한국지구과학회지 제41권 제3호 (p.261-272)

TIMSS 2019의 8학년 지구과학 평가틀을 이용한 남한과 북한 지구과학 내용 비교 분석

A Comparative Analysis of South and North Korean Earth Science Curriculum using the TIMSS 2019 Eighth Grade Earth Science Evaluation Framework
키워드 :
TIMSS 2019,earth science assessment frameworks,earth science education,North Korean textbooks

목차

Abstract
요 약
서 론
연구 방법
   연구절차
   분석대상
   분석틀 구성
   자료 수집 및 분석 방법
연구 결과 및 논의
   지구 구조와 물리적 특징
   지구의 변화, 순환 및 역사
   지구의 자원 및 활용과 보존
   태양계와 우주에서 지구
결론 및 제언
References

초록

The purpose of this study was to compare the earth science curriculums of South Korea and North Korea. Aspects such as the content of the curriculums and the timing of learning were analyzed, in order to provide basic data that can be used to design a revised and integrated Korean curriculum. The objects of this study were South Korean Science textbooks from grades 5-9, and the high school Unity of Science and Earth Science I and II textbooks. Additionally, from North Korea, the junior middle school Natural Science 1 and 2 textbooks and the senior middle school Chosun Geography 2 and Geography 1 textbooks were analyzed. The results of this study obtained through an analysis that used the Trends in International Mathematics and Science Study (TIMSS 2019) grade 8 earth science assessment framework were as follows. First, South Korea needs to adopt iterative learning. Repetitive learning, which is effective for understanding what is being learned, is applied to only 1 by 8th grade. Second, South Korea needs to adjust the time when certain content is learned. This is because there is a disparity between when content is learned in comparison to North Korea, and the timing of learning of about 50% of the TIMSS standards have not been followed. Third, it is necessary to reflect the content present within the TIMSS that have not been learned. This can be a way to increase the nations’ educational competitiveness in the international community. This paper proposed a comparative analysis of South korean and North Korean approaches to the earth science curriculum and conducted practical research to facilitate the construction of an integrated curriculum.