제 7차, 2009 개정, 2015 개정 교육과정에 따른 광합성 관련 개념의 수평적, 수직적 연계성
A Study on the Horizontal and Vertical Articulations of Photosynthesis-related Concepts according to the 7th, 2009 Revised and 2015 Revised Curriculum
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The curriculum is being revised in response to social demands, and efforts are being made to increase the articulation, especially to create a high-quality curriculum. Therefore, it is necessary to analyze whether the articulation is properly considered according to the revision of the curriculum. The purpose of this study is to analyze whether photosynthesis-related concepts are properly considered for articulation as the curriculum is revised. To this end, the horizontal and vertical articulation of photosynthesis-related concepts presented in textbooks of the 7th, 2009 revised, and 2015 revised curriculum were analyzed. The photosynthesis-related concept was analyzed by dividing it into ‘plant composition’, ‘transpiration’, and ‘photosynthesis’. For the analysis, Semantic Network Analysis(SNA) was used. The study results are as follows. First, the horizontal articulation of photosynthesis-related concepts by curriculum appears to be higher as the curriculum is revised. Second, the vertical articulation between elementary and middle school is relatively high, but the vertical articulation between middle and high school is relatively low. As a result, there were few concepts commonly articulated between elementary, middle, and high school levels. Third, as there are many concepts presented only in high school, it is necessary to optimize the concepts. It is expected that the results of this study will be appropriately reflected in the revision of the next curriculum and the development of textbooks. In future research, it is expected that an analysis of the articulation between the core concepts of life sciences and other science subjects such as physics, chemistry, and earth science will be analyzed.
Abstract
The curriculum is being revised in response to social demands, and efforts are being made to increase the articulation, especially to create a high-quality curriculum. Therefore, it is necessary to analyze whether the articulation is properly considered according to the revision of the curriculum. The purpose of this study is to analyze whether photosynthesis-related concepts are properly considered for articulation as the curriculum is revised. To this end, the horizontal and vertical articulation of photosynthesis-related concepts presented in textbooks of the 7th, 2009 revised, and 2015 revised curriculum were analyzed. The photosynthesis-related concept was analyzed by dividing it into ‘plant composition’, ‘transpiration’, and ‘photosynthesis’. For the analysis, Semantic Network Analysis(SNA) was used. The study results are as follows. First, the horizontal articulation of photosynthesis-related concepts by curriculum appears to be higher as the curriculum is revised. Second, the vertical articulation between elementary and middle school is relatively high, but the vertical articulation between middle and high school is relatively low. As a result, there were few concepts commonly articulated between elementary, middle, and high school levels. Third, as there are many concepts presented only in high school, it is necessary to optimize the concepts. It is expected that the results of this study will be appropriately reflected in the revision of the next curriculum and the development of textbooks. In future research, it is expected that an analysis of the articulation between the core concepts of life sciences and other science subjects such as physics, chemistry, and earth science will be analyzed.
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