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자료유형
학술저널
저자정보
저널정보
한국생물교육학회 생물교육 생물교육 제32권 제2호
발행연도
2004.1
수록면
114 - 123 (10page)

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This study is to investigate the vertical connection of learning contents related to stimuli and response presented in life field of science textbooks developed under the 7th curriculum. Three kinds of middle and high science textbooks were selected to analyse the levels of science learning concepts and the inquiry types, process skills and context inquiry activities. 146 concrete concepts and 66 formal ones were presented in middle school science textbooks, and 160 concrete and 79 formal concepts were in high school ones. The number of concepts was much different by publisher, and more concepts were presented in high school science textbooks than in middle school ones. Inquiry activities related to stimuli and response were much more in middle school than high school, but more ones per school hour were presented in high school science textbooks. Types, processes and skills, and context of inquiry were not balanced according to publishers and school levels. Thus, it was concluded that learning concepts and inquiry activities should be constructed on the connection among them in developing science curriculum and textbooks considering cognitive level of learner.

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