Extraction of scientific semantic networks from science textbooks and comparison with science teachers' spoken language by text network analysis

Just as language reflects one's thoughts, the text of science textbooks reflects the structure of scientific knowledge and thought. Therefore, students' learning of scientific language leads to their acquisition of the structure of scientific knowledge and thought. The purposes of this stu...

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Bibliographic Details
Published in:International journal of science education 2018-11, Vol.40 (17), p.2118-2136
Main Authors: Yun, E., Park, Y.
Format: Article
Language:English
Subjects:
Academic discourse
classroom language
Comparative Analysis
Computational Linguistics
Creationism
Discourse Analysis
Extraction
Foreign Countries
Grade 7
Language
Language Acquisition
Language Usage
Mechanics (Physics)
Motion
Network analysis
Networks
Oral Language
Recursion
Science Instruction
Science Teachers
Scientific knowledge
scientific language
Scientific technical language
Semantic networks
Semantics
Semiotics
Speech Communication
Spoken language
Teachers
Teaching Methods
text network analysis
Textbook analysis
Textbooks
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Summary:Just as language reflects one's thoughts, the text of science textbooks reflects the structure of scientific knowledge and thought. Therefore, students' learning of scientific language leads to their acquisition of the structure of scientific knowledge and thought. The purposes of this study were to extract scientific semantic network from science textbooks as the ideal model of using scientific language, and to examine how well science teachers are implementing scientific semantic networks in science classes by comparing and analysing their spoken language. Through a recursive method, science textbooks were searched for keywords and their relationships, and consequently a scientific semantic network was presented. As a result of the comparison with science teachers' spoken language, it was found that the teachers were not able to implement the scientific semantic network exactly and efficiently in class, and the focus of the contents of their instruction was also different from the textbook. Science textbook was focused on qualitative aspects of the concept such as meaning, element, characteristic etc, on the other hand science teachers' language was focused on quantitative aspect of the concept such as calculation, graph etc.
ISSN:0950-0693
1464-5289
DOI:10.1080/09500693.2018.1521536