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Relationship of Using Science Terminology between Science Curriculum and Middle School Science Textbooks in the 2009 National Curriculum

2009 개정 과학과 교육과정과 중학교 과학 교과서의 과학 용어 사용 연계성 분석

  • Received : 2014.08.26
  • Accepted : 2014.10.31
  • Published : 2014.10.31

Abstract

It is important to know science terminology when learning science. In terms of linguistic and psychological perspectives, the context of encountering a terminology for the first time is critical. If a student has not learned the terminology properly the first time, it might cause misconceptions or be a barrier in following learning. This study aims to identify how careful science terminology are used in science textbooks, and the relationship of using science terminology between science curriculum and middle school science textbooks in the 2009 National Curriculum. In addition, the educational need, the importance of science learning, proper time for teaching, & difficulty of the terminologies have been surveyed among teachers and students. As results of study show, only 25% of terminologies in science textbooks have appeared in the curriculum, and about 10% have been used in middle school science textbooks prior to science curriculum. The survey results suggested that many of those terminologies could cause problems in teaching and learning situation. The solution for them have been divided into the following: avoiding usage in textbook prior to curriculum, using earlier in textbooks, using earlier in curriculum, and reflecting curriculum precisely in the textbook. In general, the curriculum needs to state performing objectives concretely. And it is needed to examine science terminology advertently when writing textbooks.

Acknowledgement

Supported by : 한국과학창의재단

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