초등학교 과학 교과서 생명 영역에 제시된 시각 자료의 분석
Analysis of Inscriptions Used in Life Science Domain of Elementary Science Textbooks
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It is very important to understand the inscriptions exactly in teaching and learning the science because the contents of science in elementary science textbooks are mainly provided by the inscriptions, In this study, the types, functions and structures of the inscriptions presented in life science domain of elementary science textbooks under the revised 2007 National Curriculum were analyzed. The most prevalent type of the inscriptions was ‘photograph’ because it could reflect the true nature of organisms and real phenomena most effectively. In the function of the inscriptions, ‘providing the materials’ was found most frequently. This result revealed that the inscriptions in the science textbooks supplemented the practical difficulties not to have access to the scientific experience and observation with ease through actual activities. In the structure of the inscriptions, it appeared in the order of enumeration, independence, process and explanation. This is because enumeration and independence are more effective in suggesting the various samples of living things. Meanwhile, it was obvious that there were differences in the ratio of the types, functions and structures of the inscriptions according to the lesson units and year-groups. In the future, we expect that the more various patterns of the inscriptions should be presented, and the specific strategy reflecting effectively the organic relationship between the verbal informations and the inscriptions should be prepared.
Abstract
It is very important to understand the inscriptions exactly in teaching and learning the science because the contents of science in elementary science textbooks are mainly provided by the inscriptions, In this study, the types, functions and structures of the inscriptions presented in life science domain of elementary science textbooks under the revised 2007 National Curriculum were analyzed. The most prevalent type of the inscriptions was ‘photograph’ because it could reflect the true nature of organisms and real phenomena most effectively. In the function of the inscriptions, ‘providing the materials’ was found most frequently. This result revealed that the inscriptions in the science textbooks supplemented the practical difficulties not to have access to the scientific experience and observation with ease through actual activities. In the structure of the inscriptions, it appeared in the order of enumeration, independence, process and explanation. This is because enumeration and independence are more effective in suggesting the various samples of living things. Meanwhile, it was obvious that there were differences in the ratio of the types, functions and structures of the inscriptions according to the lesson units and year-groups. In the future, we expect that the more various patterns of the inscriptions should be presented, and the specific strategy reflecting effectively the organic relationship between the verbal informations and the inscriptions should be prepared.
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