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Analysis of Model Development and Usage Patterns in Geological, Astronomical, and Atmospheric Domains in Korean Elementary School Science Textbooks

양일호|김한솔
뇌·AI기반교육연구소 (Institute of Brain·AI based Education)|2024.06|Brain, Digital, & Learning|제14권 제2호|pp. 263-282|DOI https://doi.org/10.31216/BDL.20240016

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키워드

elementary schoolgeologyastronomyscience textbooksouth koreaModel developmentatmosphere science

초록

In science education, models are used as key teaching tools to teach scientific phenomenaand concepts to students. Although South Korea recognizes the value of model use inscience education, it is necessary to analyze how model use is reflected in science textbooksand in classrooms. This study examined the development and usage patterns of modelsin experimental activities in the geological, astronomical, and atmospheric domains inthree Korean elementary school science textbooks. A coding framework was developedand analyzed based on previous studies and science curricula in other countries. The studyfound that, first, the model development and usage patterns in experimental activities in thegeological, astronomical, and atmospheric domains in science textbooks were largely similar,although some differences existed across domains. Second, the resources required for modeldevelopment and development methods; evidence-based model development, evaluation,and modification; and the cyclic features of modeling were similar across the three domains,but the geological domain was characterized by model limitations and the astronomicaldomain was characterized by the process of investigating a phenomenon. Based on thesefindings, the study discussed model development activities in textbooks can be improved.

Abstract

In science education, models are used as key teaching tools to teach scientific phenomenaand concepts to students. Although South Korea recognizes the value of model use inscience education, it is necessary to analyze how model use is reflected in science textbooksand in classrooms. This study examined the development and usage patterns of modelsin experimental activities in the geological, astronomical, and atmospheric domains inthree Korean elementary school science textbooks. A coding framework was developedand analyzed based on previous studies and science curricula in other countries. The studyfound that, first, the model development and usage patterns in experimental activities in thegeological, astronomical, and atmospheric domains in science textbooks were largely similar,although some differences existed across domains. Second, the resources required for modeldevelopment and development methods; evidence-based model development, evaluation,and modification; and the cyclic features of modeling were similar across the three domains,but the geological domain was characterized by model limitations and the astronomicaldomain was characterized by the process of investigating a phenomenon. Based on thesefindings, the study discussed model development activities in textbooks can be improved.

참고문헌 (55)

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