한국지구과학회지 제41권 제3호 (p.248-260)

2015 개정 교육과정 기반 중등학교 과학 및 지구과학 교과서의 통합 해류도 분석

Analysis of Integrated Oceanic Current Maps in Science and Earth Science Textbooks of Secondary School Based on 2015 Revised Curriculum
키워드 :
oceanic current map,earth science,secondary-school textbook,2015 revised curriculum

목차

Abstract
요 약
서 론
연구 자료 및 방법
   2015 개정 교육과정의 해양 내용 체계
   과학적 지식 기반 해류모식도
   2015 개정 교육과정에 기반한 교과서 해류도
   해류도 분석 항목
연구 결과
   교과서 해류도 변화
   표층 해류 및 중·심층 해류
   해류의 점선 표기
   해류의 실선 표기
   해류의 명칭
   위치 정보 및 출처
결 론
References

초록

Oceanic current maps introduced in science and earth science textbooks can offer a valuable opportunity for students to learn about rapid climate change and the role of currents associated with the global energy balance problem. Previously developed oceanic current maps in middle and high school textbooks under the 2007 and 2009-revised national curriculum contained various errors in terms of scientific accuracy. To resolve these problems, marine experts have constructed a unified oceanographic map of the oceans surrounding the Korean Peninsula. Since 2010, this process has involved a continuous, long-term consultation procedure. By extensively gathering opinions and through verification process, a representative and scientific oceanic current map was eventually constructed. Based on this, the educational oceanic current maps, targeting the comprehension of middle and high school students, were developed. These maps were incorporated into middle and high school textbooks in accordance with the revised 2015 curriculum. In this study, we analyzed the oceanic current maps of five middle school science textbooks and six earth science textbooks that were published in high school in 2019. Although all the oceanic current maps in the textbooks were unified based on the proposed scientific oceanic current maps, there were problems such as the omission of certain oceanic currents or the use of a combination of dotted and solid lines. Moreover, several textbooks were found to be using incorrect names for oceanic currents. This study suggests that oceanic current maps, produced by integrating scientific knowledge, should be visually accurate and utilized appropriately to avoid students’ misconception.