식물의 구조와 기능에 대한 초등학교 과학 교과서와 초등학생의 개념 관계망 비교
Comparison of Conceptual Networks in Plant Structure and Function of Elementary School Science Textbook and Students’ Learning
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This study examined how the cognitive structure of elementary students learned the knowledge structure on plant structure and functions found in an elementary school science textbook. Research data was retrieved from the content on the topic from the textbook, and the student data was based on after-class interviews with three students with the highest scores and three with the lowest scores in terms of their scientific achievement. The results of a comparative analysis of the structural characteristics, major concepts and major relations of textbooks and student concept networks were as follows. First, the conceptual networks of higher-ranking students displayed a larger variety of concepts and relations than the conceptual networks of lower-ranking students. Second, the main concepts in the conceptual network of textbooks also served as the main concepts in the conceptual network of the students. Third, all students understood the key proposition of textbooks, but their depth of understanding differed. This study found that while all students learned the key concepts and propositions of the textbook well, the lower-ranking students have had more difficulty in learning the sophisticated concepts and propositions which were taught with less emphasis.
Abstract
This study examined how the cognitive structure of elementary students learned the knowledge structure on plant structure and functions found in an elementary school science textbook. Research data was retrieved from the content on the topic from the textbook, and the student data was based on after-class interviews with three students with the highest scores and three with the lowest scores in terms of their scientific achievement. The results of a comparative analysis of the structural characteristics, major concepts and major relations of textbooks and student concept networks were as follows. First, the conceptual networks of higher-ranking students displayed a larger variety of concepts and relations than the conceptual networks of lower-ranking students. Second, the main concepts in the conceptual network of textbooks also served as the main concepts in the conceptual network of the students. Third, all students understood the key proposition of textbooks, but their depth of understanding differed. This study found that while all students learned the key concepts and propositions of the textbook well, the lower-ranking students have had more difficulty in learning the sophisticated concepts and propositions which were taught with less emphasis.
참고문헌 (24)
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