본연구는현재시행되고있는0-2세표준보육과정, 3-5세누리과정,초등통합교과과정과학교 육내용의연계형태를과학교육의영역별내용에초점을맞추어서분석한것이다.이를통해과학교 육내용연계의문제점을파악하여유아과학교육과정의개정을위한기초자료를제공하고자한다. 분석결과,첫째,물리,화학영역에서표준보육과정과누리과정간에는연계가나타났으며,누 리과정과초등통합교과과정 간에는연계되지 않는것으로나타났다. 둘째, 생명과학영역에서표 준보육과정과누리과정간에는연계되지않는것으로나타났고,누리과정과초등통합교과과정간 에‘연계됨’과‘연계안됨’이모두나타났다.셋째,지구과학영역에서표준보육과정과누리과정간에 는연계가나타났으며,누리과정과초등통합교과과정간에‘연계됨’과‘연계안됨’이모두나타났다. 넷째,공학영역에서표준보육과정과누리과정간에는연계가나타났으며,누리과정과초등통합교 과과정간에는연계되지않는것으로나타났다. 이러한분석결과를바탕으로과학교육내용의연계성을위한제언을하였다.첫째,과학교육내 용이0세부터과학영역별로연계되어야하며,둘째,교육과정에제시된문장만으로도내용의위계 가분명하게나타날수있도록명확하게서술되어야한다.셋째,표준보육과정과누리과정,초등학 교통합교과과정의교육내용진술방식을일관성있게조정해야한다. 마지막으로추후교육과정의 연계성연구가좀더실효성을거두기위해서교육과정상의내용만분석하기보다교육과정이실행 되는현장에서이루어지는교육내용을분석하는심층적인연구가병행되어야함을제안하였다.
This study aims to analyze the continuity and sequence of each science educational contents in the current standard childcare curriculum for 0 to 2 year-olds, Nuri curriculum for 3 to 5 year-olds, and elementary integrated curriculum. The result of the study is as follows. First, in physics and chemistry, Nuri curriculum was connected with the standard childcare curriculum, but not with the elementary integrated curriculum. Second, life science showed no continuity and sequence in the standard childcare curriculum and Nuri curriculum, whereas it exhibited both linkage and non-linkage between Nuri curriculum and the elementary integrated curriculum. Third, earth science showed continuity and sequence in the standard childcare curriculum and Nuri curriculum, while it exhibited both linkage and non-linkage between Nuri curriculum and elementary integrated curriculum. Fourth, in engineering, Nuri curriculum was linked with the standard childcare curriculum, but not with the elementary integrated curriculum. Based on this analysis, this study produced a set of recommendations for the continuity and sequence in science education content.
I. 서 론 II. 연구방법 III. 연구결과 및 해석 IV. 결론 및 논의 참고문헌
