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ISSN : 1225-6692(Print)
ISSN : 2287-4518(Online)
Journal of the Korean earth science society Vol.34 No.2 pp.173-186
DOI : https://doi.org/10.5467/JKESS.2013.34.2.173

언어네트워크분석을 이용한 야외지질학습 전후의 퇴적암에 대한 개념 구조 변화 분석

박경진·정덕호·조규성*
전북대학교 과학교육학부/과학교육연구소/융합과학연구소, 561-756, 전라북도 전주시 덕진구 백제대로 567
본 연구의 목적은 언어네트워크분석을 이용하여 야외지질학습에서 학생들의 퇴적암에 대한 개념 구조 변화를 알아보기 위한 것이다. 이를 위하여 고등학생 15명을 대상으로 퇴적암에 대한 정의, 분류, 생성과정 및 특징을 묻는 개방형 문항을 개발하였으며, 이 텍스트 자료를 언어네트워크분석법을 통해 분석하였다. 그 결과 첫째, 야외지질학습을 통해 학생들의 퇴적암에 대한 개념 구조는 사전에 비해 사후에 크게 확장되었다. 둘째, 학생들의 개념 구조를 구성하는 하위 클러스터는 서로 긴밀하게 연결되어 있는 ‘작은 세상 네트워크’를 형성하였다. 셋째, 학생들의 개념 구조의 규모는 수개월이 지난 후 감소하였지만, 하위 클러스터의 연결 상태는 그대로 유지하고 있었다.

An Analysis of the Changes of High School Students’ Conceptual Structure about Sedimentary Rocks before and after the Field Trip using the Semantic Network Analysis

*Corresponding author: earthcho@jbnu.ac.kr

Tel: +82 63 270 2805

Fax: +82 63 270 2802
, Kyeong Jin Park, Duk Ho Chung, and Kyu Seong Cho*

Division of Science Education/Institution of Science Education/Institution of Fusion Science,
Chonbuk National University, Jeonbuk 561-756, Korea

Abstract

The purpose of the study was to investigate the change of students’ conceptual structures about sedimentaryrocks through the field trip. A semantic network analysis method was utilized to assess the change. An open endedquestionnaire was developed to assess high school students’ knowledge of sedimentary rock including its definition,classification, formation process, and characteristics. Fifteen high school students participated in the field trip of this study.The text data were analyzed using the semantic network analysis method. Results are as follows. First, high schoolstudents’ conceptual structures about sedimentary rocks were more expanded after the field trip. Second, students’conceptual structures formed a ‘small world network’ by combining the sub clusters. Third, the size of students’conceptual structures was decreased after a few month of field trip. Nonetheless, the connection among the clustersremained the same.

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