Ex) Article Title, Author, Keywords
Ex) Article Title, Author, Keywords
New Phys.: Sae Mulli 2018; 68: 985-993
Published online September 28, 2018 https://doi.org/10.3938/NPSM.68.985
Copyright © New Physics: Sae Mulli.
Jaeseung LEE, Hyukjoon CHOI*
Department of Physics Education, Korea National University of Education, Cheongju 28173, Korea
Correspondence to:hjchoi@knue.ac.kr
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.
The purpose of this study is to analyze the inquiry activities included in three Physics I textbooks for the 2015 revised science curriculum referring to eight science practices of Next Generation Science Standards (NGSS). We investigated the frequencies of the science practices included in the inquiry activities of each textbook and compared them with the results for Physics I textbooks for the 2009 revised science curriculum. We also investigated the levels of inquiry activities by using performance expectations for grade bands. The results show that 'constructing explanations and designing solutions' were the most widely used science practice type and 'asking questions and defining problems' were scarely used. However, Physics I textbooks for the 2015 revised science curriculum contain more various science practices compared with the results for Physics I textbooks for the 2009 revised science curriculum. On the other hand, most of performance expectations of science practices in Physics I textbooks for the 2015 revised science curriculum were levels for lower grades in elementary school, not for high school.
Keywords: Science practice, Inquiry activity, Textbook
이 연구에서는 차세대과학기준(next generation science standards, NGSS)의 8가지 과학 실천을 이용하여 2015 개정 교육과정의 물리학 I 교과서에 수록된 탐구활동을 분석했다. 교과서 3종의 탐구활동에 포함된 과학 실천별의 빈도를 조사한 뒤 2009 개정 교육과정의 물리 I 교과서와 비교하였다. 또한 과학 실천의 수행기대 수준을 알아보았다. 연구 결과, '설명 구성하기 및 해결책 설계하기'의 비율이 가장 높았으며 '정보 수집, 평가, 소통하기', '자료 분석 및 해석하기'의 비율이 높은 반면, '질문하기 및 문제 정의하기'의 비율은 매우 낮았고, 전체적으로 2009 개정 교육과정 물리 I 교과서보다 다양한 과학 실천이 포함돼 있었다. 수행기대 수준의 경우 초등학교 저학년 수준의 수행기대가 가장 많이 포함된 반면 고등학생 수준의 수행기대는 많지 않았다.
Keywords: 과학 실천, 탐구활동, 교과서