Comparison of semantic networks for biotechnology unit in Korean and Iranian textbooks
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Textbooks are compiled based on the curriculum and are tools for implementing thecurriculum, and they are the central teaching materials that teachers use to implementthe curriculum in the field when teaching. In particular, science subjects have a highlevel of conceptual hierarchy, so science textbooks must secure connectivity for learners’smooth understanding. It is necessary to compare Korean textbooks with foreign textbooksto understand how the structure of scientific concepts is described. In the 21st century,biotechnology has been attracting attention as an industry with global economic value, andas many biotechnology technologies have been commercialized, they have become closelyrelated to our daily lives. Accordingly, the importance of biotechnology is being emphasized. Therefore, this study compared how biotechnology concepts are described in Korean andIranian life science textbooks. The biotechnology unit was analyzed by dividing it into the'Genetic and bioengineering' and ‘Uses of Biotechnology’ domain. To compare the textbooks,three Korean approved textbooks and one Iranian national textbook were selected. Theconcept network was analyzed as a concept network and a connected concept networkusing the NetMiner 4.0 program. When comparing and analyzing the concept network andthe main concept network as a result of the study, it was found that the Korean textbookhad more concepts and a more complex network than the Iranian textbook. In addition,through the analysis of the connected concept network, it was found that many conceptswere commonly used in both Korea and Iran. Based on this study, additional researchshould be conducted to compare concept networks described in textbooks with studentconcept networks.
Abstract
Textbooks are compiled based on the curriculum and are tools for implementing thecurriculum, and they are the central teaching materials that teachers use to implementthe curriculum in the field when teaching. In particular, science subjects have a highlevel of conceptual hierarchy, so science textbooks must secure connectivity for learners’smooth understanding. It is necessary to compare Korean textbooks with foreign textbooksto understand how the structure of scientific concepts is described. In the 21st century,biotechnology has been attracting attention as an industry with global economic value, andas many biotechnology technologies have been commercialized, they have become closelyrelated to our daily lives. Accordingly, the importance of biotechnology is being emphasized. Therefore, this study compared how biotechnology concepts are described in Korean andIranian life science textbooks. The biotechnology unit was analyzed by dividing it into the'Genetic and bioengineering' and ‘Uses of Biotechnology’ domain. To compare the textbooks,three Korean approved textbooks and one Iranian national textbook were selected. Theconcept network was analyzed as a concept network and a connected concept networkusing the NetMiner 4.0 program. When comparing and analyzing the concept network andthe main concept network as a result of the study, it was found that the Korean textbookhad more concepts and a more complex network than the Iranian textbook. In addition,through the analysis of the connected concept network, it was found that many conceptswere commonly used in both Korea and Iran. Based on this study, additional researchshould be conducted to compare concept networks described in textbooks with studentconcept networks.