2015 개정 교육과정 물리 영역의 연계성에 관한 연구: 중학교 과학과 고등학교 통합과학을 중심으로

This study analyzed the vertical articulation of the physics domain between middle school science (MSS) and high school integrated science (HSIS) based on the 2015 revised national curriculum. Physics domains in five HSIS textbooks and four MSS textbooks for each grade were comparatively analyzed to check if the intent of HSIS is well embodied and to propose supplementary measures. For the articulation analysis, we utilized the taxonomy (overlap, development, and gap) according to the extent of articulation developed by Song et al. The results based on physics terms in HSIS showed that overlap, development, and gap accounted for 33.3%, 52.8%, and 13.9%, respectively. Moreover, the ratio of overlap, development, and gap varied for each HSIS chapter, and the number of related physics terms also showed a difference. Considering the object of HSIS, we recommend reducing overlaps, minimizing gaps, and increasing development. We also suggest modifying and supplementing the curriculum, developing a curriculum commentary that expresses the hierarchy of concepts, and supplementing the linkage criterion model.