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한국학술지인용색인(NRF)
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In this study, the types of inquiry activities presented in grade 3 and 4 science textbooks according to the 2015 revised science curriculum were analyzed. They were compared according to grade level and five areas. The science textbooks for elementary 3rd and 4th graders contain many different types of inquiry activities, and are designed to cultivate science and core competencies through student-focused inquiry classes. As a result of analyzing the types of inquiry activities presented in the five areas of motion and energy(physics), materials(chemistry), life (lifesciences), earth and space(earth sciences), and integration, the experiment and observation activities were the most common. Earth and space were the most simulated because of the nature of subjects that were difficult to experiment and observe. In order to achieve the goal of science education in elementary school, inquiry activities should be presented in consideration of students’ cognitive level, curriculum content, and subject areas.
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참고문헌 (30건) : 자료제공( 네이버학술정보 )
| 번호 | 참고문헌 | 국회도서관 소장유무 |
|---|---|---|
| 1 | The Inclusion of STS Material in the Most Frequently Used Secondary Science Textbooks in the U.S.  |
미소장 |
| 2 | Gender‐ and grade‐level differences in science interest and participation |
미소장 |
| 3 | Han, H., Kim, N., Hong, B., & Shim, K. (2012). Analysis of creativity-personality activities related to life science presented in high school science textbooks according to 2009 science curriculum. Biology Education, 40(1), 158-166. | 미소장 |
| 4 | Hwang, J., & Sung, M. (2000). Research articles : On the inquiry activity of vessel and sieve tube described in the science textbooks of elementary and secondary school. Biology Education, 28(4), 320-329. | 미소장 |
| 5 | Hwang, S., & Chung, Y. (2013). The development of the science writing program : Cultivating middle school students’scientific creativity. Journal of the Korean Association for Research in Science Education, 33(4), 751-762. | 미소장 |
| 6 | South Korea finally MERS-free |
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| 7 | Kang, S. (2007). The comparison and analysis of investigation domains in high school biology 2 textbooks by 7th curriculum. Bulletin of Science Education, 23(2), 19-53. | 미소장 |
| 8 | Kim, E. (2013a). Comparative analysis of the research activities in high school life scienceⅠ textbooks for the 7th education curriculum and the 2009 revised education curriculum. master’s thesis, Mokpo National University, Chungnam, South Korea. | 미소장 |
| 9 | Kim, H., & Yeau, S. (2004). An analysis on scientific inquiry process in the middle school 8th grade science textbook published by 7th national curriculum and students' current abilities of scientific inquiry skill. Biology Education, 32(4), 390-397. | 미소장 |
| 10 | Kim, M. (2013b). A comparative study of the unit of metabolism in biology Ⅰ textbooks according to the 7th curriculum and life science I textbooks according to the revised 2009 curriculum. Biology Education, 41(2), 211-224. | 미소장 |
| 11 | Kim, N., & Shim, K. (2015). Educational implications for pre-service science teacher training through the comparative analysis between ‘Life ScienceⅠ’ based on the 2015revised science curriculum and educational contents presented in the pre-service science teachers’ textbooks of the college of education. Journal of the Korean Association for Science Education, 35(6), 1039-1048. | 미소장 |
| 12 | Ko, G., Shim, K., & Kim, H. (2001). Comparative analysis for the inquiry activity content of experiments and observations presented the units on structure and function of living things of middle school science textbooks. Biology Education, 29(1), 46-56. | 미소장 |
| 13 | Lee, J., & Park, K. (2007). Comparative analysis for the techniques and the inquiry activities of the biotechnology in the high school science under the 7th curriculum -living and science, science, biology 1, biology 2, higher biology textbooks of a high school. Biology Education, 35(2), 302-319. | 미소장 |
| 14 | Lee, J., Kim, Y., Paik, S., & Lee, K. (2010). An analysis of content-related issues of curriculum for the improvement of contents in science education. Journal of Science Education, 34(1), 140-154. | 미소장 |
| 15 | MOE(Ministry of Education) (2009). High School Science Curriculum. Seoul: Ministry of Education. | 미소장 |
| 16 | MOE(Ministry of Education) (2015a). Elementary and Secondary School Curriculum. Seoul: Ministry of Education. | 미소장 |
| 17 | MOE(Ministry of Education) (2015b). High School Science Curriculum. Seoul: Ministry of Education. | 미소장 |
| 18 | Oh, K., Kang, M., & Lee, P. (2004). Inquiry activities analysis on the environment unit of the high school science textbooks for the 7th curriculum. Journal of Curriculum and Evaluation Research, 7(2), 305-323. | 미소장 |
| 19 | Park, J. (2004). Comparative analysis of inquiry activity for metabolism contents in high school biology 2 textbooks by the 7th curriculum. Biology Education, 32(2), 124-134. | 미소장 |
| 20 | Ryu, M. (1999). An analysis of inquiry activities of the biology part in common sciences of Korean high schools. Biology Education, 27(2), 109-117. | 미소장 |
| 21 | Shim, K. (2006). The analysis of inquiry activities presented in “reproduction and development" unit in life science textbooks under national common basic curriculum. Biology Education, 34(3), 321-329. | 미소장 |
| 22 | Shim, K., Lee, Y., Kim, H., & Park, Y. (2004). Comparative analysis of inquiry activities presented in the reproduction unit of science textbooks on the basis of the 6th and the 7th science curricula (general science and the 10th grade science). Biology Education, 32(1), 9-15. | 미소장 |
| 23 | Sim, J. (2016). Comparative analysis of contents related to ‘Understanding of Biological Sciences’ presented in biology Ⅰ and life science Ⅰ textbooks for high school students. Master's thesis, Kongju National University, Chungnam, South Korea. | 미소장 |
| 24 | Song, J., & Na, J. (2015). Directions and issues of 2015national science curriculum and their implications to science classroom culture. The Korean Society for School Science, 9(2), 72-84. | 미소장 |
| 25 | Song, S. (2017). A study on middle school students’ interests and correlations in topics and activities related to microorganisms. Biology Education, 45(2), 235-243. | 미소장 |
| 26 | Song, S. (2018). Analysis of inquiry activity types in the high school life scienceⅠ textbooks according to the 2015 revised science curriculum. Biology Education, 46(2), 187-210. | 미소장 |
| 27 | Song, S., & Shim, K. (2018). Analysis of inquiry activity types in the integrated science textbooks for high school students. Biology Education, 46(1), 24-38. | 미소장 |
| 28 | Yang, H., & Oh, S. (2000). The analysis of the themes and contents on the biology inquiry actions in science text -book of the middle school. Biology Education, 28(3), 209-221. | 미소장 |
| 29 | Yoo, M., & Cho, H. (2003). Analyses of scientific inquiry in science Ⅶ. Journal of the Korean Association for Science Education, 23(5), 494-504. | 미소장 |
| 30 | Yoon, H. (2014). Comparative analysis of the 7th curriculum and the 2009 revised curriculum concerning the field of biology textbook : Focused on ccology relevant unit in high school. Master’s thesis, Dankook University, Seoul, South Korea. | 미소장 |
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