초등학생들의 과학교과서 삽화와 텍스트 읽기 과정 분석 - 안구운동을 중심으로 -
Analysis of Elementary School Student’s Science Textbook Illustrations and Text Reading Process - Focused on Eye Movement -
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초록
The purpose of this study was to analyze the reading process of illustration and text of elementary school students when they read science textbook using eye-movement-tracking technique. The participant were divided into upper and lower group based on the result of pre and post-test. The students performed one preliminary task and four main tasks, with their eye-movement tracked throughout the process. The main results are as follows. First, both upper and lower class students pay more attention to text than to illustrations. It meanst most of the students prefer text to illustration when learning. Second, upper-group students tended to stare longer in the illustration and title area than did lower-group students. It means the upper group students actively searched for information such as the illustrations and the titles presented in the textbook. On the other hand, lower-group students had very limited eye movements, reading only texts and hardly staring at the illustrations and titles, and had tendency to gaze at the empty space. This indicates that the students with higher cognitive skills actively search for information in the textbooks such as illustrations, texts, and titles. Third, upper-group students use bi-directional reading between illustration and text and integrate information through dynamic and complex cognitive processes. But lower-group students did not produce meaningful integration between text and illustrations.
Abstract
The purpose of this study was to analyze the reading process of illustration and text of elementary school students when they read science textbook using eye-movement-tracking technique. The participant were divided into upper and lower group based on the result of pre and post-test. The students performed one preliminary task and four main tasks, with their eye-movement tracked throughout the process. The main results are as follows. First, both upper and lower class students pay more attention to text than to illustrations. It meanst most of the students prefer text to illustration when learning. Second, upper-group students tended to stare longer in the illustration and title area than did lower-group students. It means the upper group students actively searched for information such as the illustrations and the titles presented in the textbook. On the other hand, lower-group students had very limited eye movements, reading only texts and hardly staring at the illustrations and titles, and had tendency to gaze at the empty space. This indicates that the students with higher cognitive skills actively search for information in the textbooks such as illustrations, texts, and titles. Third, upper-group students use bi-directional reading between illustration and text and integrate information through dynamic and complex cognitive processes. But lower-group students did not produce meaningful integration between text and illustrations.
참고문헌 (38)
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