국내 포탈사이트 과학 기사 분야와 과학적 소양 내용 요소 분석
An Analysis of Fields and Scientific Literacy Content Elements of Scientific Reports in a Popular Portal Site in Korea
0
조회
0
다운로드
2
인용
0
참고문헌
키워드
초록
The purpose of this study is to analyze science fields and content elements of the science reports in a web portal site of Republic of Korea in view of scientific literacy. The main results of the analysis on the 679 reports sampled in a year are as follows. First, 506 reports in 46 fields were identified. Reports about technology and earth science occupies 16% respectively, and life science occupies 13%, medical science 4%, chemistry, company, others 3% and physics 1%. Almost reports show technology as associate field. Second, the frequency rate of reports including scientific literacy content elements is 52%. Reports related to ‘physics’ and ‘chemistry’ as dominant fields show relatively high rate in scientific literacy elements. The element, ‘social context’ is included in about 96% of the reports. Both ‘data and statistics’ and ‘application’ show relatively low rate and large gaps according to dominant fields. A few concluding remarks and proposals follow from these results. First, as almost science reports show the nature of integrated science, scientific literacy acquisition through science reports in internet requires the integrated scientific view. Especially most science reports includes the contents related to technology or medical science, so the point of view in the science-technological literacy is required. Second, the scientific literacy content elements in reports show various rates according to dominant fields. Therefore, science reports need to complement the deficient content elements to carry out the role of science reports as scientific literacy sources.
Abstract
The purpose of this study is to analyze science fields and content elements of the science reports in a web portal site of Republic of Korea in view of scientific literacy. The main results of the analysis on the 679 reports sampled in a year are as follows. First, 506 reports in 46 fields were identified. Reports about technology and earth science occupies 16% respectively, and life science occupies 13%, medical science 4%, chemistry, company, others 3% and physics 1%. Almost reports show technology as associate field. Second, the frequency rate of reports including scientific literacy content elements is 52%. Reports related to ‘physics’ and ‘chemistry’ as dominant fields show relatively high rate in scientific literacy elements. The element, ‘social context’ is included in about 96% of the reports. Both ‘data and statistics’ and ‘application’ show relatively low rate and large gaps according to dominant fields. A few concluding remarks and proposals follow from these results. First, as almost science reports show the nature of integrated science, scientific literacy acquisition through science reports in internet requires the integrated scientific view. Especially most science reports includes the contents related to technology or medical science, so the point of view in the science-technological literacy is required. Second, the scientific literacy content elements in reports show various rates according to dominant fields. Therefore, science reports need to complement the deficient content elements to carry out the role of science reports as scientific literacy sources.
참고문헌 (25)
- Bybee, R., "Scientific literacy", pp.37~68 (1997), IPN
- Choi, K., "Re-conceptualization of scientific literacy in South Korea for the 21st century", Journal of Research in Science Teaching, 48(6), pp.670~697 (2011)
- DeBoer, G. E., "Scientific literacy : Another look at its historical and contemporary meanings and its relationship to science education reform", Journal of Research in Science Teaching, 37(6), pp.582~601 (2000)
- Durant, J., "What is scientific literacy?", European Review, 2, pp.83~89 (1994)
- Fensham, P. J., "Time to change drivers for scientific literacy", Canadian Journal of Science, Mathematics and Technology Education, 2(1), pp.9~24 (2002)
- Hardy, M., "Effects of ICT instruction on elementary students", Journal of Elementary Education, 63(2), pp.52~65 (2005)
- Jarman, R., "Developing scientific literacy; Using news media in the classroom", pp.5~ (2007), McGraw Hill, Open University Press
- Kachan, M. R., "Do teachers ask students to read news in secondary science? : Evidence from the Canadian context", Science Education, 90(3), pp.396~521 (2006)
- Kim, S-W., "The current and the public view of the science news in Korean newspapers", Journal of the Korean Association for Science Education, 14(3), pp.344~355 (1994)
- Korpan, C. A., "Assessing literacy in science : Evaluation of scientific news briefs", Science Education, 81(5), pp.515~532 (1997)
- Laugksch, R. C., "Scientific literacy : A conceptual overview", Science Education, 84, pp.71~94 (2000)
- 이명제, "‘과학적 소양’의 정의를 향하여", 초등과학교육, 28(4), pp.487~494 (2009), 한국초등과학교육학회
- 이명제, "과학적 소양 관련 논문에서 서술자의 종류와 빈도 특성 연구", 초등과학교육, 29(4), pp.401~413 (2010), 한국초등과학교육학회
- Lee, M. J., "Current content analysis of scientific literacy concepts researches based on the references of high frequencies cited in related articles", The Journal of Education Studies, 50(1), pp.1~15 (2013)
- 이명제, "과학적 소양의 정의 분류의 특성 및 경향", 한국과학교육학회지, 34(2), pp.55~62 (2014), 한국과학교육학회[DOI]
- 이명제, "초등 과학교과서 지구과학 지식에 대한 예비교사들의 질문 종류, 빈도 및 인지적 배경 출처 분석", 한국지구과학회지, 35(4), pp.277~289 (2014), 한국지구과학회
- Millar, R., "Beyond 2000: Science education for the future" (1998), King's College
- National Research Council, "National science education standards" (1996), National Academy Press
- Norris, S., "How literacy in its fundamental sense is central to scientific literacy", Science Education, 87(2), pp.224~240 (2003)
- Pak, S-J., "Influence of the salience of the formal science education on the attitude toward science communication through the mass media", Journal of the Korean Association for Science Education, 19(2), pp.275~292 (1999)
- Roberts, D. A., "Handbook of research on science education", pp.729~780 (2007), Lawrence Erlbaum
- Sadler, T. D., "Socioscientific argumentation : The effects of content knowledge and morality", International Journal of Science Education, 28(12), pp.1463~1488 (2009)
- Shamos, M., "The myth of scientific literacy" (1995), Rutgers university
- van Eijck, M., "Theorizing scientific literacy in the wild", Educational Research Review, 5(2), pp.184~194 (2010)
- van Rooy, W., "Using media in the classroom : Learning and teaching about the 2011 Japanese earthquake, tsunami and nuclear events from a socioscientific and science literacy perspective", Teaching Science, 58(3), pp.46~52 (2012)