학술논문

언어 네트워크 분석을 통한 ‘초등 농업교육’ 연구동향 분석
An Analysis of Research Trends of the Agricultural Education in Elementary School using Semantic Network Analysis
Document Type
Article
Text
Source
실과교육연구, 11/30/2017, Vol. 23, Issue 4, p. 127-142
Subject
언어 네트워크 분석
초등 농업교육
연구동향
Semantic Network Analysis
Agricultural Education in Elementary School
Research Trend
Language
한국어(KOR)
ISSN
1226-8658
Abstract
A Study on Research Trends of the Agricultural Education in Elementary School using Semantic Network Analysis. To accomplish the purpose of this study, we analyzed the journal articles by 2016, extracted key words, and analyzed frequency and Semantic Network Analysis. Major research results are as follows. First, as a result of analyzing the frequency of the main words of the researches related to elementary school agriculture education, the most frequently appearing words were 'Practical Art (8 times)', 'Agricultural Life Science (8 times)', 'Practical Art Education (7 times)’ , And 'Revised Practical Arts Curriculum (7 times)'. Second, as a result of analyzing the Semantic Network Analysis of 19 major words, 'Liberal Agriculture Education', 'Practical Arts', 'Agricultural Life Science', and 'Practical Arts Education' were found to have a considerable influence in elementary school agricultural education. As a result of the analysis of connection centrality, the keywords with the highest concatenated centralism are as follows. ‘Practical Arts (38.000)’, ‘Practical Arts Education (29.000)’, ‘Agricultural Life Science (14.000)’, ‘Liberal Agriculture Education (12.000)’, ‘Elementary school (9.000)’, ‘Elementary school teacher (9.000)’ And The result of analysis of adjacency centrality showed that ‘Practical Arts’, 'Practical Arts Education', ‘Agricultural Life Science’, ‘Liberal Agriculture Education’, ‘Elementary school teachers’ were high. The results of interval centrality analysis were as follows: ‘Practical Arts (55.607)’, ‘Liberal Agriculture Education (10.405)’, ‘Elementary school teachers (9.024)’, ‘Practical Arts Education (8.440)’ and ‘Agricultural Life Science (2.952)’ and The results of influence centrality analysis were as follows: ‘Practical Arts (0.634)’, ‘Practical Arts Education (0.604)’, ‘Agricultural Life Science (0.310)’, ‘Elementary school teachers (0.176)’, and ‘Liberal Agriculture Education (0.161)’. Third, as a result of CONCOR analysis, it was confirmed that clusters are formed around cultivated agriculture education, practical education, elementary school, and programs.