초등 예비교사들의 과학 교과서 삽화를 해석하는 관점 분석

Abstract

This study analyzed elementary pre-service teachers’ analytic perspectives on illustrations in the science textbook, particularly in direct/indirect and emotional cognitive domains of illustrations according to the 4-field matrix, and examined their understanding of the functions of textbook illustrations. As research subjects, this study selected 140 elementary pre-service teachers who were in the third year of school at a university of education. Based on the research results, this study came to the following conclusions. Firstly, as a result of analyzing the elementary pre-service teachers’ perspectives on the illustration of a water striders according to the 4-field matrix, this study found out that they showed the highest frequency of observing the direct/ cognitive domains, while showing the lowest frequency of observing the indirect/emotional domains. Then, this study examined the order of observing the direct/cognitive domains, it was found that they started observing distinctive and noticeable parts of the illustration and moved on to the surroundings. Secondly, as a result of analyzing their descriptions about the functions of illustrations, this study found out that some of them regarded illustrations with decorative functions as simple and meaningless illustrations or empty space-filled illustrations, but few of them clearly stated the decorative function. For the illustrative function of illustrations, most of the pre-service teachers said that it was to help understand the relevant text, and only 6 of them clearly stated the illustrative function. For the explanatory function of illustration, 14 of the pre-service teachers regarded it to explain an experimental process in detail. For the complementary function of illustrations, 16 of them clearly mentioned it to explain with pictures something that was not in the text.