npsm 새물리 New Physics : Sae Mulli

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Research Paper

New Phys.: Sae Mulli 2020; 70: 342-352

Published online April 29, 2020 https://doi.org/10.3938/NPSM.70.342

Copyright © New Physics: Sae Mulli.

Analysis of Optics Contents of High School Physics Textbooks for by the 2015 Revised Science Curriculum

Bongwoo LEE*

Department of Science Education, Dankook University, Gyeonggi 16890, Korea

Correspondence to:peak@dankook.ac.kr

Received: February 25, 2020; Revised: March 10, 2020; Accepted: March 10, 2020

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 purpose of this study is to analyze the optics contents of high school physics textbooks for the 2015 revised science curriculum. The main results are as follows. First, the optics contents of the physics textbooks were generally described in the order of achievement standards of the curriculum, and the scope and levels of the optics contents varied greatly from textbook to textbook. In particular, many differences were noted in the contents related to interference. Second, the number of inquiries per textbook was 8.0 in Physics I and 5.2 in Physics II, but the compositions of the inquiry activities were not significantly different. Third, the analyses of an image of an object under the water, thin film interference, an image by using a convex lens, interference and diffraction schematics were investigated, and many differences between textbooks and several illustrations with physical errors were found. In addition, based on the results of these analyses, I discuss the implications for textbook development.

Keywords: 2015 revised national science curriculum, Physics textbook, Optics contents

본 연구의 목적은 2015 개정 교육과정에 의한 고등학교 물리학 교과서의 광학 내용을 분석하는 것이다. 주요 연구 결과는 다음과 같다. 첫째, 물리학 교과서의 내용은 대체로 교육과정의 성취기준의 순서로 기술되었는데, 광학 개념의 범위와 수준은 교과서별로 많은 차이가 있었다. 특히 간섭과 관련된 내용에서 많은 차이가 있었다. 둘째, 광학 관련 탐구는 물리학Ⅰ에서는 교과서당 평균 8.0개, 물리학Ⅱ 교과서에서는 평균 5.2개였고, 탐구활동 구성의 교과서간 차이는 크지 않았다. 셋째, 물 속 물체의 상, 얇은 막 간섭, 볼록렌즈에 의한 상, 간섭과 회절 개요도 등에 대한 삽화를 분석하였는데, 교과서간 차이가 많았으며, 물리적인 오류가 있는 삽화도 여러 개 발견되었다. 추가적으로 연구 결과를 바탕으로 교과서 개발에의 시사점을 논의하였다.

Keywords: 2015 개정 과학과 교육과정, 물리 교과서, 광학 내용

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