초·중·고 식물 관련 단원의 탐구 활동과 교과서 본문 설명 개념 사이의 네트워크 변화 분석
Change in Network of Concepts of Plant-related Units between Inquiry and Textbook Textin Primary and Secondary School
1
조회
0
다운로드
5
인용
0
참고문헌
키워드
초록
Based on rapid social changes and the development of science and technology, Korea has partially corrected and supplemented its curriculum in which various problems were found. In science education, the importance of inquiry has been emphasized, even with the revision of the curriculum. Studies on inquiry analyze types of inquiry. However, these do not analyze how inquiry activities are related to textbook contents. Accordingly, this study has analyzed the articulation network between the concept proposed in inquiry activities and the concept proposed within the text of textbooks. To achieve this, change in the articulation network between the text of textbooks and the inquiry in the plant domain in the 7th, 2009 revision, and 2015 revision of the curriculum is required. The analysis of the articulation network was performed using a semantic network analysis. The analyzed units were ‘structure and function of plants’ in elementary school, ‘plants and energy’ in middle school, and ‘photosynthesis and respiration’ in high school. These units were then divided into the composition of plants and photosynthesis. The result of this study confirms that Korean textbooks are suitable for teaching scientific concepts through inquiry. That is, science inquiry and the contents of textbooks are articulation in terms of the main concept of their units. Furthermore, it has been shown that the important concepts of the units continue to be disclosed even after revision of curriculum. It is expected that studies in other units, including life sciences, will be conducted based on the results of this study.
Abstract
Based on rapid social changes and the development of science and technology, Korea has partially corrected and supplemented its curriculum in which various problems were found. In science education, the importance of inquiry has been emphasized, even with the revision of the curriculum. Studies on inquiry analyze types of inquiry. However, these do not analyze how inquiry activities are related to textbook contents. Accordingly, this study has analyzed the articulation network between the concept proposed in inquiry activities and the concept proposed within the text of textbooks. To achieve this, change in the articulation network between the text of textbooks and the inquiry in the plant domain in the 7th, 2009 revision, and 2015 revision of the curriculum is required. The analysis of the articulation network was performed using a semantic network analysis. The analyzed units were ‘structure and function of plants’ in elementary school, ‘plants and energy’ in middle school, and ‘photosynthesis and respiration’ in high school. These units were then divided into the composition of plants and photosynthesis. The result of this study confirms that Korean textbooks are suitable for teaching scientific concepts through inquiry. That is, science inquiry and the contents of textbooks are articulation in terms of the main concept of their units. Furthermore, it has been shown that the important concepts of the units continue to be disclosed even after revision of curriculum. It is expected that studies in other units, including life sciences, will be conducted based on the results of this study.
참고문헌 (33)
- Choi, K., "The development of evaluating framework for a science textbook in a secondary school", Journal of the Korean Association for Research in Science Education, 16(3), pp.303~313 (1996)
- 정덕호, "언어네트워크분석을 이용한 교육과정 목표와교과서 학습 목표와의 일치성 분석- 2009 개정 교육과정의 지구과학 I을 중심으로 -", 한국지구과학회지, 34(7), pp.711~726 (2013), 한국지구과학회
- Doerfel, M. L., "Semantic networks and competition : Election year winners and losers in US televised presidential debates, 1960–2004", Journal of the American Society for Information Science and Technology, 60(1), pp.201~218 (2009)
- 2015 Revised Curriculum General Commentary (SeconDary School) Development Research, "Han, H.", Korea Institute of Curriculum & Evaluation, ~, pp.Report No. CRC2015-28 (2015)
- Han, K., "The meaning and research agenda in network analysis as social science methodology-based on semantic network analysis-", The Korean Association for the Social Studies Education, 10(2), pp.219~235 (2003)
- 정성엽, "초등학생과 중학생들이 관찰, 의문 생성, 실험 설계 단계에서 사용하는 개념의 일관성", 생물교육, 47(3), pp.278~289 (2019), 한국생물교육학회[DOI]
- Arja Kaasinen, "Plant Species Recognition Skills in Finnish Students and Teachers", Education Sciences, 9(2), pp.85~ (2019), MDPI AG[DOI]
- 김진희, "과학교육을 위한 전략적 실행공동체의 형성 가능성 탐색 -과학중점학교를 중심으로-", 한국과학교육학회지, 37(1), pp.169~179 (2017), 한국과학교육학회[DOI]
- 김경호, "2009 개정 및 2015 개정 교육과정에 따른 초등과학 식물의 구조와 기능 단원의 성취기준 및 탐구활동 비교 분석", 생물교육, 47(4), pp.552~560 (2019), 한국생물교육학회[DOI]
- 김미영, "제7차 교육과정 생물 Ⅰ과 2009 개정 교육과정 생명과학 Ⅰ 교과서의 물질대사 단원 비교 분석", 생물교육, 41(2), pp.211~224 (2013), 한국생물교육학회[DOI]
- 김미정, "중학교 과학교과서 생명과학 단원의 탐구 활동 분석: 과학탐구 기능과 8가지 과학 실천을 중심으로", 과학교육연구지, 41(3), pp.318~333 (2017), 과학교육연구소[DOI]
- 김명희, "생물교사와 예비교사가 제시한 고등학교 광합성 영역의 배경 개념 분석", 생물교육, 39(1), pp.62~78 (2011), 한국생물교육학회[DOI]
- 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]
- Kim, Y., "Theories of Biology Education" (2017), Freeacademy
- 김영신, "2009 개정 중학교 과학 생명과학 영역 개념의 대단원별 연계성", 학습자중심교과교육연구, 18(18), pp.29~49 (2018), 학습자중심교과교육학회[DOI]
- 김영신, "초․중등학교의 동․식물 영역에서 지도해야 할 개념에 대한 중등교사의 인식 조사", 생물교육, 37(2), pp.256~268 (2009), 한국생물교육학회[DOI]
- 김영신, "고등학교 생명과학 I 세포분열 단원에 대한 교육과정, 교과서, 수업 및 평가의 개념 네트워크 분석", 생물교육, 47(3), pp.393~402 (2019), 한국생물교육학회[DOI]
- Elementary and Secondary Science Curriculum Commentary Research and Development, "Kwak, Y.", Korea Institute of Curriculum & Evaluation, ~ (2008)
- 권형석, "2009 개정 중학교 과학 교과서 광합성 단원의 개념 네트워크 분석", 생물교육, 46(1), pp.63~70 (2018), 한국생물교육학회[DOI]
- 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
- 이민지, "식물의 구조와 기능에 대한 초등학교 과학 교과서와 초등학생의 개념 관계망 비교", 생물교육, 46(3), pp.330~345 (2018), 한국생물교육학회[DOI]
- 임수민, "언어 네트워크 분석을 통한 2009 개정 생명과학 교육과정의 연계성 분석", 생물교육, 43(1), pp.84~96 (2015), 한국생물교육학회[DOI]
- 임수민, "언어 네트워크 분석을 통한 2015 개정 과학과 교육과정 ‘물질’ 분야의 연계성 분석", 현장과학교육, 13(3), pp.303~318 (2019), 한국현장과학교육학회[DOI]
- Marmaroti, P., "Pupils' understanding of photosynthesis: A questionnaire for the simultaneous assessment of all aspects", International Journal of Science Education, 28(4), pp.383~403 (2006)
- Ministry of Education, "Science curriculum" (2015), Ministry of Education
- Ministry of Education, Science and Technology, "High School Science Curriculum Instruction Book" (2009), Korea Institute of Curriculum & Evaluation
- Pany, P., "Using students’ interest in useful plants to encourage plant vision in the classroom", Plants, People, Planet, 1, pp.261~270 (2019)
- 박은경, "2009 개정과 2015 개정 교육과정에 따른 생명과학 I 교과서의 탐구활동 비교", 생물교육, 47(1), pp.35~49 (2019), 한국생물교육학회[DOI]
- 박경진, "언어네트워크분석을 이용한 야외지질학습 전후의 퇴적암에 대한 개념 구조 변화 분석", 한국지구과학회지, 34(2), pp.173~186 (2013), 한국지구과학회[DOI]
- 서경희, "언어 네트워크 분석을 활용한 교육과정 개정에 따른 자극과 반응 단원의 개념 연계성 변화", 생물교육, 48(1), pp.20~37 (2020), 한국생물교육학회[DOI]
- 신세인, "중학교 과학영재학생과 일반학생들의 직업가치관 구조분석: 사회네트워크적 접근", 영재교육연구, 25(2), pp.195~216 (2015), 한국영재학회
- 신영준, "국민공통기본교육과정 과학과 생명영역에서의 탐구 활동 연계성 분석", 생물교육, 32(2), pp.135~141 (2004), 한국생물교육학회
- 송신철, "고등학교 과학탐구실험 교과서에 제시된 탐구 활동 분석", 생물교육, 47(3), pp.372~383 (2019), 한국생물교육학회[DOI]