중학교 과학 교과서의 개념 체계도 활용 분석

Abstract

The purpose of this study was to analyze the use and the frequency of the concept maps that were used in middle school science textbooks. For this analysis, we sorted the concept maps of 27 different publisher's textbooks according to the school year and the knowledge domain of the middle school science and then analyzed the use and the frequency of them. The results were as follows: A total of 131 concept maps were used. Fifty one(39.0%) of them were used in seventh grade, forty eight(36.6%) in eighth grade, and thirty two(24.4%) in ninth grade. As for knowledge domain, concept maps were used in order of Life(29.8%), Energy(25.2%), Earth(25.2%), and Matter(19.8%). Most of concept maps were used in the form of teacher-centered concept map(53.4%) and most of student-centered concept maps were used as individual concept map. The research also showed that the concept maps took the form of fill-in-the-blank(90.2%), composition of proposition with given concept map(8.2%), and completing concept map(1.6%). And they were presented mostly for summary(53.4%) and formative assessment(45.0%) after learning. And there were much differences in the use and the frequency according to publishing company.