중학교 과학 교과서의 창의·인성 반영정도 분석 결과에 따른 보강 프로그램 개발: 지구과학 영역을 중심으로

Abstract

This study was conducted to analyze whether or not current middle school science texts of 2007 curriculum and 2009 curriculum include the questions to enhance the creativity and to build the character. It also aims to develop the creativity-character reinforced program based on this analysis. To examine the questions, the analysis tool was developed with the help of theoretical literature and the expert in science education. Three kinds of middle school text books from 1st grade to 3rd grade were examined. The creativity-character reinforced program was designed and reviewed by the science teachers in schools for the content-validity. The results concerned with the creativity which consists of divergent, convergent and associational thinking were summarized as follows. (1) The text book of 2009 curriculum(referred to as 09 text) has more questions for creativity than that of 2007 curriculum(referred to as 07 text). It increases from 101 items to 135. (2) Divergent questions take most of the parts like 74.3%(75/101 items) in 07 text and 58.3%(79/135 items) in 09 text while associational questions take least. (3) Majority of the questions(49/236 items) aim to consistency of convergent thinking and least part of the questions was integrity of convergent thinking, which is different from my expectation that majority will be the divergent and minority will be associational. (4) The distribution of the questions for creativity shows the gradual increase in 07 text as 8.9%(9/101 items) for 1st, 16.8%(17/101 items) for 2nd, and 74.3%(75/101 items). In 09 text, it got balanced distribution as 38.5%(52/135 items) for 1st, 27.4%(37/135 items), and 34.1%(46/135 items) (5) There is big difference in the number of the questions in 07 texts(61 items for textbook-a, 28 for textbook-b, 12 for textbook-c) while little difference in 09 texts(48 for textbook-A, 47 for textbook-B, 40 for textbook-C) (6) The part which includes the most questions for creativity is atmospheric science for 07 text(43/101 items, 42.6%) and astronomy for 09 text(47/135 items, 34.8%). The results concerned with the character were summarized as follows. (1) The questions for character-building were less than those of creativity(236 items for creativity, 29 for character) in both textbooks(07 and 09). (2) The textbooks placed too much emphasis on morality while they did not include any single activity to put it into action. (3) Differently from the 07 text, 09 text includes the items to build the character through out all grades(2 items for 1st grade, 0 for 2nd, and 9 for 3rd in 07 text, 8 items for 1st, 4 for 2nd, 6 for 3rd in 09 text). (4) There was no item for astronomy in 07 text, but the tasks for the character-building were in all 4 categories of earth science. (5) The part which has most questions for character was atmospheric science(54.5%, 6/11 items in 07 text and 44.4%, 8/18 items in 09 text). To sum up, 09 text has better composition in not only quantity but also quality. However, this result just shows relative superiority. Both textbooks does not include creativity and character-building elements in proper proportion, which are not so good enough in quantity and quality that they can enhance the creativity and build sound character. In order to overcome this limitation and to make it more efficient, the reinforcement program based on SSI was developed. Teaching through SSI(socio-scientific issue) basically aims to improve rational decision-making competency for the everyday life scientific issue, which is usually controversal in social science. Education through SSI is efficient for not only moral sensitiveness and higher mental functions but also helps students build the sound character and develop the scientific creativity. Therefore, the reinforcement program was developed based on SSI. 2 Periods of lesson were made from all these 3 areas, i.e. marine, atmospheric, and geological science. The program was reviewed by 10 middle or high school teachers for validity of the lesson. The result goes like this. (1) In issue 1. 'Where have all of those wastes gone?', there were 12 for creativity and 6 for character out of 18 items. Over 5 teachers had the same opinion and 12 items(66.7%) has relatively higher validity.(2) The elements had been placed in proper proportion except for integrity(convergent thinking), similarity(associational thinking) and openness and care(character). (3) In issue 2. 'Galilei pledged to give up on helio-centric model.', there were 8 for creativity and 8 for character. 8 items has relatively higher validity, which means teachers' awareness gap is quite big. (4) The elements had been placed in proper proportion except for flexibility and elaborateness(divergent thinking), similarity(associational thinking), and humanity(character). The implications of this study and suggestions for further research were made as follows. First, concerning creativity, items for creativity should be distributed to every grade because creativity is enhanced while students are solving the items during the classroom lesson. In general, textbooks put too much emphasis on the divergent thinking, so we need to focus more on other elements like convergent or associational thinking so that they get balanced proportion. Second, related to character, character-related activities need to get more emphasis so that creativity can grow in the realm of character. In order to do that, the textbooks should be made for students to learn every element in balance. Then, students can develop their sound character through the classroom lessons. Therefore, more systematic approach is necessary to write the science textbooks concerning with the creativity and character-building activities. Last, when we look into reinforced program for the creativity and character based on SSI, the average mean of the item validity from the reviews of science teachers was about 60%. This show a big awareness gap between teachers. Therefore, we need to improve teachers' awareness first for creativity and character education. The results shows that the questions developed for the 2 periods were better than those of the current textbooks in both quantity and quality, so I suggest that the SSI-based science classroom lesson can be effective to increase creativity and to build the sound character.