보편적 학습 설계의 관점에서 초등학교 4학년 과학 디지털 교과서 분석
Analysis of G4 Science Digital Textbook according to Universal Design for Learning
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초록
Digital textbook project is one of government-driven project to improve education due to integrating technology. Digital textbook need to be universally designed to fit for each student. Recently, universal design for learning(UDL) gains great attention as one of promising approaches for the development of the digital textbook through giving various options and flexibility to all students. UDL has three main principles, first provide multiple means of representation, second provide multiple means of action and expression, third provide multiple means of engagement. The purpose of the study is to analyze fourth grade science textbook according to three UDL guidelines and suggest implications to improve an existing science textbook. The results indicated that fourth grade science digital textbook has been partly applied UDL guidelines like implementing multimedia and multi- mode contents, learning and communication tools, and motivation strategies. But options which students can choose according to their needs and styles are insufficient and tools for expression and communication need to enhance for helping each student to overcome his/her obstacles for learning and need to be more and elaborate to support learner-centered science digital textbook.
Abstract
Digital textbook project is one of government-driven project to improve education due to integrating technology. Digital textbook need to be universally designed to fit for each student. Recently, universal design for learning(UDL) gains great attention as one of promising approaches for the development of the digital textbook through giving various options and flexibility to all students. UDL has three main principles, first provide multiple means of representation, second provide multiple means of action and expression, third provide multiple means of engagement. The purpose of the study is to analyze fourth grade science textbook according to three UDL guidelines and suggest implications to improve an existing science textbook. The results indicated that fourth grade science digital textbook has been partly applied UDL guidelines like implementing multimedia and multi- mode contents, learning and communication tools, and motivation strategies. But options which students can choose according to their needs and styles are insufficient and tools for expression and communication need to enhance for helping each student to overcome his/her obstacles for learning and need to be more and elaborate to support learner-centered science digital textbook.
참고문헌 (29)
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