2015 및 2022 개정 과학과 교육과정의 성취기준 네트워크 분석 - 통합과학과 과학탐구실험을 중심으로 -

초록

This study conducted a network analysis based on the statements of high school integrated science and scientific inquiry experiment achievement standards among the 2015 and 2022 revised science curriculum. The research results are as follows. First, the number of integrated science achievement standards decreased by about 3.1 % from 32 to 31, and the number of scientific inquiry experiment achievement standards decreased by about 20.0 % from 15 to 12. Second, compared to the previous curriculum, the 2022 revised curriculum placed more emphasis on scientific literacy that emphasizes voluntary practice in daily life in addition to students' cognitive aspects such as sharing various cases, investigations, and practical activities. This resulted in changes such as allowing students to understand and value useful information, focusing on observation and experiential activities that can be encountered in their daily lives. Third, in the 2022 revised curriculum, key words linked to process and functional aspects such as case prediction, argument, observation, investigation, communication, utilization, recognition, design, and practice were widely reflected. This is believed to be aimed at avoiding conceptual explanations and focusing on specific cases and research activities that attract students' interest so that students can become interested and curious about science. Fourth, the predicates of the achievement standards have also been newly introduced in the 2022 revised curriculum, so they have become more diverse than in the previous curriculum. The number of types in integrated science has increased from 19 to 21, and in scientific inquiry experiments from 17 to 18. It is judged that there is a positive aspect in that the diversity of predicates can promote learners' cognitive development. Accordingly, it is believed that there is a need to continuously develop content for teaching and learning and research materials on learning methods.

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