Abstract
This study analyzed science subject competencies in inquiry activities of ‘Science Inquiry in History’ unit of ‘Scientific Inquiry Experiment’ on the 2015 revised national curriculum. As a result of the analysis, science subject competencies presented in inquiry activities were biased on specific competencies and ‘Scientific problem solving’ and ‘Scientific participation & life-long learning’ were rarely or never presented in Physics, Chemistry, Earth science, and Life science. In addition, the textbook author’s intention or the sentence expression presented in the inquiry activities of the textbook were different from the subject competencies that students could actually experience. Also, we confirmed the possibility that there is a difference in the subject competency that students can experience according to the subject of the inquiry activity. Through this analysis, we made some suggestions to consider in the textbook writing process.
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