중학교 교과 교육목표 분석

Abstract

Objectives The purpose of this study is to understand the relationship between detailed goals by period and subject and scientific inquiry ability.
 Methods From the 1st curriculum to the 2015 curriculum, a total of 10 curriculums, 132 subjects, and 599 detailed goals were used as a coding frame to open coding using the six sub-elements of scientific inquiry ability defined by KSES. Coding was conducted in consultation with science education graduate students and was reviewed by science education experts to ensure the validity of the research.
 Results As a result of coding, 490 (81.8%) of the total 599 detailed goals were coded, the curriculum with the highest coding rate was the 7th (94.5%), and the lowest curriculum was the 1st (69.6%). Confirmed. At least one specific goal of all subjects was related to scientific inquiry ability, and there was a difference in the scientific inquiry ability emphasized by subject, and there was also a difference according to the times. Among the sub-elements of scientific inquiry ability, the most coded ability through subjects was ‘data interpretation and data transformation (38.6%)’, and the least coded ability was ‘modeling (1.0%)’.
 Conclusions All subjects' goals were related to scientific inquiry ability in common, and they did not change with the times. There were differences in the scientific inquiry ability emphasized according to the subject and the times. In addition, it has significance in supporting ‘education as inquiry’, ‘a wide range of scientific inquiry’, and ‘education through science’.