence of digital technology-related SSI topics reflects the broader societal transition toward a science-technology society and indicates that the 2022 Revised Curriculum has actively incorporated contemporary social issues into science education. Second, with respect to activity types, inquiry-based activities were the most prevalent across all three publishers, reflecting an emphasis on active, student-centered learning. Each publisher also featured distinctive activity formats reflecting different pedagogical orientations: Publisher A included "Creative Problem-Solving Projects" and "Building Science Competencies"; Publisher B incorporated "Discussion and Debate," "Career Exploration," and "Science Stories"; and Publisher C introduced "Science and Me" and "Becoming a Science Citizen." These publisher-specific formats indicate that while inquiry remains the shared foundation of SSI learning, each publisher has developed unique structural approaches to engaging students with SSI through varied learning experiences. Third, with respect to democratic citizenship competence, a total of 127, 143, and 112 DC elements were identified across Publishers A, B, and C respectively. Cognitive elements were most prominently represented across all three publishers: STS understanding ranked highest for both Publisher A (24.4%) and Publisher B (20.3%), while Information Management (24.1%) and Critical Thinking (22.3%) ranked highest for Publisher C. These patterns closely reflect the predominance of inquiry-type activities, which are structurally well-suited to cultivating cognitive competencies through data collection, analysis, and logical reasoning. By contrast, affective elements were consistently underrepresented: Empathy (EM) ranged from 2.1% to 6.3%, and Self-Direction (SD) from 2.4% to 5.6% across all publishers, suggesting that the affective, value-oriented, and participatory dimensions of democratic citizenship competence remain insufficiently developed at the textbook level. These findings carry both theoretical and practical implications. Theoretically, this study demonstrates how an integrated analytical framework combining SSI education and democratic citizenship competence can be systematically applied to textbook analysis, offering a methodological model for future research. Practically, the findings reveal a gap between the aspirations of the 2022 Revised Curriculum and their realization in actual textbook design. Future textbook development and instructional planning should pursue a more balanced integration of affective, ethical, and participatory elements alongside cognitive competencies, so that SSI education can more fully realize its potential as a vehicle for cultivating democratic citizenship competence in science classrooms.

목차 (Table of Contents)

• Ⅰ. 서론 1
• Ⅱ. 이론적 배경 5
• A. SSI(Socioscientific Issues) 교육 6
• 1. SSI의 정의와 특징 6
• 2. SSI의 내용영역 9
• 3. 국내외 SSI 연구동향 12
• a. SSI에 대한 인식 12
• b. SSI 교수법 13
• c. SSI 교육효과 13
• d. 논의 14
• B. 과학교육에서의 민주시민소양 16
• 1. 민주시민소양의 정의 16
• 2. 국내외 민주시민소양의 연구동향 17
• 3. 민주시민소양의 구성 요소 19
• a. 지식·기술·태도의 통합적 구조 19
• b. 핵심 역량으로 나타나는 공통 요소 19
• 4. 민주시민소양 분석틀 21
• C. 2022 개정 교육과정 과학과 교육과정의 특징 24
• 1. 2022 개정 교육과정의 배경과 사회적 요구 24
• 2. 과학과 교육과정의 핵심 방향 25
• 3. 통합과학1, 2의 특징과 민주시민소양 함양 가능성 27
• a. 핵심 개념 중심의 성취기준체계 28
• b. 핵심역량 기반의 성취기준과 민주시민소양 28
• c. 사회참여적 과학교육으로의 확장과 SSI의 연계 29
• Ⅲ. 연구 방법 30
• A. 연구 대상 31
• B. 자료수집 및 자료분석 32
• 1. SSI 주제 탐색 32
• 2. 활동 유형 분류 기준 32
• 3. 민주시민소양 요소(DCF) 분석 기준 33
• C. 자료분석 절차 35
• 1. 1단계: SSI 관련 소단원 도출 및 활동 주제 추출 35
• 2. 2단계: SSI 활동 유형 분류 및 분포 산출 36
• 3. 3단계: SSI 관련 활동에 반영된 민주시민소양 분석 36
• 4. 신뢰도 확보 39
• Ⅳ. 연구 결과 40
• A. 2022 개정 교육과정 통합과학에서 나타난 SSI 관련 소단원 및 활동 주제 40
• 1. A 출판사에 나타난 SSI 주제 40
• 2. B 출판사에 나타난 SSI 주제 45
• 3. C 출판사에 나타난 SSI 주제 49
• 4. SSI 주제 영역 비교 53
• 5. SSI 주제에 대한 논의 54
• B. SSI가 나타나는 활동 유형 분포 55
• 1. A 출판사에 나타난 활동 유형 분포 55
• 2. B 출판사에 나타난 활동 유형 분포 61
• 3. C 출판사에 나타난 활동 유형 분포 69
• C. SSI 관련 활동에 반영된 민주시민소양 요소 74
• 1. A 출판사 75
• a. 민주시민소양 요소 분석 75
• b. 단원별 민주시민소양 분포 80
• c. 민주시민소양 요소별 분포 81
• 2. B 출판사 82
• a. 민주시민소양 요소 분석 82
• b. 단원별 민주시민소양 분포 88
• c. 민주시민소양 요소별 분포 89
• 3. C 출판사 90
• a. 민주시민소양 요소 분석 90
• b. 단원별 민주시민소양 분포 94
• c. 민주시민소양 요소별 분포 95
• D. SSI에 반영된 민주시민소양 논의 96
• Ⅴ. 결론 및 제언 98
• 참고문헌 101