Journal of Korean Elementary Science Education (한국초등과학교육학회지:초등과학교육)

The Korean Elementary Science Education Society (한국초등과학교육학회)
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SciBERT-based Embedding and Hierarchical Clustering Identifying Research Types and Analyzing Temporal Change in International Journal Articles from 2001 to 2025

SciBERT 임베딩과 계층적 군집화를 활용한 과학 실행 연구 유형 도출 및 시기별 연구 변화 분석 - 2001~2025년 국제 학술 논문을 중심으로 -

  • Received : 2026.01.17
  • Accepted : 2026.01.23
  • Published : 2026.01.31
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Abstract

This study conducted a text-based literature analysis of international science education research to examine how the notion of scientific practice has been conceptualized and operationalized across the literature and how this landscape has evolved over time. Abstracts from 143 peer-reviewed journal articles published between 2001 and 2025 were analyzed. Using SciBERT embeddings, each abstract was represented as a document-level vector, and the authors applied hierarchical agglomerative clustering with average linkage. By comparing dendrogram cut thresholds and employing a reassignment rule that retained boundary cases as mixed clusters, the authors developed an interpretable clustering system. The results yielded three core research types: (1) classroom observation and interpretive studies examining how teachers or preservice teachers understood and enacted scientific practices and proposing instructional strategies or analytic frameworks; (2) educational and program implementation studies designing and enacting curricula, professional development, or laboratory courses to teach practices explicitly and tracing participants' learning and enactment; and (3) measurement-oriented studies decomposing practices into elements or levels and developing observation protocols or rubrics to diagnose implementation and explain variation across individuals and contexts. A five-year trend analysis showed a substantial overall increase in publications and increased diversification after 2011-2015, with growth in program-based, measurement-oriented, and mixed designs, while classroom observation studies remained the largest category. These findings underscore the need to integrate interpretive, design and implementation, and measurement approaches to enhance the conceptual clarity and practical utility of scientific practice in classrooms.

본 연구는 2001∼2025년 국제 학술지에 게재된 과학 실행 관련 논문 초록을 대상으로 텍스트 기반 문헌 분석을 수행하여 과학교육 연구에서 '과학 실행'이 어떤 연구 단위와 수준에서 다루어져 왔는지 유형화하고 시기별 변화 추이를 규명하였다. 총 143편의 논문 초록을 SciBERT 임베딩으로 벡터화한 뒤 평균 연결 계층적 군집화를 적용하였으며 덴드로그램 절단값 비교를 통해 해석 가능한 해상도의 군집 체계를 구성하였다. 그 결과 과학 실행연구는 (1) 학생, 예비교사, 교사의 과학 실행을 수업 맥락에서 관찰·해석하는 '수업 관찰 분석 연구', (2) 과학 실행을 명시적으로 가르치기 위한 교육과정·연수·수업을 설계·적용하고 변화를 점검하는 '교육 프로그램 설계·적용 연구', (3) 실행을 하위 요소·수준으로 분해하여 관찰 기반 프로토콜·루브릭 등으로 진단·평가하는 '과학 실행 세부 요소 측정 연구'의 세 유형으로 구조화되었다. 또한 5년 단위 분포 분석에서 전체 연구량은 시간에 따라 증가하며 2011~2015년 이후에는 수업 관찰 분석 중심의 축적 위에서 프로그램 적용 및 측정·평가 중심 접근과 혼합 연구의 비중이 확대되어 연구 지형이 다변화되는 경향이 확인되었다. 이러한 결과는 국내 과학교육연구에서 과학 실행을 해석-설계-측정의 연계 구조로 다루고 실행의 요소·수준을 반영하는 평가 및 교사 교육연구를 확장할 필요를 시사한다.

Keywords

References

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