COMPARISON OF TEACHING AND LEARNING CONCEPT NETWORKS RELATED TO ECOSYSTEM COMPOSITION IN UPPER SECONDARY SCHOOLS IN REPUBLIC OF KOREA

Yongjun Jeong; Da-yeon Yoo; Lim, S.-M.; Hyonyong Lee; Youngshin Kim

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COMPARISON OF TEACHING AND LEARNING CONCEPT NETWORKS RELATED TO ECOSYSTEM COMPOSITION IN UPPER SECONDARY SCHOOLS IN REPUBLIC OF KOREA

Title	COMPARISON OF TEACHING AND LEARNING CONCEPT NETWORKS RELATED TO ECOSYSTEM COMPOSITION IN UPPER SECONDARY SCHOOLS IN REPUBLIC OF KOREA
Publication Type	Journal Article
Year of Publication	2025
Authors	Jeong, Y, Yoo, D-yeon, Lim, S-M, Lee, H, Kim, Y
Journal	Journal of Baltic Science Education
Volume	24
Issue	5
Start Page	905-917
Pagination	continuous
Date Published	October/2025
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	connection network, ecosystem composition, learning concept network, teaching concept network, upper secondary school
Abstract	Learning in the classroom is mainly done through verbal interaction. Since science learning is a subject in which it is difficult for students to acquire knowledge on their own, teacher guidance in class is more important. This study aimed to compare teaching and learning concept networks for the ecosystem-related content taught in upper secondary schools in the Republic of Korea. This content is divided into two classes—namely, ‘Ecosystem Components’ and ‘Interactions between Ecosystem Components’. The key concept and connection networks for teaching and learning concepts were analysed. The study participants were 10th-grade students and three teachers who taught them. The teacher’s class content was recorded, while the students’ learning concepts were examined using a questionnaire. The collected data were analysed using NetMiner 4.0. The results of this study are as follows: First, the teachers and students predominantly shared the concept of the entire ecosystem; however, the detailed structures of the concept networks differed. Second, the teacher did not clearly teach the concepts of the ‘Ecosystem Components’ and ‘Interactions between Ecosystem Components’ classes and utilised the concepts repeatedly. Third, the follow-up learning content impacted the pre-learning. These findings suggest that teachers need to clearly divide concepts into each topic when teaching.
URL	https://journals.indexcopernicus.com/search/article?articleId=4659914
DOI	10.33225/jbse/25.24.905
Refereed Designation	Refereed
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