한국지구과학회지 (Journal of the Korean earth science society)

  • 제34권7호
  • /
  • Pages.711-726
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  • 2013
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  • 1225-6692(pISSN)
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  • 2287-4518(eISSN)
한국지구과학회 (The Korean Earth Science Society)
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언어네트워크분석을 이용한 교육과정 목표와 교과서 학습 목표와의 일치성 분석 - 2009 개정 교육과정의 지구과학 I을 중심으로 -

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 -

  • 정덕호 (전북대학교 과학교육학부/과학교육연구소/융합과학연구소) ;
  • 이준기 (전북대학교 과학교육학부/과학교육연구소/융합과학연구소) ;
  • 김선은 (전북대학교 과학교육학부/과학교육연구소/융합과학연구소) ;
  • 박경진 (전북대학교 과학교육학부/과학교육연구소/융합과학연구소)
  • Chung, Duk Ho (Division of Science Education/Science Education Institute/Institution of Fusion Science, Chonbuk National University) ;
  • Lee, Jun-Ki (Division of Science Education/Science Education Institute/Institution of Fusion Science, Chonbuk National University) ;
  • Kim, Seon Eun (Division of Science Education/Science Education Institute/Institution of Fusion Science, Chonbuk National University) ;
  • Park, Kyeong Jin (Division of Science Education/Science Education Institute/Institution of Fusion Science, Chonbuk National University)
  • 투고 : 2013.07.24
  • 심사 : 2013.10.24
  • 발행 : 2013.12.31
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초록

본 연구의 목적은 2009 개정 과학 교육과정의 지구과학 I 목표와 교과서의 학습 목표와의 일치성을 알아보기 위한 것이다. 이를 위하여 교육과정의 목표와 교과서의 학습 목표를 능력, 공통 개념, 행위 동사로 구분하였으며, 이 자료를 언어네트워크분석을 이용하여 분석하였다. 분석 결과 능력 요소와 관련하여 교과서는 인지적, 정의적 영역을 주로 강조하였다면 교육과정은 이외에도 탐구능력을 함께 강조하였다. 공통 개념은 교과서가 교육과정보다 더 다양한 요소가 사용되었다. 행위 동사 요소는 '이해'를 가장 많이 사용하였으나 대부분 인지 체제 수준으로 제시한 것에 그치고 있다.

The purpose of this study was to investigate how congruently the learning objectives of Earth Science I textbooks match the 2009 revised Earth Science curriculum. For this purpose, we classified the learning objectives of curriculum and textbooks were into three factors including ability, cross-cutting concepts, and behavioral verbs. The text data were analyzed using the semantic network analysis method. The results are as follows. The learning objectives of textbooks with regard to ability factors mainly emphasized the cognitive and affective domain. In addition, the ability of inquiry performance was emphasized in the learning objective of the curriculum. The textbooks used various sub-frame of cross-cutting concepts in comparison with the curriculum. Both textbooks and curriculum used the term 'comprehension' the most as behavioral verbs. However, most behavioral verbs just remained at the level of cognitive system.

키워드

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