고등학교‘생명과학 I’교과서에서 단원별 시각화 자료 특징의 비교 분석
A Comparative Analysis of Visualization Materials’ Features by the Units in High School 'Life Science I' Textbooks
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In textbooks, infographics is a visualization material that helps students to understand the contents of the learning. This study divided the visualization materials con- tained in high school life sciences I textbook into “data visualization” and “infographics”, and looked at the type and characteristics of the infographics. Most of the visualization materials in the textbooks were data visualizations (80.7%), and the infographics was 19.3%. In the data visualization, Unit 2 (Cell and Life Continuity) and 3 (Homeostasis and health) contained more information than Unit 1 (Understanding of life sciences) and 4 (Human being in nature). However, in the infographic, the information contained in Unit 2 and Unit 3 was less, and most of the amount of information was less than four. The data visualization distribution was mostly ‘simple situation’ in all Units. But it also showed ‘simple functional structure’ or ‘simple schema’ depending on the characteristic of contents of Unit. Most of the ‘information content’ in the infographics is the relation and location. The use of infographics with all six types of information content in Unit 2 and 3 was high. The expression of infographics had a lot of type of ‘illustrations’ and ‘comparative analysis’ for understanding concepts. Also, most of the visual elements, except the graph, were adequately used, and the most flow of seeing was the mixed-flow. This study lays the groundwork for the development of infographics to further enhance the cognitive efficiency of the learner in the development of life sciences textbooks.
Abstract
In textbooks, infographics is a visualization material that helps students to understand the contents of the learning. This study divided the visualization materials con- tained in high school life sciences I textbook into “data visualization” and “infographics”, and looked at the type and characteristics of the infographics. Most of the visualization materials in the textbooks were data visualizations (80.7%), and the infographics was 19.3%. In the data visualization, Unit 2 (Cell and Life Continuity) and 3 (Homeostasis and health) contained more information than Unit 1 (Understanding of life sciences) and 4 (Human being in nature). However, in the infographic, the information contained in Unit 2 and Unit 3 was less, and most of the amount of information was less than four. The data visualization distribution was mostly ‘simple situation’ in all Units. But it also showed ‘simple functional structure’ or ‘simple schema’ depending on the characteristic of contents of Unit. Most of the ‘information content’ in the infographics is the relation and location. The use of infographics with all six types of information content in Unit 2 and 3 was high. The expression of infographics had a lot of type of ‘illustrations’ and ‘comparative analysis’ for understanding concepts. Also, most of the visual elements, except the graph, were adequately used, and the most flow of seeing was the mixed-flow. This study lays the groundwork for the development of infographics to further enhance the cognitive efficiency of the learner in the development of life sciences textbooks.
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