중학교 과학 교과서와 교사의 강의 및 중학생의 개념 관계망 비교 - 식물의 영양을 중심으로 -
Comparison of Conceptual Networks in Plant Nutrition of Middle School Science Textbook, Teacher’s Lecture, and Students’ Learning
0
조회
0
다운로드
3
인용
0
참고문헌
키워드
초록
The purpose of this study was to quantitatively analyze the content of the textbook, teacher’s lecture, and student’s learning through conceptual network analysis. In order to promote students’ effective and meaningful learning, it is necessary to continuously compare the learner’s cognitive structure with the contents of the curriculum and the teacher’s teaching and provide appropriate feedback. Recently, conceptual network analysis which visualizing natural language as a network and conducting quantitative and qualitative analyses have been utilized to explore and assess learners’ learning status and cognitive structures. Using this method to analyze the content of the textbook, the lecture of the teacher, and the cognitive structure of the learner, it is possible to quickly and effectively visualize and compare the key concepts and major relationships that represent the contents. However, despite the robust and usefulness of conceptual network analysis, objective methods for comparative analysis have not yet been well established when comparing conceptual networks and analyzing similarities and differences. In this study, we discussed the possibility of the educational application by devising and applying a method to compare and analyze the similarities of the conceptual networks through more quantitative approach.
Abstract
The purpose of this study was to quantitatively analyze the content of the textbook, teacher’s lecture, and student’s learning through conceptual network analysis. In order to promote students’ effective and meaningful learning, it is necessary to continuously compare the learner’s cognitive structure with the contents of the curriculum and the teacher’s teaching and provide appropriate feedback. Recently, conceptual network analysis which visualizing natural language as a network and conducting quantitative and qualitative analyses have been utilized to explore and assess learners’ learning status and cognitive structures. Using this method to analyze the content of the textbook, the lecture of the teacher, and the cognitive structure of the learner, it is possible to quickly and effectively visualize and compare the key concepts and major relationships that represent the contents. However, despite the robust and usefulness of conceptual network analysis, objective methods for comparative analysis have not yet been well established when comparing conceptual networks and analyzing similarities and differences. In this study, we discussed the possibility of the educational application by devising and applying a method to compare and analyze the similarities of the conceptual networks through more quantitative approach.
참고문헌 (27)
- , 2015
- 김미희, "식물의 영양에 대한 중학교 과학 교과서와 중학생의 개념 관계망 비교", 생물교육, 46(1), pp.97~110 (2018), 한국생물교육학회[DOI]
- 박형용, "개념 관계망 분석을 통한 2009 개정 과학과교육과정에 따른 교과서 생명 영역의 핵심 주제 및 연계성 분석", 박사, pp.2016
- 박형용, "중학교 과학영재 학생의 탐구과정에 대한 인지구조", 생물교육, 43(1), pp.37~49 (2015), 한국생물교육학회[DOI]
- 신세인, "사회네트워크 분석법을 활용한 중등교사들의 융합 및 융합교육에 대한 인식 탐색", 융합교육연구, 3, pp.35~52 (2017)
- 이명애, "중학생의 생물 학습에서 개념 체계도 작성 능력 변화에 관한 연구", 생물교육, 34(4), pp.520~532 (2006), 한국생물교육학회
- 이진경, "과학영재학교 생명과학1 교과서와 교사 강의 내용의 개념 관계망 비교 - 세포호흡 단원을 중심으로 -", 생물교육, 45(4), pp.503~515 (2017), 한국생물교육학회[DOI]
- 정진수, "개념도에 나타난 중학생의 식물 영양기관 개념구조 변화와 오개념", 교과교육연구, 32, pp.23~41 (2011)
- 주호수, "과학적 개념학습 평가를 위한 개념도 평가방법", 교육과정연구, 17(2), pp.363~377 (1999)
- Bastian, M., "Gephi : An open source software for exploring and manipulating networks", Icwsm, 8, pp.361~362 (2009)
- Cachapuz, A. F. C., "Detecting changes with learning in the organization of knowledge : Use of word association tests to follow the learning of collision theory", International Journal of Science Education, 9(4), pp.491~504 (1987)
- Doerfel, M. L., "A semantic network analysis of the International Communication Association", Human Communication Research, 25(4), pp.589~603 (1999)
- Drieger, P., "Semantic network analysis as a method for visual text analytics", Procedia-social and Behavioral Sciences, 79, pp.4~17 (2013)
- Freeman, L. C., "Models and Methods in Social Network Analysis", pp.248~269 (2005)
- Ghaye, A. L., "Language and Learning in the Teaching of Geography", pp.115~139 (1989)
- Kinchin, I. M., "Visualising knowledge structures in biology : Discipline, curriculum and student understanding", Journal of Biological Education, 45(4), pp.183~189 (2011)
- Koponen, I. T., "Concept networks in learning : Finding key concepts in learners’ representations of the interlinked structure of scientific knowledge", Journal of Complex Networks, 2(2), pp.187~202 (2014)
- Koponen, I. T., "Coherent knowledge structures of physics represented as concept networks in teacher education", Science & Education, 19, pp.259~282 (2010)
- Macindoe, O., "Comparing networks using their fine structure", International Journal of Social Computing and Cyber-Physical Systems, 1(1), pp.79~97 (2011)
- Novak, J. D., "Learning How to Learn" (1984), Cambridge University Press
- "Identifying the pathways for meaning circulation using text network analysis" (2011)[URL]
- Popping, R., "Computer-assisted Text Analysis" (2000), Sage
- Popping, R., "Knowledge graphs and network text analysis", Social Science Information, 42(1), pp.91~106 (2003)
- Schieber, T. A., "Quantification of network structural dissimilarities", Nature Communications, 8, pp.13928~ (2017)
- Schizas, D., "Introducing network analysis into science education: Methodological research examining secondary school students’ understanding of “Decomposition"", International Journal of Environmental and Science Education, 8(1), pp.175~198 (2013)
- Soundarajan, S., "A guide to selecting a network similarity method", Proceedings of the 2014 SIAM International Conference on Data Mining, pp.1037~1045 (2014), Society for Industrial and Applied Mathematics
- Zafarani, R., "Social Media Mining: An Introduction" (2014), Cambridge University Press