2015 개정 교육과정의 「과학탐구실험」이 고등학생의 과학 및 일반 핵심역량에 미치는 효과: 교수학습 방법을 중심으로

Abstract

This study investigated the effect of 「Science Inquiry Experiment」 of 2015 Revised National Curriculum towards high school students’ science and general core competencies. To discern its own effect from that of 「Integrated Science」, researchers focused on the teaching & learning methods within the classes. We utilized pre- and post-test design between the end of 1st and 2nd semesters. Research data were from 489 high school 1st grader students from 5 regions of South Korea, using questionnaires about 5 science and 6 general core competencies. As a result, all the 5 science core competencies and total science competency score were increased significantly, but only 2 general core competencies were increased significantly and total general core competency score did not. In the regression analysis, among teaching & learning methods ‘hands-on’ and ‘others’ showed significant positive effect on science and general core competencies. And significant negative effect were shown in ‘non-lab activity’ for science core competency, and ‘minds-on’ for science and general core competencies. It is probably because those teaching & learning methods were different in the extent of guiding students to actively engage in the classes. Thus, the subject can foster students’ core competencies when introducing enough hands-on sessions. Referring to the teacher survey, researchers suggested that the subjectivity of science teachers should be emphasized and supported to help their practice in the 「Science Inquiry Experiment」classes. And ultimately, to help students foster core competencies which are required in the future society, hands-on experiment centered science subject should remain in the next national curriculums.