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https://doi.org/10.3938/NPSM.69.473
Analysis of the Appropriateness of Scientific Key Competencies Included in the Inquiry-Based Physics Activities of Middle School Science Textbooks Based on the 2015 Revised National Curriculum
New Phys.: Sae Mulli 2019; 69: 473~483
Published online May 31, 2019;  https://doi.org/10.3938/NPSM.69.473
© 2019 New Physics: Sae Mulli.

You KIM1, Munho KWON2, Ho-Meoyng CHOI*3

1Daejin Middle School, Daegu 42768, Korea
2Dague Science High School, Daegu 42110, Korea
3Department of Physics Education, Kyungpook National University, Daegu 41566, Korea

Correspondence to: homyoung@knu.ac.kr
Received November 29, 2018; Revised February 27, 2019; Accepted March 15, 2019.
cc This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
The 2015 revised national curriculum offers five scientific key competencies (SKCs) and emphasizes the acquisition of SKCs through the subject. This study performed comparative analyses of the SKCs included in the inquiry-based physics activities of five kinds of middle-school science textbooks. To do this, we set up a key competency analysis framework and used the analysis framework to analyze the inquiry activities of all five middle-school science textbooks. According to results from the comparative analyse of SKCs, the ‘scientific participation and lifelong learning’ element among the five SKCs showed the lowest reflection rate in all the inquiry-based activities. Especially, it is never included in the required activities. We also discuss ways of improving teaching methods and teacher training to help students build the five SKCs evenly.
PACS numbers: 01.30.la, 01.30.mt
Keywords: Scientific Key Competencies, Curriculum


May 2019, 69 (5)
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