JOURNAL BROWSE
Search
Advanced SearchSearch Tips
A Comparison of the Freshmen`s Cognitive Frame about the `Crisis of Earth`
facebook(new window)  Pirnt(new window) E-mail(new window) Excel Download
 Title & Authors
A Comparison of the Freshmen`s Cognitive Frame about the `Crisis of Earth`
Chung, Duk Ho; Choi, Hyeon A; Park, Seon Ok;
  PDF(new window)
 Abstract
The purpose of this study was to compare of freshmen`s cognitive frames about the `Crisis of the Earth` upon taking the Earth science I course in high school to confirm if they reflect the goal of the curriculum reasonably. Data were collected from 67 freshmen who graduated from high school. All participants were asked to express about the `Crisis of the Earth` in painting with explanation, then we picked meaningful units from paintings. We analyzed the words and frames presented in the paintings using the Semantic Network Analysis. Result are as follows. First, when both groups` (one that took the course vs. the other that did not take it) built their cognitive frames for the `crisis of the Earth`, they reasonably connected areas that are composed of the global environment and they understood that their relation was constantly changing by interacting each other. Second, when configuring a cognitive frame about the `crisis of the Earth`, both groups reflected the characteristics of interrelationship with human activities. In particular, the group that took the course of Earth Science I fully reflected the goal of the curriculum. It is suggested that students recognize the `crisis of the Earth` not only from a cosmic perspective bot also from the Earth`s interior since most of students have strongly connected it to the phenomenon of the Earth`s interior rather than the Earth`s outward symptoms. In addition, it is recommended that the Earth science curriculum put more emphasis on understanding the importance of problem-solving of the Earth`s crisis.
 Keywords
Earth Science I;cognitive frame;crisis of the Earth;semantic network analysis;
 Language
Korean
 Cited by
 References
1.
Bullough, R.V. and Stokes, D.K., 1994, Analyzing personal teaching metaphors in preserve teacher education as a means for encouraging professional development. American Educational Research Journal, 31(1), 197-224. crossref(new window)

2.
Cheong, C. Kim, M,G., and Park, H.K., 2005, Environmental Awareness of Middle School Students' Through Drawing, Future-Directed Environmental Technology, 1(2), 37-42. (in Korean)

3.
Chung, D.H., Park, S.O., Yoo, H.H., and Park, J.J., 2014, Perception of the gifted science students' mothers on giftedness. Journal of Gifted and Talented Education, 24(4), 561-576. (in Korean) crossref(new window)

4.
Chung, D.H., Lee, J.K., Kim, S.E., and Park, K.J., 2013, An analysis on congruency between educational objectives of curriculum and learning objectives of textbooks using semantic network analysis -focus on Earth Science I in the 2009 revised Curriculum. Journal of the Korean Earth Science Society, 34(7), 711-726. (in Korean) crossref(new window)

5.
Cho, K.S., Chung, D.H., Seo, E.S., and Park, K.J., 2013, A comparison of the learning semantic network about sedimentary environment between science gifted students and non-gifted students through geological field trips. Journal of Gifted/Talented Education, 23(6), 881-898. (in Korean)

6.
Dewulf, A., Gray, B., Lewicki, R., Putnam, L., Aarts, N., Bouwen, R., Van Woerkum, C, 2009, Disentangling approaches to framing: mapping the terrain. Hum Relat. 69(2), 155?193.

7.
Doerfel, M.L. and Barnett, G.A., 1999, A semantic network analysis of the interactional communication association. Human Communication Research, 25, 589-603. crossref(new window)

8.
Johnston, S., 1992, Images: A way of understanding the practical knowledge of student teachers. Teaching and Teacher Education, 8(2), 123-136. crossref(new window)

9.
Kim, J.S., 2004, A Study on Understanding of Visual Communication. Art Education Research Review, 18(3), 29-44. (in Korean)

10.
Kwon, et al. 2003, The Necessary Condition and the Sufficient Condition of Cognitive Conflict for Conceptual Change. Journal of the Korean Association for Science Education, 574-591. (in Korean)

11.
Kwon, O.H., 2003, Deutschunterricht und visuelle Kommunikation - in Bezug auf didaktische Funktionen der Bilder in DaF-Lehrwerken -. Koreanische Zeitschrift fur deutschunterricht. 27(0), 7-34. (in Korean)

12.
Lakoff, G. and Johnson, M., 1980. Metaphors we live by. Chicago: Univ of Chicago Press. 242 p.

13.
Lee, J.K. and Ha, M.S., 2012, Semantic Network Analysis of science gifted middle school students' understanding of fact, hypothesis, theory, law, and scientificness. Journal of the Korean Association for Science Education, 32(5), 823-840. (in Korean) crossref(new window)

14.
Lee, M.J, 2009, Life of arrow: (A) study on the function and role of arrow mark as a visual language. Thesis, University of Seoul, Seoul, Korea, 52 p. (in Korean)

15.
Lewicki R, Barry B, Saunders D., and Minton J, 2003, Negotiation, Boston: MacGraw Hill/Irwin. MacGraw-Hill International Editions.

16.
Lim, C.H., 2008, Classifications of instructional objectives of elementary science based on new revised taxonomy of educational objectives. The Research of Science Mathematics Education, 31, 25-42.

17.
Ministry of Education, Science and Technology, 2009, Handbook of science curriculum. Ministry of Education, Science and Technology. Seoul, Korea, 302 p.

18.
Park, E.H. and Cho, W.J., 2007, Understanding the Change in Pre-Service Teachers' Images about Early Childhood Teachers. Journal of Early childhood Education, 11, 225-246. (in Korean)

19.
Park, H.W, Leydesdorff, L., 2004, Understanding the KrKwic: A computer program for the analysis of Korean text. Journal of the Korean Data Analysis Society, 6, 1377-1387. (in Korean)

20.
Rennie, L.J. and Jarvis, T., 1995, Children's Choice of drawings to communicate their ideas about technology. Research in Science Education, 25(3), 239-252. crossref(new window)

21.
Tannen, 1993, Gender and conversational interaction. Oxford university press, NewYork Oxford, 165-188.

22.
White, R. and Gunstone, R., 1992, Probing Understanding. London: Falmer Press, 196 p.