교육과정 개정에 따른 학교 급별 생물 분류 내용의 변천

Abstract

The purpose of this study was to understand the changes in biological classification content according to the revision of science curriculum in Korea. For this, we investigated elementary, middle, and high school textbooks from the third to the 2009 revised curriculum, as well as created and analyzed a concept map of the biological classification system. The results showed that biological classification content in textbooks gradually increased from the third to the sixth curricula, but since the seventh curriculum, the area of molecular biology has increased, while the area of biological classification has been gradually decreasing. For the school levels, the elementary school course included organisms in everyday life based on artifact classification. The middle school course introduced the system of natural classification including species concept. In the high school course, ideas concerning natural classification, such as species concept, classification criteria, and phylogenetic tree, were introduced. In terms of the changes in the classification system according to the curriculum, the five kingdom classification system was introduced in the seventh curriculum; previously, only the three kingdom classification had been used. In the textbook of Live Science 2 in the 2009 revised curriculum, three domains and six kingdoms were proposed. In particular, with the technology development in life sciences, the major classification criteria of biological taxonomy have changed in the school curriculum in consideration of phyletic evolution, adopting the molecular characteristics.