중등과학교과서에 반영된 민주시민역량 분석 및 함양 프로그램 개발

Abstract

Analyzing reflection of democratic citizenship at secondary level of science textbooks and developing program for its promotion Lee JiYeon Advisor : Prof. Park, Young-Shin, Ph.D. Department of Science Education Graduate School of Chosun University Our society is rapidly changing due to digital transformation, climate environmental changes, and the spread of infectious diseases. To secure national competitiveness in response to these changes, it has become crucial to critically address various social issues that we will face in the future, discern truth from falsehood in a sea of misinformation, and adapt flexibly based on scientific logic and evidence (Korea Science and Creativity Foundation, 2022). As we enter the era of the Fourth Industrial Revolution and accelerate scientific and technological innovations, there is an increased emphasis on enhancing the core competencies of future generations and cultivating scientific literacy through educational reform. In 2022, the education curriculum was revised to emphasize 'civic education' as a means to adapt to the changing landscape of society and the environment. Therefore, civic education in science is essential. However, civic education is predominantly addressed in specific subjects such as general social studies, politics, and ethics. With the current emphasis on knowledge transfer-oriented teaching methods for entrance exams, it is challenging to achieve the goal of fostering mature and creative citizens who actively participate and engage in critical thinking as intended by civic education. Additionally, there is a lack of information regarding the content and competencies that students should acquire to become informed civic citizens. Hence, to nurture mature and creative civic citizens who will lead the future society where science and technology are advancing, civic education in science is required, and research on the competencies that need to be nurtured as civic citizens in the age of scientific revolution is necessary. The existing framework for analyzing civic competencies (Park et al., 2022) was developed based on the theories of previous studies and may require validation for practical application in science education. In this study, (1) Analyze how well current science textbooks, specifically those addressing social science issues (SSI) related to climate change, natural disasters, and renewable energy, incorporate democratic citizenship competencies using the revised framework; and (2) Develop a program to supplement any identified deficiencies in democratic citizenship competencies based on the analyzed frequencies. The developed program is validated through consultation with science teachers, applied to prospective science teachers, and any issues encountered in real-world applications are identified. The results of the study indicate that: (1) Analysis revealed that critical thinking, information processing, and communication and collaboration were prominently represented in middle school science textbooks, with autonomy and decision-making skills reflected less frequently. However, democratic citizenship competencies were more than twice as prevalent in high school science textbooks compared to middle school textbooks, although the frequency of autonomy remained consistent; and (2) Challenges in implementing activities that require collaborative problem-solving were identified, and the lack of content demanding the final practice of decision-making was noted. As a result, while this study confirms the applicability of the revised democratic citizenship competency analysis framework, continuous research is needed to develop rubrics that assess students' democratic citizenship activities and teachers' proficiency in democratic citizenship instruction. The study also suggests that explicit inclusion of democratic citizenship competencies in science education curricula is necessary to activate democratic citizenship education. The development and application of a program to balance all competencies, especially autonomy and decision-making, are essential for fostering citizens capable of active participation and practice as envisaged in the 2022 revised education curriculum. The study anticipates that the integration of autonomy and decision-making into science textbooks, in line with the 2022 curriculum, will contribute to the cultivation of mature and creative democratic citizens.