2009 개정 중학교 과학 교과서 광합성 단원의 개념 네트워크 분석
An Analysis of Semantic Network in Photosynthesis Unit on Middle School Textbook based on the 2009 Revised National Science Curriculum
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The textbook is the most fundamental and objective tool used by teachers and students in schools for the purpose of learning. The science is particularly a subject that displays a clear ranking relationship, so the content in a textbook must be suitable for the level of study. Thus, the textbook writer is required to organize the content so that it can be logically understood by selecting the main concepts of the educational process. However, studies so far have displayed restrictions in emphasizing the relationship and importance between concepts by merely providing the frequency and repetition of different concepts in a quantitative manner. Thus, this study has analyzed a network of the photosynthesis unit in science textbooks for middle schools currently used in the 2009 revised curriculum. The units of photosynthesis were divided and analyzed in three sub-unit of photosynthesis, transfer of water and nutrition, and the composition of plants. The NetDraw program was used to analyze the network of concepts. The conclusion of this study is as follows. First, there are many scientific concepts in science textbooks, which result in a complex structure. There are many similarities between the science textbook concept network and the top 30% concept network, so it will be necessary to reduce the number of concepts in science textbooks. Second, the level of achievement criteria in curriculum was sufficiently reflected in the textbook. Third, the three sub-unit of photosynthesis are connected by the concepts regarding cells, root, stem, and leaves. Through this study, it is anticipated that the concepts in the photosynthesis unit in textbooks will be connected in a more meaningful manner, and further studies will be conducted to analyze the degree of consistency of textbooks, in addition to the concepts used in actual schools.
Abstract
The textbook is the most fundamental and objective tool used by teachers and students in schools for the purpose of learning. The science is particularly a subject that displays a clear ranking relationship, so the content in a textbook must be suitable for the level of study. Thus, the textbook writer is required to organize the content so that it can be logically understood by selecting the main concepts of the educational process. However, studies so far have displayed restrictions in emphasizing the relationship and importance between concepts by merely providing the frequency and repetition of different concepts in a quantitative manner. Thus, this study has analyzed a network of the photosynthesis unit in science textbooks for middle schools currently used in the 2009 revised curriculum. The units of photosynthesis were divided and analyzed in three sub-unit of photosynthesis, transfer of water and nutrition, and the composition of plants. The NetDraw program was used to analyze the network of concepts. The conclusion of this study is as follows. First, there are many scientific concepts in science textbooks, which result in a complex structure. There are many similarities between the science textbook concept network and the top 30% concept network, so it will be necessary to reduce the number of concepts in science textbooks. Second, the level of achievement criteria in curriculum was sufficiently reflected in the textbook. Third, the three sub-unit of photosynthesis are connected by the concepts regarding cells, root, stem, and leaves. Through this study, it is anticipated that the concepts in the photosynthesis unit in textbooks will be connected in a more meaningful manner, and further studies will be conducted to analyze the degree of consistency of textbooks, in addition to the concepts used in actual schools.
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