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Autor/inn/en | Yun, E.; Park, Y. |
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Titel | Extraction of Scientific Semantic Networks from Science Textbooks and Comparison with Science Teachers' Spoken Language by Text Network Analysis |
Quelle | In: International Journal of Science Education, 40 (2018) 17, S.2118-2136 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Yun, E.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0950-0693 |
DOI | 10.1080/09500693.2018.1521536 |
Schlagwörter | Science Instruction; Textbooks; Semantics; Language Usage; Science Teachers; Networks; Speech Communication; Comparative Analysis; Teaching Methods; Language Acquisition; Computational Linguistics; Motion; Mechanics (Physics); Discourse Analysis; Grade 7; Foreign Countries; South Korea Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Textbook; Text book; Schulbuch; Lehrbuch; Semantik; Sprachgebrauch; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachaneignung; Spracherwerb; Linguistics; Computerlinguistik; Bewegungsablauf; Mechanik; Diskursanalyse; School year 07; 7. Schuljahr; Schuljahr 07; Ausland; Korea; Republik |
Abstract | Just as language reflects one's thoughts, the text of science textbooks reflects the structure of scientific knowledge and thought. Therefore, students' learning of scientific language leads to their acquisition of the structure of scientific knowledge and thought. The purposes of this study were to extract scientific semantic network from science textbooks as the ideal model of using scientific language, and to examine how well science teachers are implementing scientific semantic networks in science classes by comparing and analysing their spoken language. Through a recursive method, science textbooks were searched for keywords and their relationships, and consequently a scientific semantic network was presented. As a result of the comparison with science teachers' spoken language, it was found that the teachers were not able to implement the scientific semantic network exactly and efficiently in class, and the focus of the contents of their instruction was also different from the textbook. Science textbook was focused on qualitative aspects of the concept such as meaning, element, characteristic etc, on the other hand science teachers' language was focused on quantitative aspect of the concept such as calculation, graph etc. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |