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http://dx.doi.org/10.14697/jkase.2019.39.6.767

An Analysis of Explicit and Implicit Teaching Cases for Scientific Terms in Science Textbooks  

Yun, Eunjeong (Science Education Research Institute of Kyungpook National University)
Publication Information
Journal of The Korean Association For Science Education / v.39, no.6, 2019 , pp. 767-775 More about this Journal
Abstract
This study was conducted to analyze explicit and implicit teaching cases of scientific terms in accordance with the 2015 revised curriculum, pointing out the problems of current textbooks in terms of scientific terms education and proposing method to improve them. Scientific terms used in eight science textbooks of 2015 revised curriculum, third and sixth graders of elementary school, first graders of middle school and first graders of high school were extracted, and cases used explicitly and implicitly were collected and analyzed. Brief summary of the results of the study is as follows. First, scientific terms were used in elementary, middle, and high school science textbooks at a rate of about 15 to 30 percent of the total vocabulary contained in the textbooks, which is on average more than five times larger than those in foreign countries based on the number of scientific terms included on each page. Second, among the scientific terms used in science textbooks, the percentage of scientific terms in which semantic education is achieved through explicit means was 9.7 to 18.8 percent, which naturally means that the remaining 80 percent or more of the scientific terms are presented in the form of implicit education. Third, even though the ratio of explicit term education should be higher in the lower grades, the ratio of explicit term education in elementary schools was lower than 10% in the sixth grade.
Keywords
scientific terminology; explicit term teaching; implicit term teaching; science textbook;
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