2015 개정 과학과 교육과정 속 첨단과학기술 내용 분석

Abstract

Objectives In modern society, which is continuously changing due to advances in science and technology, the 4th industrial revolution has accelerated the changes in human life. In this study, in order to draw implications for the reflection of advanced science technology in the future revised curriculum, we investigate how the topic of advanced science technology appears in the 2015 revised curriculum.
 Methods In this study the advanced science technology were defined base on the findings of the recent science and technology prediction survey and advanced science technology were divided into six groups and fourteen major issues depending on their importance. Also, advanced science and technology are classified into five descriptive categories: basic, principle, usage, influence, and profession. The achievement goals and learning contents of the 2015 revised curriculum were analyzed using this classification framework for middle school science, high school science.
 Results In the 2015 revised science curriculum the ecology/eco friendly group showed the highest percentage among the advanced science technology issue. The topic groups with the lowest frequency were the transportation/robot group and the information/communication group. When examining topic groupings, the high school elective courses were cited the most, particularly life science subjects with 8 cases and science history subjects with 3 cases. As a result of the frequency according to the advanced science technology content description category, the proportion of use, principle, and social impact was high, whereas the proportion of basic and profession description categories was small, confirming that the description method of advanced science and technology was biased.
 Conclusions First it is vital to diversify the advanced science technology categories given in curricula and textbooks. It is necessary to provide the non-biased contents of diverse sectors of the advanced science technology. Second, it is necessary to expose openly major advanced science technology topics. Third, it is required to deliver the class in a manner that may be adjusted in a variety of ways so that students can truly investigate or experiment with the advanced science technology.