제7차 초,중등 생물 교육과정의 수업 목표 분석 : Bloom의 신 교육목표분류학에 기초하여 = Analysis of Primary and Secondary Biology Instructional Objectives on 7th Science Curriculum: Based on Bloom's Revised Taxonomy

다국어 초록 (Multilingual Abstract)

This study was conducted with the aim of classifying the instructional objectives stated in elementary, middle, and high school biology guidebooks for teachers based on Bloom's revised taxonomy table, and of seeing how the objectives of biology classes was thus categorized by grade level. The classification of the instructional objectives of biology classes based on the new taxonomy table was also examined in the study. A total of 1,743 biology objectives of third- to tenth-grade science textbooks and eleventh-grade biology textbooks were classified based on Bloom's revised taxonomy table. The results showed that the instructional objectives of biology classes disproportionately emphasized some of the knowledge and cognitive-process dimensions. 73.5% of the elementary, 84.0% of the middle school, and 97.3% of the high school biology instructional objectives fell under the two categories of "factual knowledge" and "conceptual knowledge". The percentages of the instructional objectives that were categorized as remembering and understanding were 82.5% for the elementary instructional objectives, 86.4% for the middle school objectives, and 98.6% for the high school objectives. In comparison, the percentages of the biology instructional objectives that require higher-order thinking skills (e.g., analyzing, evaluating, and creating) were relatively low. The statements of the instructional objectives specified in biology classes lacked consistency. In the dimension of knowledge, while the percentages of factual and conceptual knowledge were very high in all the school years, those of procedural and metacognitive knowledge were low. The percentages of procedural and metacognitive knowledge were 26.5% for elementary, 16.0% for middle school, and 2.7% for high school. In the cognitive-process dimension, the statements of the instructional objectives of the elementary and middle school classes had some consistency, but those of the high school classes had none.

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