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고등학교 생명과학 I 세포분열 단원에 대한 교육과정, 교과서, 수업 및 평가의 개념 네트워크 분석

A Concept Networks Analysis of the National Curriculum, Textbook, Teacher’s Instruction, and Assessment on Cell Division Unit of the High School Life Science I

임수민|김영신|이윤혜
한국생물교육학회 (The Korean Society of Biology Education)|2019.09|생물교육 (BIOLOGY EDUCATION)|제47권 제3호|pp. 393-402|DOI 10.15717/bioedu.2019.47.3.393

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키워드

curriculumassessmenttextbookinstructionalignmentcell division
주제분류교육학

초록

If the concepts used in curriculum, textbook, instruction, and assessment are out of alignment, students may have difficulty in understanding the concepts of science correctly. Therefore, the concepts used the teacher should be in alignment with the scientific concepts presented in the curriculum in science education. The purpose of this study is analyzed the concept networks used in curriculum, textbook, instruction, and assessment related the unit of cell division in life sciencesⅠ and the alignment between these concepts with Semantic Network Analysis. To do this, the concept networks of curriculum, textbook, instruction, and assessment are visualized by 1 - mode network, and the alignment networks between curriculum, textbook, instruction, and assessment are visualized by 2 - mode network. The result of this study is follows. first, the alignment of concepts used in curriculum, textbook, instruction, and assessment in the unit of cell division was very high. Second, the number of concepts used in textbooks and instruction increased. Third, the number of rapidly increasing concepts in textbooks and instruction can be one of the causes of learning deficits.

Abstract

If the concepts used in curriculum, textbook, instruction, and assessment are out of alignment, students may have difficulty in understanding the concepts of science correctly. Therefore, the concepts used the teacher should be in alignment with the scientific concepts presented in the curriculum in science education. The purpose of this study is analyzed the concept networks used in curriculum, textbook, instruction, and assessment related the unit of cell division in life sciencesⅠ and the alignment between these concepts with Semantic Network Analysis. To do this, the concept networks of curriculum, textbook, instruction, and assessment are visualized by 1 - mode network, and the alignment networks between curriculum, textbook, instruction, and assessment are visualized by 2 - mode network. The result of this study is follows. first, the alignment of concepts used in curriculum, textbook, instruction, and assessment in the unit of cell division was very high. Second, the number of concepts used in textbooks and instruction increased. Third, the number of rapidly increasing concepts in textbooks and instruction can be one of the causes of learning deficits.

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