Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
권호 표지
DOI QR코드

DOI QR Code

The Effect of Physics Instruction Using Infographics Based on Visual Thinking in High School

고등학교에서 시각적 사고에 기반한 인포그래픽 활용 물리 수업의 효과

  • Received : 2015.05.26
  • Accepted : 2015.06.17
  • Published : 2015.06.30
Download PDF
⟨ Previous Next ⟩

Abstract

In this study, we tried to find the effects of carrying out infographics instruction based on visual thinking with the infographics materials presented in physics textbooks targeting specialized vocational high school students. Thus, 60 students were divided into the experimental group and the control group, the experimental group had 25 classes composed of 'infographics concept formation, infographics understanding activity, and infographics configuration activity', on the other hand, the control group were instructed by lecture-type class. The results of this study are as follows: First, features of the infographics created by the students include changes in types of presentation from 'simple arrangement' to 'simple reconfiguration' and from 'illustration' to 'comparative analysis', which were made by the visual thinking of the students activated in accordance with the increase of their configuration times. Second, instruction by using infographics, visual thinking significantly improved in the level of understanding, visibility, usability, and communicability. Third, after instruction using infographics, the mean score of the experimental group's achievement significantly improved. Fourth, there was a significant improvement in the area of 'normality of scientist, attitude on scientific inquiry, and scientific attitude' in the test of attitudes toward science. From the analysis results, we could conclude that instruction using infographics enhance students' understanding of scientific concepts and communication capability by improving visual thinking abilities, which have a positive impact on academic achievement and attitudes toward science.

본 연구는 특성화 고등학교 학생들을 대상으로 물리 교과서에 제시된 인포그래픽 자료들을 활용하여 시각적 사고에 기반한 인포그래픽 활용 수업을 실시하고, 그 효과를 알아보고자 하였다. 이를 위해 각 60명의 학생들을 실험집단과 통제집단으로 나누고, 실험집단에 '인포그래픽 개념형성, 인포그래픽 이해활동, 인포그래픽 구성활동'으로 구성된 25차시의 수업을 실시하였고, 통제집단에는 일반적인 강의식 수업을 진행하였다. 그 결과는 다음과 같다. 첫째, 학생들이 구성한 인포그래픽의 특징은 '단순 배치'에서 '단순 재구성', '일러스트형'에서 '비교분석형'으로 표현 방식이 변화되었는데, 이는 구성 횟수 증가에 따른 학생들의 시각적 사고의 활성화에 의한 것이다. 둘째, 인포그래픽 활용 수업으로 인해 시각적 사고는 이해도, 가시도, 유용성, 소통성 영역에서 유의미하게 향상되었다. 셋째, 인포그래픽 활용 수업 후 실험집단의 성취도 평균 점수가 유의미하게 향상되었다. 넷째, 과학적 태도 검사에서는 '과학자의 평범성, 과학적 탐구의 태도, 과학적 태도의 수용' 영역에서 유의미한 향상이 있었다. 이상과 같은 연구 결과로부터, 인포그래픽 활용 수업은 학생들의 시각적 사고력 향상을 통해 과학 개념 이해, 의사소통력이 높아져 학업성취도와 과학적 태도에 긍정적인 영향을 미친다는 것을 알 수 있었다.

Keywords

References

  1. Arnheim, R. (1969). Visual thinking. Berkeley: University of California Press.
  2. Back, N. (2012). The comparision study on illustrations of elementary science textbooks in Korea and Japan. Korean Journal of the Japan Education, 16(2), 43-60.
  3. Fraser, B. J. (1981). Test of science related attitudes. Hawthorn, Victoria: Australia Council for Educational Research.
  4. Hur. M. (1993). Survey on the attitudes toward science and science courses of primary and second students. Journal of the Korean Association for Science Education, 13(3), 334-340.
  5. Ko, S. (2013). A syudy on infographic cases of human relations in social network. (Master's thesis). Hongik University, Seoul.
  6. Krum, R. (2013). Cool Infographics: Effective communication with data visualization and design. Indianapolis: John Wiley & Sons, Inc.
  7. Lee, C., & Kwon, C. (2013). Comparison of illustrations of elementary science textbooks in Korea and Singapore. Journal of the Korean Society of Earth Science Education, 6(1), 13-19.
  8. Lee, K. (2005). The actual conditions of science education in the vocational high school and the awareness survey of science teachers. (Master's thesis). Korea National University, Seoul.
  9. Lee, M. (2005). A Study on Implications of Visual Thinking in Art Education. Art education research review, 19(2), 25-46.
  10. Lee, S., & Kim, Y. (2012). Comparative study on illustrations of the korean science textbooks of education curriculum revised in 2007 and the american science textbooks. Journal of the Korean Society of Earth Science Education, 5(1), 68-74.
  11. Lee, P. (2008). A study of students' perceptions about their school, career and high school science in vocational high school.(Master's thesis). Kongju National University, Kongju.
  12. Min. E. (2014). Domestic and International case studies for effective Infographic design in Science digital textbooks. Journal of digital design, 14(1), 407-416.
  13. Noh, S., & Son, J. (2014). An analysis of the infographics features of visualization materials in section 'information and communication' of Physcis I textbook. Journal of the Korean Association for Science Education, 34(4), 359-366. https://doi.org/10.14697/jkase.2014.34.4.0359
  14. Richard S. W. (2001). Information anxiety 2. Indianapolis: Que.
  15. Son, S. (2014). A Study of potential application of infographics for effective smart education. (Master's thesis). Kyunghee University, Seoul.

Cited by

  1. 창의적 문제해결력 향상을 위한 인포그래픽과 3D모델링을 활용한 STEAM 프로그램 개발 vol.21, pp.1, 2015, https://doi.org/10.14352/jkaie.2017.21.1.67
  2. 고등학교‘생명과학 I’교과서에서 단원별 시각화 자료 특징의 비교 분석 vol.45, pp.4, 2015, https://doi.org/10.15717/bioedu.2017.45.4.548
  3. 중학교 과학 교과서에서 과학 내용 영역에 따른 인포그래픽의 특징 분석 vol.41, pp.3, 2017, https://doi.org/10.21796/jse.2017.41.3.462
  4. 초등 과학 수업에서 학생주도 인포그래픽 구성 활동의 효과 vol.39, pp.5, 2015, https://doi.org/10.14697/jkase.2019.39.5.625