2015 개정 과학과 교육과정과 미국 차세대 과학 표준의 비교 분석 - 중학교와 고등학교 과정의 생태계 주제를 중심으로 -

Abstract

This study performed to provide educational implications for revising curriculum by comparing and analyzing USs Next Generation Science Standards(NGSS) performance expectations and Koreas 2015 revised science curriculum achievement standards on ecosystem concepts in middle and high school courses. For this, learning contents on ecosystem in 2015 revised science curriculum and NGSS were compared and analyzed, and educational objectives derived from achievement standard and performance expectations were compare and analyzed in terms of Blooms revised taxonomy, statement types, and scientific and engineering practices or inquiry skills. As a result, Koreas 2015 revised science curriculum contained only contents about biodiversity in middle school, in particular, contents about matter circulation and energy flow in organism and ecosystem were not included in high school science. But NGSS dealt with overall contents about ecosystem in both middle and high school in a balanced way. Of knowledge dimension of Blooms revised taxonomy, conceptual knowledge accounted for the highest percentage in Koreas 2015 revised science curriculum and NGSS. On cognitive process dimension, Understand was mainly showed in Koreas 2015 revised science curriculum, but NGSS presented various cognitive process. Koreas 2015 revised science curriculum had many content-focused and activity-focused statements, but NGSS had numerous performance-focused statements. On scientific and engineering practices or inquiry skills, Collecting, Analyzing and Interpreting Data took up the highest percentage in Koreas 2015 revised science curriculum and Drawing Conclusions and Performing Evaluations did so in NGSS.