초등학교 5학년 과학과 교육내용의 적정성 연구 = Breadth and Depth of Science Subject Matter of the 5th Grade in Elementary Schools

국문 초록 (Abstract)

본 연구는 초등학교 5학년 과학교과 내용의 적정성에 대하여 교사들의 판단과 그러한 판단의 근거를 알아보는 데 목적을 두었다. 이를 위하여 138명의 일반교사를 대상으로 단원과 소주제의 적정성 여부를 설문하고, 20명의 과학전문교사를 대상으로 1차 설문에서 적정성이 낮은 것으로 판단된 단원과 소주제의 적정성 상태(분량의 과다·과소와 내용수준)와 그러한 판단의 근거를 설문을 통하여 물었다. 연구 결과, 일반교사를 대상으로 한 1차 설문조사에서 2개 단원과 7개 소주제가 적정성이 낮다는 반응을 얻었으며, 과학전문교사를 대상으로 한 2차 설문에서 단원과 소주제별로 분량과 내용수준이 다르며 그러한 판단을 하게 된 근거에도 차이가 있음을 밝혔다. 특히 내용수준이 가장 높은 것은 ‘거울과 렌즈’ 단원이며 학생들의 인지능력에 맞지 않다는 점이 가장 주요한 근거가 되었고, 분량이 가장 많은 것도 ‘거울과 렌즈’ 단원이며 수업시간에 비하여 학습내용량이 과다하다는 것이 판단의 가장 뚜렷한 근거가 되었다

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate into teachers' judgement and its basis on the breadth and depth of science subject matter of the 5th grade in elementary schools.
For this purpose, 138 teachers who have taught 5th graders in 22 elementary schools in Busan and Kyongnam were surveyed. And 20 elementary school teachers who have taught science in in-service training institute for teachers were surveyed on the basis of the results of the first survey.
The major results obtained from this study were summarized as follows:
First, it was identified in the first survey that two units and seven themes were not optimum levels in the breadth and depth of science of 5th grade by 138 teachers.
Second, it showed in the second survey that lecturers in science in in-service training institute for teachers selected 1 unit and 2 themes('Mirror and Lens' unit, 'Concave Mirror and Convex Mirror' and 'Moving Object at regular interval' themes) highest degree of difficulty out of all units and themes. And they gave reason that Mirror and Lens' unit and 'Concave Mirror and Convex Mirror' were not fitted for learning abilities of students, and 'Velocity' unit was difficult for students owing to not being fully equipped in experiment.
Third, it was found out that lecturers in science in in-service training institute for teachers judged all unit and all themes to be optimum level in the breadth of science comparatively. But they judged that 'Mirror and Lens' unit was too much in subject matter and that 'Leaves' unit required too much learning activities for students.
In conclusion, the breadth and depth of 2 units and 7 themes in science of 5th grade were in need of modifying to students' learning abilities and instructional context.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 이론적 배경
• Ⅲ. 연구 방법
• Ⅳ. 연구 결과
• Ⅴ. 결론
• 참고문헌
• Abstract