식물의 영양에 대한 중학교 과학 교과서와 중학생의 개념 관계망 비교
Comparison of Conceptual Networks in Plant Nutrition of Middle School Science Textbook and Students’ Learning
1
조회
0
다운로드
5
인용
0
참고문헌
키워드
초록
The purpose of this study is to examine whether the key concepts and major relationships presented in the textbooks are systematically well-learned by students. The conceptual networks representing middle school science textbook content and 5 students’ cognitive structure on the plant nutrition and photosynthesis were analyzed by concept network analysis. The results showed that there are many concepts and relations used in the textbook so almost all students can’t learn them all. And the contents of structure and function integrated relations about plant nutrition which set in the national curriculum were included in the textbook, but not in the students’ conceptual network. Also, the structure and composition of concept network showed different characteristics among students according to academic achievement. Thus it is necessary to check whether the content covered by the school level is structured with appropriate linkage and differentiation considering the developmental level of the students. And teachers should provide a continuous explanation of the overall structure and the functional relationships when teaching photosynthesis to students.
Abstract
The purpose of this study is to examine whether the key concepts and major relationships presented in the textbooks are systematically well-learned by students. The conceptual networks representing middle school science textbook content and 5 students’ cognitive structure on the plant nutrition and photosynthesis were analyzed by concept network analysis. The results showed that there are many concepts and relations used in the textbook so almost all students can’t learn them all. And the contents of structure and function integrated relations about plant nutrition which set in the national curriculum were included in the textbook, but not in the students’ conceptual network. Also, the structure and composition of concept network showed different characteristics among students according to academic achievement. Thus it is necessary to check whether the content covered by the school level is structured with appropriate linkage and differentiation considering the developmental level of the students. And teachers should provide a continuous explanation of the overall structure and the functional relationships when teaching photosynthesis to students.
참고문헌 (31)
- "2015", ~
- 김영신, "언어 네트워크 분석을 이용한 초등학교 과학 교과서 개념과 성취 기준 추출 개념의 연계성 비교 연구 - 생명과학 영역을 중심으로 -", 초등과학교육, 35(3), pp.377~387 (2016), 한국초등과학교육학회[DOI]
- 김용학, "한국 대중가요의 의미 연결망－1960년대부터 2000년대까지의 변화를 중심으로", 대중서사연구, 21(1), pp.145~171 (2015), 대중서사학회[DOI]
- 박형용, "중학교 과학영재 학생의 탐구과정에 대한 인지구조", 생물교육, 43(1), pp.37~49 (2015), 한국생물교육학회[DOI]
- 박형용, "개념 관계망 분석을 통한 2009 개정 과학과교육과정에 따른 교과서 생명 영역의 핵심 주제 및 연계성 분석", 박사, pp.2016
- 백순근, "인지심리학의 학습 및 학습자관이 교육평가에주는 시사", 교육학연구, 33(3), pp.131~150 (1995)
- 이명애, "중학생의 생물 학습에서 개념 체계도 작성 능력 변화에 관한 연구", 생물교육, 34(4), pp.520~532 (2006), 한국생물교육학회
- 이진경, "과학영재학교 생명과학1 교과서와 교사 강의 내용의 개념 관계망 비교 - 세포호흡 단원을 중심으로 -", 생물교육, 45(4), pp.503~515 (2017), 한국생물교육학회[DOI]
- 이혜준, "의미 네트워크 분석을 통한 프랜차이즈 교육 프로그램 개발", Korea Business Review, 14(2), pp.105~128 (2010), 한국경영학회
- 정덕호, "언어네트워크분석을 이용한 교육과정 목표와교과서 학습 목표와의 일치성 분석- 2009 개정 교육과정의 지구과학 I을 중심으로 -", 한국지구과학회지, 34(7), pp.711~726 (2013), 한국지구과학회
- 정재훈, "초∙중등학교의 세포, 유전 영역에서 지도해야 할 개념에 대한 중등 생물 교사의 인식 조사", 한국과학교육학회지, 30(5), pp.636~646 (2010), 한국과학교육학회
- 정진수, "개념도에 나타난 중학생의 식물 영양기관 개념구조 변화와 오개념", 교과교육연구, 32, pp.23~41 (2011)
- 주호수, "과학적 개념학습 평가를 위한 개념도 평가방법", 교육과정연구, 17(2), pp.363~377 (1999)
- 2009 개정 교육과정에 따른 과학과교육과정 연구, "한국과학창의재단", 한국과학창의재단, ~ (2011)
- Bastian, M., "Gephi: An open source software for exploring and manipulating networks", Icwsm, 8, pp.361~362 (2009)
- Cachapuz, A. F. C., "Detecting changes with learning in the organization of knowledge: Use of word association tests to follow the learning of collision theory", International Journal of Science Education, 9(4), pp.491~504 (1987)
- Doerfel, M. L., "A semantic network analysis of the international communication association", Human Communication Research, 25(4), pp.589~603 (1999)
- Drieger, P., "Semantic network analysis as a method for visual text analytics", Procedia-social and Behavioral Sciences, 79, pp.4~17 (2013)
- Freeman, L. C., "Models and Methods in Social Network Analysis", pp.248~269 (2005)
- Ghaye, A. L., "Language and Learning in the Teaching of Geography", pp.115~139 (1989)
- Kinchin, I. M., "Visualising knowledge structures in biology: Discipline, curriculum and student understanding", Journal of Biological Education, 45(4), pp.183~189 (2011)
- Newman, M. E., "Modularity and community structure in networks", Proceedings of the National Academy of Sciences, 103(23), pp.8577~8582 (2006)
- Novak, J. D., "Learning How to Learn" (1984), Cambridge University Press
- "Identifying the pathways for meaning circulation using text network analysis" (2011)[URL]
- Paranyushkin, D., "Visualization of text’s polysingularity using network analysis", Prototype Letters, 2(3), pp.256~278 (2011)
- Popping, R., "Computer-assisted Text Analysis" (2000), Sage
- Popping, R., "Knowledge graphs and network text analysis", Social Science Information, 42(1), pp.91~106 (2003)
- Schizas, D., "Introducing network analysis into science education: Methodological research examining secondary school students' understanding of “Decomposition"", International Journal of Environmental and Science Education, 8(1), pp.175~198 (2013)
- Trowbridge, L. W., "Teaching Secondary Science: Strategies for Developing Scientific Literacy" (2004), Merrill Prentice Hall
- Wellington, J., "Language and Literacy in Science Education" (2001), McGraw-Hill Education
- Zafarani, R., "Social Media Mining: An Introduction" (2014), Cambridge University Press