2015 개정 교육과정 생명과학 교과서에 제시된 비유의 특성
Analysis of Analogies in Presented 2015 Revised Curriculum Life Science Textbooks
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This study investigated analogies presented in 2015 revised curriculum life sciences I and II textbooks and analyzed the shared attributes, expressions, and roles of analogies. According to the analysis of analogies in eight types of life science I textbooks, 251 analogies were presented overall, with an average of 31.4 analogies being used per textbook. According to the analysis of five life science II textbooks, the total number of comparisons was 176 and the average number was 35.2. According to the analysis of the analogies presented in the Life Science I textbook according to the shared attributes, the most functional attributes were found, followed by structural/functional analogies. In the case of Life Science II textbooks, functional and structural attributes were shown in order. According to the analysis according to the expression method, language/picture forms were the most common in the textbook of Life Science I, followed by language analogies and picture analogies. In the textbook“Life Science II”, language/picture comparisons, and drawing analogies were shown. According to the analysis based on the abstract of figurines and targets, both life sciences I and II textbooks had the most specific forms of figurative/abstract targets. However, it has been shown that there are still many forms of focus on specific areas in terms of degree of response and role. This suggests the need for a multilateral review of the use of analogies in the development of life science textbooks in the future.
Abstract
This study investigated analogies presented in 2015 revised curriculum life sciences I and II textbooks and analyzed the shared attributes, expressions, and roles of analogies. According to the analysis of analogies in eight types of life science I textbooks, 251 analogies were presented overall, with an average of 31.4 analogies being used per textbook. According to the analysis of five life science II textbooks, the total number of comparisons was 176 and the average number was 35.2. According to the analysis of the analogies presented in the Life Science I textbook according to the shared attributes, the most functional attributes were found, followed by structural/functional analogies. In the case of Life Science II textbooks, functional and structural attributes were shown in order. According to the analysis according to the expression method, language/picture forms were the most common in the textbook of Life Science I, followed by language analogies and picture analogies. In the textbook“Life Science II”, language/picture comparisons, and drawing analogies were shown. According to the analysis based on the abstract of figurines and targets, both life sciences I and II textbooks had the most specific forms of figurative/abstract targets. However, it has been shown that there are still many forms of focus on specific areas in terms of degree of response and role. This suggests the need for a multilateral review of the use of analogies in the development of life science textbooks in the future.
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