Extraction of Scientific Semantic Networks from Science Textbooks and Comparison with Science Teachers' Spoken Language by Text Network Analysis

Autor/inn/en	Yun, E.; Park, Y.
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01