언어 네트워크 분석을 통한 2009 개정 생명과학 교육과정의 연계성 분석
An Analysis of Articulation in Life Science Revision 2009 Curriculum with Semantic Network Analysis
0
조회
0
다운로드
28
인용
0
참고문헌
키워드
초록
The purpose of this study is to analyze horizontal and vertical articulation of the life science curriculum revision 2009 with Semantic Network Analysis(SNA). The domains of life science divided into five categories, cell, animal, plant, genetics, and ecology. The results are as follows.: The life science curriculums revision 2009 were organized, focused on the vertical articulation more than the horizontal articulation. There were concepts, suggested in the elementary, middle and high school curriculum, repeatedly. Therefore, it suggested that more specific concept and their status are considered. Also, there were concepts, such as advanced science technology and ecology domains, which were not learnt in specific grade. The numbers of concepts, suggested in the elementary and middle school curriculum were same each other. In contrast, the numbers of concepts, suggested in the high school, increased, significantly. Because, the essential concepts and optional concepts, the teachers should teach, should not be considered, in each level of school. This research, based on curriculum, has the limitation to analyze. To overcome this limitation, we expect the additional analysis. The main textbooks should be analyzed simultaneously. With these result, we suggests that the repeated concepts and the concept, was not taught in specific level of school, should be considered.
Abstract
The purpose of this study is to analyze horizontal and vertical articulation of the life science curriculum revision 2009 with Semantic Network Analysis(SNA). The domains of life science divided into five categories, cell, animal, plant, genetics, and ecology. The results are as follows.: The life science curriculums revision 2009 were organized, focused on the vertical articulation more than the horizontal articulation. There were concepts, suggested in the elementary, middle and high school curriculum, repeatedly. Therefore, it suggested that more specific concept and their status are considered. Also, there were concepts, such as advanced science technology and ecology domains, which were not learnt in specific grade. The numbers of concepts, suggested in the elementary and middle school curriculum were same each other. In contrast, the numbers of concepts, suggested in the high school, increased, significantly. Because, the essential concepts and optional concepts, the teachers should teach, should not be considered, in each level of school. This research, based on curriculum, has the limitation to analyze. To overcome this limitation, we expect the additional analysis. The main textbooks should be analyzed simultaneously. With these result, we suggests that the repeated concepts and the concept, was not taught in specific level of school, should be considered.
참고문헌 (30)
- American Association for the Advancement of Science, "Project 2061 : Atlas of Science Literacy" (2001)
- American Association for the Advancement of Science, "Project 2061 : Atlas of Science Literacy Vol Ⅱ" (2006)
- Brophy, J., "Probing the subtleties of subjectmatter teaching", Educational Leadership, 49(7), pp.4~8 (1992)
- Cho, H., "Identification and determination of basic concepts necessary for high school biology curriculum", Journal of the Korean Association for Research in Science Education, 5(1), pp.11~17 (1985)
- Cho, H., "Guidelines for Science Teaching" (2003), Kyoyookbook
- 최선영, "제 6차와 7차 초등학교 과학과 교과서에 제시된 탐구기능과 교수-학습 방법의 비교 분석", 한국과학교육학회지, 22(5), pp.706~716 (2002), 한국과학교육학회
- 정덕호, "과학영재를 둔 어머니들의 영재성에 대한 인식", 영재교육연구, 24(4), pp.561~576 (2014), 한국영재학회
- 정화숙, "제7차 교육과정에 의한 중등 과학 교과서의 광합성 영역에 대한 용어와 탐구의 연계성 분석", 생물교육, 33(2), pp.196~208 (2005), 한국생물교육학회
- Chung, W., "An analysis on relationship of biological terms in primary and secondary school", The Korean Journal of Biology Education, 21(1), pp.71~78 (1993)
- Chung, W., "A study on the articulation of common laboratory work contents in biology curriculum of elementary, middle and high school of Korea", The Korean Journal of Biology Education, 19(1), pp.11~25 (1991)
- Doerfel, M. L., "A semantic network analysis of the international communication association", Human Communication Research, 25(4), pp.589~603 (1999)
- Kang, H., "Modern Curriculum Research" (2011), Hakjisa
- 강연경, "중등과학 유전 관련 내용의 학교·학년급간 연계성 분석", 생물교육, 36(4), pp.429~443 (2008), 한국생물교육학회
- 김명희, "생물교사와 예비교사가 제시한 고등학교 광합성 영역의 배경 개념 분석", 생물교육, 39(1), pp.62~78 (2011), 한국생물교육학회
- 김영신, "제 7차 교육과정의 초․중등 생물 수업 목표의 연계성 지도 분석", 한국과학교육학회지, 29(6), pp.693~711 (2009), 한국과학교육학회
- 김영신, "초․중등학교의 동․식물 영역에서 지도해야 할 개념에 대한 중등교사의 인식 조사", 생물교육, 37(2), pp.256~268 (2009), 한국생물교육학회
- Kim, Y., "Social Network Analysis" (2011), Parkyoungsa
- Analysis of Standard of Accomplishment in Curriculum, "Korea Institute for Curriculum and Evaluation", Korea Institute for Curriculum and Evaluation, ~, pp.RRC 2008-2 (2008)
- 이준기, "언어 네트워크 분석법을 통한 중학교 과학영재들의 사실, 가설, 이론, 법칙과 과학적인 것의 의미에 대한 인식 조사", 한국과학교육학회지, 32(5), pp.823~840 (2012), 한국과학교육학회
- Lewicki, R. J., "Making Sense of Intractable Environmental Conflicts: Concepts and Cases" (2003), Island Press
- Lee, J., "The comparison of science gifted elementary and middle school students' understanding of ‘scientificness’", Journal of Science Education for the Gifted, 4(1), pp.29~42 (2012)
- Ministry of Education and Science Technology, (2012), Woosin
- Newman, M. E. J., "Detecting community structure in networks", The European Physical Journal B, 38(2), pp.321~330 (2004)
- 옥경영, "온라인커뮤니티 사이트에서 하위네트워크의 특성이 정보의 초기 확산에 미치는 영향에 관한 연구", 소비자학연구, 20(1), pp.37~64 (2009), 한국소비자학회
- 박경진, "언어네트워크분석을 이용한 야외지질학습 전후의 퇴적암에 대한 개념 구조 변화 분석", 한국지구과학회지, 34(2), pp.173~186 (2013), 한국지구과학회[DOI]
- 박재근, "초등 교육과정에서 과학과의 생물 영역과 타 교과의 내용 연계성에 대한 분석", 초등과학교육, 26(1), pp.63~75 (2007), 한국초등과학교육학회
- 신영준, "국민공통기본교육과정 과학과 생명영역에서의 탐구 활동 연계성 분석", 생물교육, 32(2), pp.135~141 (2004), 한국생물교육학회
- Song, S., "Development and application of an analysis taxonomy for curricular articulation in mathematics and science", Journal of the Korean Association for Research in Science Education, 11(2), pp.119~131 (1991)
- Staver, J. R., "Analysis of the conceptual structure and reasoning demands of elementary science texts at the primary(K-3)level", Journal of Researching Science Teaching, 26(4), pp.329~349 (1989)
- Wassetman, S., "Social Network Analysis: Methods and Applications" (1994), The Press Syndicate of the University of Cambridge