npsm 새물리 New Physics : Sae Mulli

pISSN 0374-4914 eISSN 2289-0041


Research Paper

New Phys.: Sae Mulli 2019; 69: 1177-1184

Published online November 29, 2019

Copyright © New Physics: Sae Mulli.

Analysis on Achievement Standards of the 2015 Revised Curriculum and Learning Objectives of Physics I Textbooks Based on Bloom's Revised Taxonomy

Bongsuk LEE1, Kyunghee KANG2*

1Samwha Elementary School, Jeju 63303, Korea

2Department of Science Education, Jeju National University, Jeju 63243, Korea


Received: September 2, 2019; Revised: October 10, 2019; Accepted: October 11, 2019

This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License ( which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.


This study analyzes the 2015 revised curriculum Physics I achievement standards and the learning objectives presented in the five physics I textbooks in accordance with Bloom's revised taxonomy. The results of the achievement standards analysis showed that conceptual knowledge accounted for the largest share of knowledge at the knowledge level, followed by factual knowledge and procedural knowledge. Analysis of cognitive processes showed the highest level of comprehension. For particular understanding, explanation was most often used. The results of the textbook learning objective analysis also showed a tendency similar to that of the achievement criteria analysis. Conceptual and factual knowledge was shown to be the most presented, and in terms of cognitive processes, many were presented in the order of understanding and application. Achievement standards and learning objectives are very important in setting the direction of the teaching-learning process. Thus, in the future design of physics I achievement standards and learning objectives, consideration will need to be given to various knowledge levels and cognitive processes.

Keywords: 2015 revised curriculum, Achievement standard, PhysicsⅠ, Learning objective, Bloom's revised taxonomy

이 연구는 Bloom의 신교육목표분류에 따라 2015 개정 교육과정 물리학Ⅰ성취기준과 물리학Ⅰ교과서 5종에 제시된 학습 목표를 분석하는 것이다. 성취기준 분석 결과 지식 차원에서는 개념적 지식이 가장 많은 비중을 차지하였고, 다음으로는 사실적 지식, 절차적 지식의 순으로 나타났다. 인지 과정을 분석한 결과 이해가기가 가장 많은 것으로 나타났다. 특히 이해하기 중에서 설명하기가 가장 많이 활용되고 있었다. 교과서 학습 목표 분석 결과도 성취기준 분석과 유사한 경향을 보였다. 개념적 지식과 사실적 지식이 가장 많이 제시된 것으로 나타났고, 인지 과정 측면에서는 이해하기와 적용하기 순으로 많이 제시되었다. 성취기준과 학습목표는 교수-학습 과정의 방향을 설정하는 데 매우 중요하다. 그러므로 향후 물리학Ⅰ성취기준과 학습목표 설계 과정에서 다양한 지식 차원과 인지 과정에 대한 검토가 이루어져야 할 것이다.

Keywords: 2015 개정 교육과정, 성취 기준, 물리학 I, 학습목표, Bloom의 신교육목표분류

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