Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
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Educational Implications for Pre-Service Science Teacher Training through the Comparative Analysis between 'Integrated Science' based on the 2015 Revised Science Curriculum and Educational Contents presented in the Pre-Service Science Teachers' Textbooks of the College of Education

2015 개정 과학과 교육과정 '통합과학'과 사범대학 예비 과학 교사 교육 내용의 분석을 통한 예비 과학 교사 교육에 대한 시사점

  • Received : 2015.12.16
  • Accepted : 2015.12.28
  • Published : 2015.12.31
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Abstract

The purpose of this study is to examine implications of pre-service science teacher training by analyzing science field integration and connection between learning content presented in 'Integrated Science' for high school students based on the 2015 revised science curriculum, and in pre-service science learning materials (textbooks) of the college of education. For this study, the 2015 revised 'Integrated Science' curriculum and 11 types of pre-service science teachers' learning materials related to physics, chemistry, biological science, and earth science were selected. The results were as follows. Most of the learning content presented in the 2015 revised 'Integrated Science' curriculum had integrated two or more science fields. Also, almost all learning content presented in the 2015 revised 'Integrated Science' curriculum were included in pre-service science teachers' education content, with educational content for chemistry introduced at the highest rate. The textbooks for pre-service science teachers had the most learning contents of 'Energy and Environment' domain of 'Integrated Science' for high school students. Accordingly, these results suggest that 'integrated science materials' should be developed for proper the curriculum implementation. Also, training courses for science teachers responsible for 'Integrated Science' are required. Furthermore, a revised curriculum for the college of education and a method to link with certification examinations for secondary school teachers are needed.

본 연구는 2015 개정 '통합과학' 교육과정에서 추출한 학습 내용에 대해 과학 분야 통합성 분석과 예비 과학 교사 교육 내용과의 연관성 분석을 실시하였다. 이를 통해 예비 과학 교사 교육에 대한 시사점을 고찰하고자 하였다. 이를 위해 2015 개정 '통합과학' 교육과정과 물리학, 화학, 생명과학, 지구과학 분야에서 사용하는 11종 사범대학 예비 과학 교사 교재를 분석대상으로 선정하였다. 그 결과, 2015 개정 '통합과학' 교육과정의 학습 내용들은 비교적 과학 분야 통합성을 가진 것으로 나타났다. 또한 2015 개정 '통합과학' 교육과정에 제시된 학습 내용들은 모두 예비 과학 교사 교육 내용에 포함되었으며, 화학 분야의 교육 내용이 가장 높은 비율로 소개되었음이 확인되었다. 또한 예비 과학 교사들을 위한 교육 내용에는 '통합과학'의 '환경과 에너지' 영역 교육 내용들을 가장 많이 포함하고 있는 것으로 나타났다. 위와 같은 내용을 종합했을 때, 새로운 교육과정이 제대로 실행되기 위해서는 본 교과를 가르칠 교사들을 위해 통합과학 관련 소재들과 다양한 연수과정이 개발되어 현장에 보급될 필요가 있다. 또한, 예비 과학 교사들을 위해 사범대학 교육과정 개편, 임용 체제와의 연계 방안 마련 등이 요구된다.

Keywords

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