그래프 특성이 학습자의 그래프 이해에 미치는 영향
The Effects of Component Variables on Students?Understanding of Graphs
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정보를 전달할 때 텍스트보다 그래픽을 활용하는 것이 종종 명료하거나 효율적일 수 있다. 본 연구는 그래프 이해에 영향을 미치는 그래프의 구성적 요인을 추출하고, 실제로 이러한 요인들이 학습자의 그래프 이해에 어떠한 영향을 미치는지 조사하였다. 실험을 위해 (1) 그래프의 형태(예, 선그래프, 막대그래프 등), (2) 그래프에 사용된 Y축의 개수, (3) 그래프의 축에 사용된 값의 특성(예, 실제 값, 비율 값 등)을 달리하는 9개의 그래프를 제작하였다. 실험참가자의 그래프 이해 정도를 측정하기 위해 그래프 당 3개의 문항이 개발되었으며 각각의 문항은 제시된 그래프로부터 단순한 정보를 추출하기, 데이터 간의 관계 및 경향 읽기, 데이터를 바탕으로 결과를 추론하기의 유형에 해당한다. 서울시 소재의 한 고등학교 학생 116명을 대상으로 실시된 실험 결과는 그래프에 2개 이상의 Y축이 포함될수록, 비율 값(vs. 실수 값)이 사용될수록, 그래프에 분할막대그래프가 사용될수록 학생들의 그래프 이해 정도가 낮게 나타났다. 이 연구 결과의 활용을 극대화하기 위해서는 다양한 학령(연령)을 대상으로 비슷한 성격의 실험을 실시하고, 그 결과를 비교할 필요가 있다.
Abstract
Often, information can be conveyed more clearly using graphic images than it can be conveyed through text. At the same time, their effectiveness depends on the their visuospatial properties such as certain graphic characteristics and types. This study investigated the effects of graph characteristics on students’ understanding. The characteristics include graphic forms (e.g., line graph vs. divided bar graph), number of Y-axis, and types of variables (e.g., actual number vs. percentage value). A graphic task composed of nine graphs with twenty seven questions was designed and used to determine students’ level of graph comprehension. A total of 116 tenth grade students participated in the experiment administered in May 2008. ANOVA and t-test showed that as the graphs had more than one Y-axis, used percentage values rather than actual numbers, and included a divided bar graph, the average testing scores for the graphic task decreased. One of the issues that this research program has not adequately addressed is the effect of content of each graph. The conclusions of the study and implications for teaching and curriculum development are briefly discussed.
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