2009 개정 중학교 과학 교과서에 제시된 비유 분석 : 과학 교과서 내 생물 영역
- 주제(키워드) 비유분석 , 2009 개정 중학교 과학 교과서 내 생물 영역
- 발행기관 고려대학교 교육대학원
- 지도교수 김윤기
- 발행년도 2016
- 학위수여년월 2016. 8
- 학위구분 석사
- 학과 교육대학원 생물교육전공
- 원문페이지 93 p
- 실제URI http://www.dcollection.net/handler/korea/000000069303
- 본문언어 한국어
- 제출원본 000045881150
초록/요약
The purpose of the following thesis is to check for any issues on the analogies used in the science textbooks from the 2009 revised junior high science curriculum and propose ways to improve the usage of analogies. A total of twenty-seven textbooks were analyzed and categorized using classification criteria tool provided by Jung et al. (2004). Total usage of analogies in the 2009 revised junior high (grades 7, 8, and 9) was 341 (grade 7: 72 times, grade 8: 22.1 times, and grade 9: 7.8 times), whereby an average of 15.6 analogies were used per every 10 pages (grade 7: 16.2 times, grade 8: 22.1 times, grade 3 8.4 times). This is a quantitative improvement compared to the previous curriculums (the 6th and 7th curriculum). However, the classification analysis has shown new lights on the matter. First, The frequency of analogies has increase quantitatively, but almost has not changed qualitatively. Although there are some differences between textbooks, the increase in the number of simple analogies led to poor systemicity. Also, unlike the intended purpose of the analogy itself, too much details given to trivialities have caused decrease in both utility as well as allowing potential threats for the analogy to become a misconception. To solve such issues, it is proposed that not only should there be efforts to increase analogies quantitatively, but also thorough studies for adequate usage of the analogy itself. Second, using analogies in the body text caused in varied deviation among the textbooks. Since it is generally accepted that by allowing the learners to create their own analogies to distinguish between shared attributed and non-shared attributes, and to find one to one corresponding relation helps the learners to understand concepts more easily and have relatively low rates of corresponding errors, it is believed that an inclusion of devising curricular activities whereby the students make their own analogies would allow for more efficient usage of analogies. Third, poor effects may be present due to analogies below standards of a good analogy. Therefore, it is suggested that an effort must be given for each publishing companies to create a shared analogy bank in efforts to standardize good analogies. In conclusion, it is believed that follow-up empirical study is in order that analyzes and checks how well the students understand both incumbent and new analogies must be carried out. During such studies, an effort must be given to find analogies that may lead to misconceptions and replace them with adequate analogies.
more목차
Ⅰ. 서론 1
1. 연구의 필요성 1
2. 선행 연구 고찰 3
3. 연구 문제 5
4. 연구의 제한점 6
Ⅱ. 이론적 배경 7
1. 2009 개정 과학과 교육과정 7
2. 비유의 정의 및 관련 이론 9
3. 비유의 유형 11
4. 비유의 원리 14
5. 과학에서의 비유의 역할 15
6. 비유 사용의 한계와 비유를 쓸 때 주의해야 할 점 20
7. 오개념의 정의 및 특징 21
Ⅲ. 연구 방법 23
1. 연구 대상 23
2. 연구 절차 24
3. 자료 분석 기준 26
Ⅳ. 연구 결과 및 고찰 27
1. 교과서에서 사용된 비유의 빈도 27
2. 학습활동 영역별 비유의 사용 빈도 30
3. 유형별 비유의 사용 빈도 33
4. 설명방식별 비유의 사용빈도 39
5. 역할비유별 비유의 사용빈도 42
6. 자주 사용되는 비유와 출판사별 좋은 비유 44
Ⅴ. 결론 및 제언 52
1. 결론 52
2. 제언 54
참고문헌 56
Abstract 59
부록 61
