과학과 교육과정에서 자극과 반응 단원의 개념 연계성 분석

Abstract

This study was conducted to find out whether the learning concept of the stimulus and response unit included in elementary school science 6, middle school science 3, and high school life science I textbooks well reflects the longitudinal connectivity required in the science curriculum. The subject of analysis is a elementary science 6 textbook and textbooks of four different publisher in which middle school science 3 and high school life science I textbooks have all been published. It was analyzed by dividing into four middle units according to the content system for each school level related to the stimulus and response presented in the curriculum. The longitudinal connectivity analysis was analyzed by dividing into four categories, repetition, development, gap, and reduction, centered on a common concept. The results were as follows. A total of 8 concepts related to stimulation and response were presented in the elementary science 6 subject, 86 common concepts in the middle school science 3 subject, and 162 common concepts in the high school life science I subject. As a result of the connectivity analysis, the concepts of the three units directly linked between elementary and middle school subjects were overall repetition 10%, development 65%, and gap 25%, with relatively few repetitions and high gaps in terms of continuity and sequence of learning. The concept of development has also increased a lot. In particular, the sensory organ unit lacked connectivity due to the rapid increase in the concept of development and gap. The stimulus transmission unit was properly connected, but the nervous system unit needed to be supplemented because the concept of development increased a lot. The concepts of the three units directly linked between science 3 and life science I subjects were appropriately connected in terms of continuity and sequence of learning, with 27% repetition, 54% development, and 19% gap. The nervous system and homeostasis unit were properly connected by middle unit, but the ratio of gap in the stimulus transmission unit was higher than that of development, so it was necessary to supplement this.