Content Analysis of Life Science Area in Science Textbooks According to Korean Elementary Curriculum Change

Koh, Yeon-Sook; Kim, Hyo-Nam

doi:10.14697/jkase.2016.36.2.0203

Cited by 3 publications

(2 citation statements)

References 5 publications

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“…These inquiry activities occupy a very small proportion of the total 66 inquiry activities; thus, there are insufficient inquiry activities related to social issues. Life science content related to social issues can motivate students as well as interest in life science (Choi & Choi, 2003;Koh & Kim, 2016). Therefore, concrete, and practical inquiry activities and teaching-learning contents related to social issues should be developed and dealt with in the curriculum and textbooks.…”

Section: Discussionmentioning

confidence: 99%

Connection of Terms Between Inquiry Activities and the Main Text in the Life Science Unit of Lower Secondary School Textbooks in the Republic of Korea

Kim

Eskandari

et al. 2022

JBSE

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Teachers are highly reliant on textbooks for teaching. In the Republic of Korea, science textbooks help students to understand scientific terms through inquiry activities. However, there is a lack of analysis on whether the inquiry activities suggested in these textbooks appropriately cover the terms included in the main text. Therefore, this study assesses the life science units included in widely used lower secondary school science textbooks in the Republic of Korea by analysing the connection between the terms presented in the inquiry activities and the main text using the NetMiner 4.0 programme. The results reveal that the life science units included in the lower secondary school science textbooks are well structured for learning life science terms through the inquiry activities, as the terms presented in the inquiry activities and the main text are well connected. However, the number of terms included in each unit greatly differs and needs to be supplemented with the optimization of the number of terms per unit. The results provide basic data for the future development of lower secondary school science textbooks. Future research should analyse how the terms used in inquiry activities and the main text are connected in real science classes. Keywords: biological terms, connection network, terms connection, inquiry activity, main text

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Section: Discussionmentioning

confidence: 99%

Connection of Terms Between Inquiry Activities and the Main Text in the Life Science Unit of Lower Secondary School Textbooks in the Republic of Korea

Kim

Eskandari

et al. 2022

JBSE

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“…교과서는 교육과정에 제시된 내용을 구체화시켜 전달하는 수단이며 (Kim et al, 1997), 교육과정의 실현에 있어서 중요한 위치를 차지한다 (Angus, 2004 (Oh & Jeong, 2012;Park & Kim, 1999), 내용 (Koh & Kim, 2016;Mun & Hyeon, 2010), 교과서 비교 연구 (Jang & Lim, 2006;Jo & Choi, 1990;Son & Lee, 2004) (Lim, 2014). 최근 문장을 구성하고 있는 개념들 간의 연계를 파악하기 위하 여 언어 네트워크 분석(Semantic Network Analysis) 이 사용되고 있다 (Doerfer & Barnett, 1999;Jo, 2008;Lee & Ha, 2012a (Jang & Barnett, 1994;Park & Leydesdorff, 2004 (Lim & Kim, 2015), 교육과정 목표와 교과서 학습 목표 사이의 일치성 분석 (Jeong, et al, 2013), 개념에 대한 인식 (Lee & Ha, 2012a), 학습 후 개념 변화 , 영 재성 분석 (Lee & Ha, 2012b; (Jeong et al, 2010;Kim et al, 2009).…”

Section: 연구의 필요성 및 목적unclassified

An Comparative Study of Articulation on Science Textbook Concepts and Extracted Concepts in Learning Objectives Using Semantic Network Analysis - Focus on Life Science Domain -

Kim¹,

Kwon²

2016

Journal of Korean Elementary Science Education

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Whether textbooks faithfully reflect the curriculum contents is an important educational issue. The previous studies on the textbooks did not analyze the relationship described in the textbooks or the structure. In this regard, this study aims to analyze how the concept of life science area in the elementary school science textbooks developed on the basis of the 2009 revised curriculum is linked. In addition, it seeks to analyze how the concept presented in the learning content achievement standards of the curriculum is connected to other concepts. Towards this end, the conceptual linkage of eight units in the life science domain of elementary school science textbooks based on the 2009 revised curriculum was analyzed. The contents of the life science domain in the science textbooks were analyzed through a semantic network analysis, and the semantic network on the concept linked to the one described in curriculum's learning objectives was also analyzed. The results are as follows:1) It will be difficult for students to understand the concept due to the complexity of the semantic network resulting from a number of concepts. 2) The curriculum's learning objectives presented in the curriculum are not faithfully reflected in the textbooks. 3) The textbooks are described on the basis of specific curriculum's learning objectives. Based on the findings of this study, the number of concepts described in the elementary school science textbooks needs to be significantly reduced so that the concepts can be meaningfully linked to each other.

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Analysis of the Verbs in the 2009 Revised National Science Curriculum-from the Viewpoint of Cognitive Domain of TIMSS Assessment Framework

Song¹,

Minkyeong²,

Cha³

et al. 2016

Journal of The Korean Association For Science Education

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Content Analysis of Life Science Area in Science Textbooks According to Korean Elementary Curriculum Change

Cited by 3 publications

References 5 publications

Connection of Terms Between Inquiry Activities and the Main Text in the Life Science Unit of Lower Secondary School Textbooks in the Republic of Korea

Connection of Terms Between Inquiry Activities and the Main Text in the Life Science Unit of Lower Secondary School Textbooks in the Republic of Korea

An Comparative Study of Articulation on Science Textbook Concepts and Extracted Concepts in Learning Objectives Using Semantic Network Analysis - Focus on Life Science Domain -

Analysis of the Verbs in the 2009 Revised National Science Curriculum-from the Viewpoint of Cognitive Domain of TIMSS Assessment Framework

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