Analysis of the types of physics inquiries in science textbooks based on the 2015 revised national science curriculum

초록

The purpose of this study is to analyze the types and the characteristics of physics inquiry presented in science (physics) textbooks developed on the basis of the 2015 revised science curriculum. In addition, we analyzed the types of ‘science play’ inquiries. For this purpose, we analyzed one kind of elementary school, middle school science textbook, and three kinds of high school textbooks, i.e., integrated science, physics I, and physics II textbooks. The main findings are as follows: First, the most common type of scientific inquiry was ‘experiment, observation’, followed by ‘investigation, discussion and presentation’, ‘explanation’, and ‘science play’. Second, as the grade increased, the number of inquiries decreased. Especially, the rate of active types of inquiries, such as ‘experiment, observation’ and ‘science play’, decreased, and the number of inactive types of inquiries, such as ‘explanation’, ‘investigation, discussion and presentation’ and ‘data analysis’, increased. Third, ‘science play’ inquiries were mainly found in elementary school textbooks, and the inquiry type of ‘inquiry play’ occurred most often. The number of higher-level ‘science play’ inquiries, such as ‘role play’ or ‘rule game’, was very small. © Oriental Scientific Publishing Company. All rights reserved.

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