中學 統合科學 敎育課程에 관한 硏究

Abstract

The purpose of this study is to establish the curriculum for the middle school level integrated science course. In order to draw the outlines for the curricluum, the reasons for the growing trend in integration in science teaching and commonalities found in integrated science programs which were developed by various countries are investigated. The concept of integrated science teaching is necessarily based on various assumptions about the natural world, science and education. The assumption about the natural world is that the universe itself is somehow unified. As a matter of fact, most scientists and most individuals believe that in some sense the natural world is of a piece. Another assumption implicit in the concept of the integration of science is that science is coming to be regarded as unified in substance and content. According to those who hold this belief, a finite set of logically related laws and theories will eventually exist to explain all natural phenomena. A recent instance of this reductionist tendency is the utilization of concepts from the field of molecular chemistry to provide a physical explanation for the biological process of genetic materials. Education in science should help people learn to think - productively about the natural world and about man's interaction with it by calling upon knowledge and skills. Thus, one of goals for integrated science teaching can be related to needs of individuals in the society. Most citizens do not have all of contemporary scientific knowledge, not do they need to be able to conduct sophisticated scientific research. They do need, however, to learn how to seek information effectively, how to make sensible judgements from data, how to get answers for themselves about the world they experience. As the first trial case for the integrated science course for middle school, physics and chemistry are choosed as the field for the integration. In order to organize the integrated science course, the cenceptual scheme approach is adopted, Matter, Energy and Force are selected as the upper level concepts, so-called big ideas of science. Each concept is developed slowly, looked at in many contexts, enriched in meaning as students explore the idea in class and in laboratory. The teachers role for the integrated science teaching is one of a facilitator of learning experiences, providing equipment and materials necessary guidance and motivation as student work.