Conceptual Alignment between the Somatic Cell Division Curriculum, Textbooks, Instruction, and Assessment in High School

Autor/inn/en	Kim, Youngshin; Lee, Yun-hye; Lee, Hyonyong; Lim, Soo-min
Titel	Conceptual Alignment between the Somatic Cell Division Curriculum, Textbooks, Instruction, and Assessment in High School
Quelle	In: Journal of Biological Education, 57 (2023) 1, S.214-229 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Hyonyong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2021.1884585
Schlagwörter	High School Students; Biology; Science Instruction; Teaching Methods; Cytology; Concept Formation; Scientific Concepts; Textbooks; Science Curriculum; Student Evaluation; National Curriculum; Comparative Analysis; Alignment (Education); Foreign Countries; South Korea + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Zytologie; Concept learning; Begriffsbildung; Textbook; Text book; Schulbuch; Lehrbuch; Schulnote; Studentische Bewertung; Ausland; Korea; Republik
Abstract	This study examined a network of concepts used in the curriculum, textbooks, instruction, and assessment in relation to somatic cell division and investigated the alignment of science concepts used in them. Textbooks and teachers' instruction and evaluation questions were collected to analyse the alignment between the concepts and the conceptual network used in the curriculum, textbooks, instruction, and assessment on the basis of the national science curriculum in the Republic of Korea. The findings of this study suggest that the concept of a cell was used as a linkage, and a lack of conceptual linkage prevailed between the curriculum, textbooks, instruction, and assessment in the somatic cell division unit. In comparison with the curriculum, a rapid increase in the number of concepts presented in classes led to a complicated conceptual network. As the conceptual network was complex and ambiguous, the concepts that students can learn are more likely to be ambiguous. Therefore, the conceptual network could be instrumental for facilitating students' conceptual understanding of somatic cell division. The alignment of concepts and conceptual linkage in the teaching of somatic cell division could contribute to improving conceptual associations between the curriculum, textbooks, instruction, and assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01