과학영재학교 생명과학1 교과서와 교사 강의 내용의 개념 관계망 비교 - 세포호흡 단원을 중심으로 -
Comparison of Conceptual Structures of Biology Textbook and Teacher’s Lecture in the Science Highschool for the Gifted - Focused on Cell Respiration -
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The purpose of this study was to compare the conceptual structures of Life Science 1 textbook and teacher’s lecture. Research data were from cell respiration in the Life Science 1 textbook that was developed for scientifically gifted students reflecting a curriculum of Science High School and the teacher’s 8 lectures on the topic. This data was all transcribed and conceptual network analysis was established for these transcribed data using Concept Relation Analyzer and Gephi software. The results showed that conceptual structure of the textbook mainly contained detail concepts in molecular level and there were hierarchically inadequate high-ranked concepts. In addition, the conceptual network of the textbook showed that the cell-respiration-related metabolic process of molecular level concept was sequentially described. Whereas the conceptual structure of teacher’s lecture mainly showed that the lecture was focused on the place and mechanism of the cell respiration. The textbook didn’t show systematic concept structure. And the teacher’s lecture which based on the textbook had some problems not showing concepts systematically either.
Abstract
The purpose of this study was to compare the conceptual structures of Life Science 1 textbook and teacher’s lecture. Research data were from cell respiration in the Life Science 1 textbook that was developed for scientifically gifted students reflecting a curriculum of Science High School and the teacher’s 8 lectures on the topic. This data was all transcribed and conceptual network analysis was established for these transcribed data using Concept Relation Analyzer and Gephi software. The results showed that conceptual structure of the textbook mainly contained detail concepts in molecular level and there were hierarchically inadequate high-ranked concepts. In addition, the conceptual network of the textbook showed that the cell-respiration-related metabolic process of molecular level concept was sequentially described. Whereas the conceptual structure of teacher’s lecture mainly showed that the lecture was focused on the place and mechanism of the cell respiration. The textbook didn’t show systematic concept structure. And the teacher’s lecture which based on the textbook had some problems not showing concepts systematically either.
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