제7차 교육과정 초?중?고 과학 교과서의 지구과학 영역에 관한 연계성 분석

Abstract

The composition of the science subject for the 7th educational reform is as follows : 'Science' was compiled as a "national common basic curriculum' for third- to tenth-graders. 'Life and Science' was compiled as a "general optional subject" and 'Physics Ⅰ·Ⅱ, Chemistry Ⅰ·Ⅱ, Biology Ⅰ·Ⅱ, and Earth Science Ⅰ·Ⅱ' as "advanced optional subjects" for eleventh- and twelfth-graders. Two or three subjects should be selected from the "advanced optional subjects" for advanced learning after completing the "national common basic curriculum." This study aims at presenting a proper direction for revision of the parts which lack connectivities through research on connectivities with the area of earth science in the science textbooks for elementary and secondary levels in the 7th educational reform. 24 themes were selected from four areas of earth science (geology, oceanography, meteorology, astronomy) and analysis was made on connectivities with each theme in the science textbooks for elementary and secondary levels. The conclusions can be drawn in four areas (geology, oceanography, meteorology, astronomy). · As for geology, ① the theme of 'sedimentary rocks' needs to be supplemented for fundamental concepts at the fourth grade since prior learning lacks before reaching the seventh grade; ② that of 'changes in the surface of the earth by flowing water' needs to be presented in an integrated unit since it repeats itself at the third and fourth grade on the same level; ③ that of 'soil science' needs to be supplemented for fundamental concepts at the third grade since many concepts are presented at a time at the seventh grade; and ④ it is necessary to allocate the unite of 'System' to the tenth grade to provide an integrated perspective across the areas of earth science learned from third to ninth grade. · As for oceanography, ⓛ it is necessary to add contents related to real life (such as development of submarine topography, use of oceanic life, environmental effects of sea contamination) to arouse interest in learning. · As for meteorology, ⓛ there was no further learning about the theme of the 'structure of the atmosphere.' It is necessary to teach it again with the theme of an 'ozone layer' in the unit of 'Environment' for the tenth grade; and ② it is necessary to place the content about environmental changes due to interaction between weather and the ocean in the unit of 'System' at the tenth grade to provide an opportunity to learn the flow of energy on the earth. · As for astronomy, ⓛ no advanced learning is made at the tenth grade but there is overlapped learning after acquiring fundamental concept at the eighth and ninth grade in terms of themes of the 'solar system' and 'sun'. It is necessary to deepen and expand prior learning at the tenth grade to realize advanced learning about the 'movement of a celestial body'; ② many concepts are presented at a time in terms of the theme of the 'moon' at the ninth grade after the third grade. It is necessary to place 'solar and lunar eclipses,' among those concepts presented at the ninth grade, at the fifth grade to narrow the learning gap; and ③ it is necessary to deal with concepts related to 'movement of the earth' at middle schools alone in terms of the theme of 'seasonal changes' which is dealt with at the sixth grade. It is hoped that the results of this study will help improve the next curriculum and be useful as analytical data for instructional researches by the current earth science teachers.