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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.36 no.1, 2016년, pp.167 - 175
This study aims to find out the meaning of characters used in science textbooks by analyzing the roles of the characters on the 2009 revised science textbooks and the extracted sentences and see if there are indications referable to compiling future science textbooks by finding out where the charact...
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핵심어 | 질문 | 논문에서 추출한 답변 |
---|---|---|
시각자료란? | 이처럼 중요성이 강조되고 있는 교과서를 수업 속에서 활용할 때, 교과서에 제시된 언어적인 요소뿐만 아니라 직관적으로 인식할 수있는 시각자료도 학생들의 이해에 도움이 된다(Pozzer‐Ardenghi & Roth, 2005). 시각자료란 글로 표현된 것 이외의 모든 것으로 사진, 그림, 그래프 등을 모두 포함하는 개념이다(Latour, 1987; Han & Roth, 2006). 교과서에 제시된 내용을 학생들에게 효과적으로 전달하는 방법의 하나로 삽화와 같은 시각자료를 활용하는 것도 중요하다고할 수 있다(Armbruster, 1993; Choi & Lee, 1998). | |
과학 교과서에 삽화와 같은 시각자료가 적절히 제시된다면 어떠한 효과를 가져오는가? | 삽화를 잘못 제시하면 잘못된 해석을 할 수도 있지만(Ametller & Pintó, 2002), 다른 교과와 비교해서 과학 교과서는 삽화가 개념 형성과 학습 이해에 많은 도움을 주기 때문에 삽화는 텍스트를 통한 의미 전달만큼이나 유의한 효과가 있다(Jeong, 1993). 과학 교과서의 경우 과학적 지식 및 탐구 기능에 대한 이해를 돕기 위하여 삽화가 제시되는 경우가 많으며, 적절하게 제시된 삽화는 학생들의 과학적 지식의 이해 및 교육적 효과를 높여준다(Chung et al., 2007). | |
교과서의 의의는? | , 2003). 즉, 교과서는 학교 교육을 학생들이 경험할 수있도록 해주는 대표적 수단이고(Lee, 2012), 교수⋅학습과정에서 이루어지는 활동의 성격과 내용을 결정하는 중요한 자료이다(Choi & Lee, 1998; Jung, 2007) |
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