|
KMID : 1059520220660020163
|
|
Journal of the Korean Chemical Society
2022 Volume.66 No. 2 p.163 ~ p.170
|
|
|
Analysis of Science Social Emotions Learning on Secondary Science Curriculum Achievement Standards and Textbooks
|
|
Kim Seo-Young
Park Hyun-Ju
|
|
|
Abstract
|
|
|
|
This study investigated and analyzed the social and emotional learning components of middle school science, and high school integrated science and science inquiry experiments, which are common subjects that all students must complete. The subjects of analysis were 139 achievement standards of science and curriculum and 496 activities included in textbooks. The research results are as follows. In the case of curriculum achievement standards, ‘cultural understanding’ was hardly included among the seven science and social-emotional learning elements, ‘numeracy’ and ‘creative thinking’ appeared high in middle school, ‘critical thinking’, ‘social technology’ and ‘ethical understanding’ were included with high frequency in high school. And in the case of textbook activity, the tendency of social-emotional learning elements in middle school and high school was similar. ‘critical thinking’, ‘creative thinking’, and ‘social skills’ were mainly provided, while ‘ethical understanding’ and ‘cultural understanding’ were reflected in a limited way. In order to cultivate the elements of overall social-emotional learning, it is necessary to specify the achievement standards of the curriculum or to supplement the textbook activities and teaching-learning process.
|
|
|
KEYWORD
|
|
|
Social emotional learning, Middle school science, High school integrated science, Science inquiry experiments, Curriculum achievement standards
|
|
|
FullTexts / Linksout information
|
|
|
|
|
|
Listed journal information
|
|
|
|