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http://dx.doi.org/10.15523/JKSESE.2021.14.1.48

A Study on the Knowledge of Elementary School Textbooks Related to Strata from the Perspective of Core Competency-Based Education and the Concept of Preservice Elementary Teachers  

Moon, Byoung-Chan (Gwangju National University of Education)
Publication Information
Journal of the Korean Society of Earth Science Education / v.14, no.1, 2021 , pp. 48-58 More about this Journal
Abstract
The purpose of this study is to analyze the contents related to the strata in the elementary science textbooks and to investigate the strata concepts of preservice elementary teachers. As a result of the study, most of the strata knowledge in elementary textbook has an explicit sentence structure, such as A is B. it is limited to being used as a subject of discussion and debate among students in science classes. Formal knowledge, although its meaning is clear, is disadvantageous as a material for core competency education. Regarding strata concepts, 70% of preservice elementary teachers thoughts that heat and pressure were the only key factors in turning sediments into hard rocks. Regarding whether information about the natural information in the geological period can be obtained through the strata, 20% thought that information on the natural environment could be obtained only through fossils and not from the strata. Even 80% of preservice elementary school teachers who thought that informations on the past natural environment could be obtained from the stratum showed a lot of scientific misconceptions in the information contents. In conclusion, in order to increase the effect of core competency education through elementary science education, it is necessary to review the form and contents of strata knowledge presented in elementary science textbooks.
Keywords
core competency education; elementary science textbooks; strata;
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