2022 개정 과학과 교육과정의 탐구활동과 필요 교구 분석

• 영문명: Analysis of Inquiry Activity and Required Equipment in the 2022 Revised Science Curriculum
• 발행기관: 한국교원대학교 뇌기반교육연구소
• 저자명: 조재희 김현정
• 간행물 정보: 『Brain, Digital, & Learning』제15권 제1호, 77~92쪽, 전체 16쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2025.03.31

국문 초록

This study aims to analyze the types and characteristics of inquiry activities in the 2022 revised science curriculum. To achieve this, inquiry activities were categorized into five types, and those presented in the curriculum were classified accordingly. Based on this classification, differences across school levels, variations among science sub-disciplines, and characteristics of digital-related inquiry activities were examined. Additionally, the required laboratory equipment and materials for supporting inquiry activities were identified and analyzed. The key findings are as follows: First, as students progress to higher school levels, the proportion of direct experiments decreases, and a more diverse range of inquiry activities emerges. Notably, digital technology integration becomes more prominent at the high school level. Second, physics and chemistry exhibit a high proportion of direct experiments, emphasizing precise experimentation with real-time measurement tools. Earth science focuses on investigation and data analysis using digital tools, while biology highlights field observations and ecological studies, necessitating portable equipment. Third, the proportion of ICT-based inquiry activities is particularly high in physics and earth science. In physics, ICT is utilized for precise data analysis, while in earth science, it provides indirect experiences for topics such as volcanoes, earthquakes, and celestial phenomena, which are difficult to experience firsthand.

목차

Introduction

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Conclusion

키워드

Inquiry activity digital technology 2022 revised science curriculum laboratory equipment and materials