교육과정 개정에 따른 초등학교 과학 교과서의식물의 구조와 기능 단원의 개념 네트워크 구조와 연계성
An Analysis of Conceptual Network Structure and Articulation of Structure and Functions of Plants Unit in the Elementary School Science Textbook according to the Curriculum Revision
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The purpose of this study was to analyze the change of the conceptual network structure and articulation between the concepts of the ‘The Structure and Functions of Plants’ unit in elementary school science textbooks according to the curriculum revision. For this, the ‘The Structure and Functions of Plants’ unit was analyzed by dividing into plant composition, transpiration, and photosynthesis according to the contents. As the curriculum was revised to the 7th, 2009 revised, and 2015 revised curriculum, the network of concepts presented in textbooks was visualized and the articulation between the concepts was analyzed. The results of the study are as follows. First, the conceptual network of 'The Structure and Functions of Plants' unit in elementary school textbooks was connected around the core concepts corresponding to the structure of plants. Second, the core concepts of textbooks were maintained regardless of the curriculum. Third, the core concepts presented in the curriculum achievement standards and those presented in the textbook were the same. Fourth, the number of concepts presented in textbooks was small, forming a clear concept network. This is a result showing that the curriculum revision intention to reduce the amount of learning is well reflected in the textbook. Through this, there is a need to analyze other units of elementary school textbooks and analyze the articulations between inquiry activities and texts. In addition, it is expected that the results of this study can be used as basic data for textbook development and teaching and learning strategies.
Abstract
The purpose of this study was to analyze the change of the conceptual network structure and articulation between the concepts of the ‘The Structure and Functions of Plants’ unit in elementary school science textbooks according to the curriculum revision. For this, the ‘The Structure and Functions of Plants’ unit was analyzed by dividing into plant composition, transpiration, and photosynthesis according to the contents. As the curriculum was revised to the 7th, 2009 revised, and 2015 revised curriculum, the network of concepts presented in textbooks was visualized and the articulation between the concepts was analyzed. The results of the study are as follows. First, the conceptual network of 'The Structure and Functions of Plants' unit in elementary school textbooks was connected around the core concepts corresponding to the structure of plants. Second, the core concepts of textbooks were maintained regardless of the curriculum. Third, the core concepts presented in the curriculum achievement standards and those presented in the textbook were the same. Fourth, the number of concepts presented in textbooks was small, forming a clear concept network. This is a result showing that the curriculum revision intention to reduce the amount of learning is well reflected in the textbook. Through this, there is a need to analyze other units of elementary school textbooks and analyze the articulations between inquiry activities and texts. In addition, it is expected that the results of this study can be used as basic data for textbook development and teaching and learning strategies.
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