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    Exploring Applicability of Scientific Educational Perspectives on Environmental Issues: Focused on Korean and Brazilian Middle School Science Textbooks and TikTok Videos

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    https://www.riss.kr/link?id=T17078743

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    다국어 초록 (Multilingual Abstract) kakao i 다국어 번역

    영어
    한국어
    The general aim of this research is to understand the interface between science education and environmental issues. To achieve this objective, five different studies were conducted. Two investigations examined middle school science textbooks from Brazil and South Korea, while three focused on TikTok videos. In research I, the aim was to identify environmental topics in middle school science textbooks from both countries, examining differences, cultural aspects and specific characteristics of each country. The analysis covered three collections of middle school science textbooks from Brazil (12 textbooks) and South Korea (9 textbooks), using content analysis to identify environmental topics. The results revealed a greater emphasis on environmental issues in Brazilian textbooks (505 mentions) compared to Korean textbooks (175 mentions). Notably, conservation and ethics, and pollution and hygiene emerged as the most frequently cited environmental issues in both countries. However, preservation and ethics were more prominent in South Korean textbooks, while pollution and hygiene received greater attention in Brazilian textbooks. Furthermore, it was found that environmental issues were found differently in textbooks, with South Korean textbooks featuring more mentions in activities, while Brazilian textbooks predominantly discussed them in chapters. Second stage of analysis from research I, the focused on the analysis of the representation of nature of science elements (NOS) related to environmental issues in middle school science textbooks in South Korea and Brazil. Employing content analysis and the reconceptualized family resemblance approach to the NOS (RFN) framework, the study categorized the NOS elements. The results indicated that Brazilian textbooks referenced RFN categories more frequently than South Korean textbooks. Also, professional activities were the most mentioned RFN category in Brazilian textbooks, while social values predominated in South Korean textbooks. Furthermore, certain RFN categories were present exclusively in Brazilian textbooks. However, it was observed that most mentions of RFN categories in textbooks lacked in-depth descriptions. In research II, the study aimed to identify and discuss environmental issues containing misleading information disseminated through TikTok videos, also to identify the themes of videos related to environmental issues on non-misleading TikTok videos and their educational focus focusing on hashtags such as #climate change, #sustainability and #pollution. A total of 29 misleading videos were identified, with content analysis revealing prevalent topics such as energy sources and climate change, along with common misleading claims including the idea of pyramids as clean power plants. For the non-misleading videos, content analysis of 1185 videos revealed a predominant focus on sustainability, followed by pollution and biodiversity. The analysis also highlighted the educational emphasis of these videos, with sustainability often linked to skills development, and pollution and biodiversity focused on knowledge acquisition. The last stage of analysis of research II, focused on identifying NOS elements in TikTok videos using the RFN framework. The results indicated that non-misleading videos featured RFN elements more frequently than misleading videos, with scientific practices being the most mentioned category in non-misleading videos. Overall, these conclusions highlight the importance of critical thinking, science education, environmental education and media literacy in evaluating scientific information. This research contributes to science education by offering insights into the relationship between science education and environmental issues through the analysis of formal (textbooks) and informal (TikTok videos) educational materials. Furthermore, it emphasizes how understanding the principles of NOS can promote critical thinking and skepticism towards information disseminated on social media platforms. Keywords: Science education, Scientific educational perspective, Environmental issues, Textbook, TikTok video, misleading information, Nature of science.
    번역하기

    The general aim of this research is to understand the interface between science education and environmental issues. To achieve this objective, five different studies were conducted. Two investigations examined middle school science textbooks from Braz...

    The general aim of this research is to understand the interface between science education and environmental issues. To achieve this objective, five different studies were conducted. Two investigations examined middle school science textbooks from Brazil and South Korea, while three focused on TikTok videos. In research I, the aim was to identify environmental topics in middle school science textbooks from both countries, examining differences, cultural aspects and specific characteristics of each country. The analysis covered three collections of middle school science textbooks from Brazil (12 textbooks) and South Korea (9 textbooks), using content analysis to identify environmental topics. The results revealed a greater emphasis on environmental issues in Brazilian textbooks (505 mentions) compared to Korean textbooks (175 mentions). Notably, conservation and ethics, and pollution and hygiene emerged as the most frequently cited environmental issues in both countries. However, preservation and ethics were more prominent in South Korean textbooks, while pollution and hygiene received greater attention in Brazilian textbooks. Furthermore, it was found that environmental issues were found differently in textbooks, with South Korean textbooks featuring more mentions in activities, while Brazilian textbooks predominantly discussed them in chapters. Second stage of analysis from research I, the focused on the analysis of the representation of nature of science elements (NOS) related to environmental issues in middle school science textbooks in South Korea and Brazil. Employing content analysis and the reconceptualized family resemblance approach to the NOS (RFN) framework, the study categorized the NOS elements. The results indicated that Brazilian textbooks referenced RFN categories more frequently than South Korean textbooks. Also, professional activities were the most mentioned RFN category in Brazilian textbooks, while social values predominated in South Korean textbooks. Furthermore, certain RFN categories were present exclusively in Brazilian textbooks. However, it was observed that most mentions of RFN categories in textbooks lacked in-depth descriptions. In research II, the study aimed to identify and discuss environmental issues containing misleading information disseminated through TikTok videos, also to identify the themes of videos related to environmental issues on non-misleading TikTok videos and their educational focus focusing on hashtags such as #climate change, #sustainability and #pollution. A total of 29 misleading videos were identified, with content analysis revealing prevalent topics such as energy sources and climate change, along with common misleading claims including the idea of pyramids as clean power plants. For the non-misleading videos, content analysis of 1185 videos revealed a predominant focus on sustainability, followed by pollution and biodiversity. The analysis also highlighted the educational emphasis of these videos, with sustainability often linked to skills development, and pollution and biodiversity focused on knowledge acquisition. The last stage of analysis of research II, focused on identifying NOS elements in TikTok videos using the RFN framework. The results indicated that non-misleading videos featured RFN elements more frequently than misleading videos, with scientific practices being the most mentioned category in non-misleading videos. Overall, these conclusions highlight the importance of critical thinking, science education, environmental education and media literacy in evaluating scientific information. This research contributes to science education by offering insights into the relationship between science education and environmental issues through the analysis of formal (textbooks) and informal (TikTok videos) educational materials. Furthermore, it emphasizes how understanding the principles of NOS can promote critical thinking and skepticism towards information disseminated on social media platforms. Keywords: Science education, Scientific educational perspective, Environmental issues, Textbook, TikTok video, misleading information, Nature of science.

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    국문 초록 (Abstract) kakao i 다국어 번역

    한국어
    영어
    이 연구의 목적은 환경 문제에 과학 교육적 관점이 적용가능한지 그 가능성을 탐색해 보는 것이다. 이를 위해 다섯 가지 연구가 수행되었다. 두 가지는 브라질과 한국의 중학교 과학 교과서에 대한 문헌 연구를, 세 가지는 틱톡 비디오 분석 연구에 대한 것이었다. 연구 1.1에서는 양국의 중학교 과학 교과서에서 환경 주제를 식별하여 각 국가의 차이점, 문화적 측면 및 구체적인 특성을 조사하는 것을 목표로 했다. 환경 주제를 식별하기 위한 내용 분석을 실시하였으며, 브라질(12권)과 한국(9권)의 중학교 과학 교과서 3종을 연구 대상으로 했다. 연구 결과 브라질 교과서(505개 언급)가 한국 교과서(175개 언급)에 비해 환경 문제를 더 많이 강조하는 것으로 나타났다. 양국에서 가장 자주 언급되는 환경 문제는 보존과 윤리, 오염과 위생이었다. 다만 보존과 윤리는 한국 교과서에서 더 많은 언급이 있었고, 오염과 위생은 브라질 교과서에서 더 많은 언급이 있었다. 한편, 한국 교과서에서는 환경 문제를 다룰 때 본문에서 언급하는 경향이 있는 반면 브라질 교과서에서는 주로 보충 설명 부분에서 환경 문제가 언급되는 등 언급되는 부분에서도 차이를 발견할 수 있었다. 연구 1.2에서는 한국과 브라질의 중학교 과학 교과서에서 환경 문제와 관련하여 과학의 본성(NOS)이 어떻게 나타나고 있는지 그 표현을 분석했다. 이를 위해 재개념화된 가족 유사성 접근(RFN) 프레임워크를 활용한 내용 분석 방법으로 교과서에 나타난 과학의 본성 요소를 분류했다. 그 결과 브라질 교과서에서 과학의 본성에 대한 언급이 한국 교과서보다 더 많은 것으로 나타났다. 특히 브라질 교과서에서 가장 많이 언급된 범주는 전문적 활동이었고, 한국 교과서에서는 사회적 가치가 우세했다. 또한 몇몇 범주와 관련된 내용은 브라질 교과서에서만 발견할 수 있었다. 그러나 교과서의 과학의 본성과 관련한 대부분의 언급은 심층적인 설명이 부족한 것으로 관찰되었다. 연구 2.1에서는 #기후변화, #지속가능성 및 #오염과 같은 해시태그를 중심으로 틱톡 비디오를 통해 유포되는 허위 정보를 식별하고 논의하는 것을 목표로 했다. 내용 분석을 통해 에너지원 및 기후 변화와 같은 주제와 피라미드가 무공해 발전소로 활용될 수 있다는 아이디어를 포함한 29개의 허위 정보가 있는 비디오를 발견하였다. 연구 2.2에서는 틱톡에 제시된 환경 문제와 관련된 비디오의 주제와 구체적인 내용을 알아보는 것을 목표로 했다. 이를 위해 총 1185개의 비디오에 대한 내용 분석을 실시했다. 연구 결과 지속 가능성에 대한 주제가 가장 많이 나타났으며, 오염 및 생물 다양성이 그 뒤를 이었다.

    키워드 : 과학교육, 환경문제, 교과서, 틱톡 동영상, 허위 정보, 과학의 본성.
    번역하기

    이 연구의 목적은 환경 문제에 과학 교육적 관점이 적용가능한지 그 가능성을 탐색해 보는 것이다. 이를 위해 다섯 가지 연구가 수행되었다. 두 가지는 브라질과 한국의 중학교 과학 교과서...

    이 연구의 목적은 환경 문제에 과학 교육적 관점이 적용가능한지 그 가능성을 탐색해 보는 것이다. 이를 위해 다섯 가지 연구가 수행되었다. 두 가지는 브라질과 한국의 중학교 과학 교과서에 대한 문헌 연구를, 세 가지는 틱톡 비디오 분석 연구에 대한 것이었다. 연구 1.1에서는 양국의 중학교 과학 교과서에서 환경 주제를 식별하여 각 국가의 차이점, 문화적 측면 및 구체적인 특성을 조사하는 것을 목표로 했다. 환경 주제를 식별하기 위한 내용 분석을 실시하였으며, 브라질(12권)과 한국(9권)의 중학교 과학 교과서 3종을 연구 대상으로 했다. 연구 결과 브라질 교과서(505개 언급)가 한국 교과서(175개 언급)에 비해 환경 문제를 더 많이 강조하는 것으로 나타났다. 양국에서 가장 자주 언급되는 환경 문제는 보존과 윤리, 오염과 위생이었다. 다만 보존과 윤리는 한국 교과서에서 더 많은 언급이 있었고, 오염과 위생은 브라질 교과서에서 더 많은 언급이 있었다. 한편, 한국 교과서에서는 환경 문제를 다룰 때 본문에서 언급하는 경향이 있는 반면 브라질 교과서에서는 주로 보충 설명 부분에서 환경 문제가 언급되는 등 언급되는 부분에서도 차이를 발견할 수 있었다. 연구 1.2에서는 한국과 브라질의 중학교 과학 교과서에서 환경 문제와 관련하여 과학의 본성(NOS)이 어떻게 나타나고 있는지 그 표현을 분석했다. 이를 위해 재개념화된 가족 유사성 접근(RFN) 프레임워크를 활용한 내용 분석 방법으로 교과서에 나타난 과학의 본성 요소를 분류했다. 그 결과 브라질 교과서에서 과학의 본성에 대한 언급이 한국 교과서보다 더 많은 것으로 나타났다. 특히 브라질 교과서에서 가장 많이 언급된 범주는 전문적 활동이었고, 한국 교과서에서는 사회적 가치가 우세했다. 또한 몇몇 범주와 관련된 내용은 브라질 교과서에서만 발견할 수 있었다. 그러나 교과서의 과학의 본성과 관련한 대부분의 언급은 심층적인 설명이 부족한 것으로 관찰되었다. 연구 2.1에서는 #기후변화, #지속가능성 및 #오염과 같은 해시태그를 중심으로 틱톡 비디오를 통해 유포되는 허위 정보를 식별하고 논의하는 것을 목표로 했다. 내용 분석을 통해 에너지원 및 기후 변화와 같은 주제와 피라미드가 무공해 발전소로 활용될 수 있다는 아이디어를 포함한 29개의 허위 정보가 있는 비디오를 발견하였다. 연구 2.2에서는 틱톡에 제시된 환경 문제와 관련된 비디오의 주제와 구체적인 내용을 알아보는 것을 목표로 했다. 이를 위해 총 1185개의 비디오에 대한 내용 분석을 실시했다. 연구 결과 지속 가능성에 대한 주제가 가장 많이 나타났으며, 오염 및 생물 다양성이 그 뒤를 이었다.

    키워드 : 과학교육, 환경문제, 교과서, 틱톡 동영상, 허위 정보, 과학의 본성.

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    목차 (Table of Contents)

    • I. INTRODUCTION 1
    • 1. Research significance 1
    • 2. Research's aims and questions. 7
    • 3. Overview of the research process. 7
    • 4. Definition of terms. 10
    • I. INTRODUCTION 1
    • 1. Research significance 1
    • 2. Research's aims and questions. 7
    • 3. Overview of the research process. 7
    • 4. Definition of terms. 10
    • 4.1. Scientific educational perspectives. 10
    • 4.2. Environmental issues 10
    • 4.3. Social media and TikTok. 11
    • 4.4. Misleading information 11
    • 4.5. Nature of Science 11
    • 4.6. Reconceptualized family resemblance approach to the Nature of science framework. 12
    • 5. Delimitations 12
    • II. BACKGROUND 14
    • 1. Textbook analysis research: a comprehensive review in Science Education 14
    • 2. Social Media platforms and research in Science Education. 16
    • 3. Misleading information and science education 19
    • 4. Environmental Issues within the Context of Science Education. 21
    • 5. The role of Nature of Science for Science Education 23
    • 6. Exploring the Reconceptualized Family Resemblance Approach to the Nature of Science Framework 25
    • III. RESEARCH 1: Analysis of environmental issues in formal education. 29
    • 1. Introduction 29
    • 1.1. Background: Reconceptualized Family Resemblance Approach to Nature of Science 34
    • 1.2. Background: Environmental Education in Brazil and South Korea 36
    • 2. Methodological design 38
    • 3. Results and discussion. 43
    • 3.1. Environmental Issues Presented in Korean and Brazilian Science Textbooks. 43
    • 3.1.1. Preservation and ethics. 46
    • 3.1.2. Pollution and hygiene 47
    • 3.1.3. Natural environment. 50
    • 3.1.4. Resource and energy. 52
    • 3.1.5. Industrialization and Urbanization 54
    • 3.1.6. Ecosystem destruction. 56
    • 3.1.7. Population. 58
    • 3.2. Reconceptualized Family Resemblance Approach to Nature of Science in Korean and Brazilian Science Textbooks addressing Environmental Issues 61
    • 3.2.1. Aims and values. 63
    • 3.2.2. Methods. 65
    • 3.2.3. Scientific practices. 67
    • 3.2.4. Scientific knowledge. 70
    • 3.2.5. Social certification and dissemination. 72
    • 3.2.6. Scientific ethos 75
    • 3.2.7. Social values. 75
    • 3.2.8. Professional activities 77
    • 3.2.9. Social organizations and interactions 79
    • 3.2.10. Political power structures 81
    • 4. Conclusion. 83
    • IV. RESEARCH 2: Analysis of environmental issues in informal education. 86
    • 1. Introduction 86
    • 2. Research methodology. 90
    • 3. Research Results 95
    • 3.1. Topics of misleading information. 95
    • 3.1.1. Energy sources 97
    • 3.1.2. Climate change 104
    • 3.1.3. Pollution 108
    • 3.1.4. Environmental degradation 112
    • 3.1.5. Biodiversity. 113
    • 3.2. Environmental issues in non-misleading TikTok videos 115
    • 3.2.1. Sustainability. 118
    • 3.2.2. Pollution 122
    • 3.2.3. Biodiversity 126
    • 3.2.4. Climate change. 130
    • 3.2.5. Energy sources 134
    • 3.2.6. Environmental degradation 138
    • 3.3. Reconceptualized Family Resemblance Approach in Misleading and Non- Misleading TikTok Videos. 140
    • 3.3.1. Aims and values. 142
    • 3.3.2. Methods. 145
    • 3.3.3. Scientific practices 148
    • 3.3.4. Scientific knowledge 150
    • 3.3.5. Social certification and sissemination 153
    • 3.3.6. Scientific ethos. 155
    • 3.3.7. Social values. 156
    • 3.3.8. Professional activities 157
    • 3.3.9. Social organizations and interactions 160
    • 3.3.10. Financial systems 162
    • 3.3.11. Political power structures 164
    • 4. Conclusion. 167
    • V. CONCLUSION. 170
    • References 174
    • APPENDIX. 208
    • 1. Environmental issues in Korean textbooks – Transcriptions. 208
    • 2. Environmental issues in Brazilian textbooks – Transcriptions 214
    • 3. Environmental issues in misleading TikTok videos – Transcriptions. 220
    • 4. Environmental issues in non-misleading TikTok videos – Transcriptions. 223
    • 초록. 226
    더보기

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