학습자의 동기 유발과 과학 개념 이해를 향상시키는 삽화의 특징에 대한 인식 조사- 중학교 과학‘생식과 유전’단원을 중심으로 -
Investigation of Perceptions of Features of Illustrations Enhancing Learners' Motivation and Understanding of Science Concepts- Focusing on the Middle School Science ‘Reproduction and Genetics’ Unit -
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The purpose of this study is to investigate which illustrations in science textbooks are more helpful in motivating learners and improving their understanding of science concepts from the point of view of learners rather than instructors. To find out this purpose, we investigated the students' perceptions of which illustration in the 'Reproduction and Genetics' unit was more helpful in motivating learners and improving their ability to understand concepts with 144 middle school students, and the reason was explored. The study results are as follows. First, the illustrations presented at the beginning of each unit generally aim to arouse the interest and curiosity of learners. As a result of examining whether the introductory illustration among the four textbooks was more helpful for this motivation, learners chose the more comprehensive and familiar ones that are relevant to real life and that they should know before learning the contents of this course as the better illustration. The least preferred illustrations relate to the content of the text that has not yet been learned, and were developed from the instructor's point of view to generate interest in students. However, in the case of these illustrations, it was found that the probability of motivation of learners was low because they were related to concepts that the students did not learn. Second, the characteristics of illustrations that are effective for understanding concepts were that they were organized so that the concepts could be understood sequentially while containing an appropriate level of information. Illustrations in which students showed low preference for concept comprehension presented too much information or did not support sequential concept comprehension. The results of this study suggest that, when developing textbooks, including illustrations, it is necessary to consider the learner's point of view so that it can help the learner's true understanding and learner's motivation rather than being developed only from the instructor's point of view.
Abstract
The purpose of this study is to investigate which illustrations in science textbooks are more helpful in motivating learners and improving their understanding of science concepts from the point of view of learners rather than instructors. To find out this purpose, we investigated the students' perceptions of which illustration in the 'Reproduction and Genetics' unit was more helpful in motivating learners and improving their ability to understand concepts with 144 middle school students, and the reason was explored. The study results are as follows. First, the illustrations presented at the beginning of each unit generally aim to arouse the interest and curiosity of learners. As a result of examining whether the introductory illustration among the four textbooks was more helpful for this motivation, learners chose the more comprehensive and familiar ones that are relevant to real life and that they should know before learning the contents of this course as the better illustration. The least preferred illustrations relate to the content of the text that has not yet been learned, and were developed from the instructor's point of view to generate interest in students. However, in the case of these illustrations, it was found that the probability of motivation of learners was low because they were related to concepts that the students did not learn. Second, the characteristics of illustrations that are effective for understanding concepts were that they were organized so that the concepts could be understood sequentially while containing an appropriate level of information. Illustrations in which students showed low preference for concept comprehension presented too much information or did not support sequential concept comprehension. The results of this study suggest that, when developing textbooks, including illustrations, it is necessary to consider the learner's point of view so that it can help the learner's true understanding and learner's motivation rather than being developed only from the instructor's point of view.
참고문헌 (19)
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