Journal of The Korean Association For Science Education (한국과학교육학회지)

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

DOI QR Code

A Literature Review on Media-Based Learning in Science

과학과 미디어 기반 학습 관련 문헌 연구

  • Byun, Taejin (Korea Institute for Curriculum and Evaluation)
  • Received : 2017.03.09
  • Accepted : 2017.05.29
  • Published : 2017.06.30
Download PDF
⟨ Previous Next ⟩

Abstract

Media is the medium that impart information beyond time and space. They refer to characters or images that serve as means to convey information. From old media such as newspapers and television to new media such as the internet and smart phones, media has developed cumulatively with the development of technology. The goal of media education is to develop the understanding of the properties of media, the ability of critical interpretation of media and selective acceptance. Furthermore it is to cultivate the ability to express meaning creatively and communicate through media. I carried out 'the research of Korean classroom instruction models based on media' with Korean language and social studies education researchers from July 2016 to December 2016. This study is a fundamental study of the project. Based on 58 research papers published between 2006 and 2016, research trends and factors were extracted through literature studies related to media-based science learning. The Result has shown that the studies related to media-based science learning is on the rise, and more than half of all researchers studied about elementary school students. The studies were divided into research on students, research on teachers and pre-service teachers, research on smart devices or media contents, and research on the development of digital textbooks. Among the four variables, there were many researches related to students' cognitive and affective development, and the development and application of media contents.

미디어는 정보 전달 수단으로 사용되는 문자 또는 이미지를 의미하며, 시공간을 넘어 정보 전달을 매개한다. 미디어는 신문과 텔레비전과 같은 올드 미디어부터 인터넷과 스마트폰으로 대표되는 뉴 미디어까지, 테크놀로지의 발달과 함께 점진적 누적적으로 발달해왔다. 미디어 교육의 목표는 미디어의 속성을 이해하고, 미디어에 대한 비판적 해석과 선별적 수용 태도를 기르며, 나아가 미디어를 통해 창의적으로 의미를 표현하고, 의사소통할 수 있는 능력을 기르는 것이다. 연구자는 국어, 사회 교과교육 연구자들과 함께 2016년 7월~12월까지 '미디어 기반 학습에 기초한 한국형 교실수업 모델 개발 연구'를 수행하였다. 본 연구는 해당 과제의 기초 연구로써 연구자는 2006년~2016년 사이 발간된 58편의 논문에서 과학과 미디어 기반 학습과 관련된 문헌 연구를 통해 연구 동향과 변인을 추출하였다. 연구 결과 과학과 미디어 기반 학습 관련 연구가 최근 증가 추세에 있으며, 전체 연구 중 초등학생을 연구 대상으로 삼은 경우가 절반이 넘었다. 조사한 문헌들은 학생 대상 연구, 교사와 예비 교사 관련 연구, 스마트 기기 또는 미디어 콘텐츠 관련 연구, 디지털 교과서 개발 관련 연구로 구분할 수 있었으며, 4개의 변인 중 학생을 대상으로 인지적 정의적 발달 관련 연구와, 미디어 콘텐츠의 개발 및 적용과 관련된 연구가 다수를 이루었다.

Keywords

References

  1. Ahn, J., & Jeon, G. (1999). Understanding of Media Education. Seoul: Hannarae.
  2. Ahn, J. (2002). Digitalized Communication and Media Literacy. Journal of Korean Association for Educational Information and Media, 8(3), 5-23.
  3. Bae, J., Kim, J., Kim, E., & So, K. (2015). The Effect of Elementary Free Inquiry Lessons Utilizing Flipped Learning with Smart Devices on the Elementary Students' Digital Literacy, 21st Century Skills and Scientific Attitude. Journal of Korean Elementary Science Education, 34(4), 476-485. https://doi.org/10.15267/keses.2015.34.4.476
  4. Bang, H., Wee, S., & Kwon, Y. (2015). A Case Study for Developing Digital Textbook on Small Organisms Based on 5E Learning Model in Elementary Science. Korean Journal of Teacher Education, 31(S), 77-90. https://doi.org/10.14333/KJTE.2015.31.S.77
  5. Bang, S., Kim, H., & Cho, H. (2008). The Development of Multimedia Teaching Material on Water Vapor in the Atmosphere Unit and Analysis of the Application Effects of the Material about Attitudes related Science and Learning Motivation to High-School Students. Korean Journal of Teacher Education, 24(4), 378-394.
  6. Bolter, J. D., & Grusin, R. (1999). Remediation: Understanding new media. Boston, MA: MIT Press.
  7. Cha, J. (2013). An Exploratory Study on the Use of Clickers in Preservice Chemistry Teacher Education. Journal of the Korean Chemical Society, 57(4), 499-506. https://doi.org/10.5012/jkcs.2013.57.4.499
  8. Cha, M., So, K., Shim, K., & Yeau, S. (2010). Analysis on contents and types of Web-based Multimeida Learning Materials for Environmental Education. Journal of Science Education, 34(1), 84-92. https://doi.org/10.21796/jse.2010.34.1.84
  9. Choi, N., Park, J. (2015). Biology Education : Development and Implementation of Android-based "ECO" Application Available to Environment Classes of Elementary School Science. Biology Education, 43(4), 321-332. https://doi.org/10.15717/bioedu.2015.43.4.321
  10. Choi, Y., & Moon, Y. (2015). A Study on the Effective Elementary STEAM Education through Educational Application Development based on 'Augmented Reality' : Focused on the Science and Fine Arts Convergence. The Korean Journal of animation, 11(2), 85-108.
  11. Choi, Y., Yang, J., & Hong, S. (2016). The Effects of Smart Media Based STEAM Program of "Chicken Life Cycle" on Academic Achievement, Scientific Process Skills and Affective Domain of Elementary School Students. Journal of Korean Elementary Science Education, 35(2), 166-180. https://doi.org/10.15267/keses.2016.35.2.166
  12. Chuncheon National University of Education. (2016). 2016 Curriculum.
  13. Chung, Y., & Lee, J. (2015). The effectiveness of inquiry learning using augmented reality in the middle school science class. Journal of Korean Association for Educational Information and Media, 21(4), 521-542. https://doi.org/10.15833/KAFEIAM.21.4.521
  14. Gim, W., Seo, J., & Kim, Y. (2011). A Study on the Use of ICT in Middle School Science Class. Educational Research, 51, 181-204. https://doi.org/10.17253/swueri.2011.51..007
  15. Ha, J., & Shin, Y. (2016). An Analysis of Multimedia Materials in E-works (E-book) of Elementary Science Textbook. Journal of Korean Elementary Science Education, 35(1), 65-77. https://doi.org/10.15267/keses.2016.35.1.065
  16. Han, S., Ryu, J., & Kim, M. (2014). Reserarch on classroom interaction of using digital textbook: Focused on math and science teaching. The Korean Journal of Educational Methodology Studies, 26(3), 533-560. https://doi.org/10.17927/tkjems.2014.26.3.533
  17. Hayes, M. T. (2002). Elementary preservice teachers’ struggles to define inquiry-based science teaching. Journal of Science Teacher Education, 13(2), 147-165. https://doi.org/10.1023/A:1015169731478
  18. Heo, J., & Lee, K. (2013). The Effects of Flash Panorama-based Virtual Field Trips on Students' Spatial Visualization Ability and Their Understanding of Volcanic Concept in High School Earth Science Class. The Journal of The Korean Earth Science Society, 34(4), 345-355. https://doi.org/10.5467/JKESS.2013.34.4.345
  19. Hong, K., & Nam, E. (2006). Practical Strategies of 5th Grade Subject Class Using Movie Materials in Elementary School. Journal of The Korea Contents Association, 6(8), 68-77.
  20. Hyun, E. (2015). The Effect of Art and Science Technology Integrated Creativity Education Using Smart Devices - Focusing on Implementation, Application, and Verification of the Academic Achievement Perception from the Female High School Students. Journal of Korea Design Knowledge, 34, 357-365.
  21. Jimoyiannis, A. (2010). Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers professional development. Computers & Education, 55(3), 1259-1269. https://doi.org/10.1016/j.compedu.2010.05.022
  22. Joo, J., Lee, J., & Park, I. (2015). Media and Ethics. Seoul: Korea Communications Standards Commission.
  23. Joo, M., Youn, S., Koh, Y., Kim, J., & Oh, K. (2016). The Effect on Science-Related Attitudes of High School Students for Newspaper in Education(NIE). Journal of Korean Society of Earth Science Education, 9(1), 27-38. https://doi.org/10.15523/JKSESE.2016.9.1.27
  24. Joo, Y. J., & Lim, E. (2015). Factors influencing learners’ satisfaction of using digital textbooks in a middle school science class. Journal of Research in Curriculum Instruction, 19(2), 239-257. https://doi.org/10.24231/rici.2015.19.2.239
  25. Jung, J., & Kim, Y. (2016). Effect of Infographic Instruction to Promote Elementary Students’ Use of Scientific Model. Journal of the Korean Association for Research in Science Education, 36(2), 279-293. https://doi.org/10.14697/jkase.2016.36.2.0279
  26. Jung, M. (2013.12.08). Sejong City Office of Education, Rural area Smart School construction, Asis Today.
  27. Kang, J., Shim, K., Dong, H., Gim, W., Son, J. et al. (2014). Practical Use of the Classroom Response System, CRS for Diagnostic and Formative Assessments in a High School Life Science Class. Journal of the Korean Association for Research in Science Education, 34(3), 273-283. https://doi.org/10.14697/jkase.2014.34.3.0273
  28. Kang, M., Park, H., Yoo, E., & Cho, S. (2011). Analyzing the Effectiveness of WISE(Web-based Inquiry Science Education) for Elementary Science Classes. Journal of Korean Association for Educational Information and Media, 17(4), 531-552.
  29. Kang, N., & Park, Y. (2010). Identification of Instructional Components to Increase Students' Interest and Creativity in American Science Classrooms. Journal of Science Education, 34(2), 421-431. https://doi.org/10.21796/jse.2010.34.2.421
  30. Kang, Y., Chung, Y., Rhee, G., & Ahn, J. (2016). The effect of STEAM (Science, Technology, Engineering, Arts & Mathematics) on the Interest of Elementary School Science -In the Base of STEAM Wearable Technology Development By taking advantage of Storytelling and Illustration-. Communication Design Research, 54, 414-424.
  31. Kim, E., & Kyung, J. (2006). The Development of e-Learning Contents and the Effects of ICT- Powered Instruction: The Case of Atmospheric Phenomena Unit in High School Earth Science 1. Korean Journal of Teacher Education, 22(1), 96-113.
  32. Kim, K., & Kim, H., (2013). Design and Implementation of Plant's Life Cycle Educational Application. Journal of The Korean Association of information Education, 17(3), 357-365. https://doi.org/10.14352/jkaie.2013.17.3.357
  33. Kim, K., & Park, H. (2013). A Learning Module Development of Speed Measurement Application for Elementary Students. Journal of The Korean Association of information Education, 17(1), 23-31.
  34. Kim, K. (2009). The Effects of Learning Activities on the Application of Augmented Reality Contents in Elementary Science Instruction. Journal of Korean Elementary Science Education, 12(5), 75-85.
  35. Kim, K. (2010). Trend Analysis of Media Education Research in Korea. Studies in Humanities and Social Sciences, 29, 170-204.
  36. Kim, S., & Lee, Y. (2014). The Effects of Earth System Education Using Multimedia on Elementary School Student’s Environmental Sensitivity and Pro-environmental Behavior. Journal of Korean Society of Earth Science Education, 7(2), 266-275. https://doi.org/10.15523/JKSESE.2014.7.2.266
  37. Kim, S., & Kim, H. (2015). The Effect of Using Digital Science Textbook on the Academic Achievement and Scientific Attitude of the Elementary School Students. CheongRam Science Education Research, 21(1), 1-10.
  38. Kim, Y., Nam, J., Lee, J., Yoo, S., Son, J., Park, J., et al. (2004). Curriculum Guide Book for effective use of How To ICT in Department of Science Education. Seoul: The Korea Education and Research Information Service.
  39. Kim, Y., & Ahn, J. (2004). The concept of media education and direction of school media education. The Korean Society for Journalism & Communication Studies Seminar, 1-17.
  40. Kim, Y. I., & Choi, B. (2013). The Influence of Science Teachers' Self-reflection on the Awareness of Digital Technology Application in Middle School Science Class. Teacher Education Research, 52(3), 606-620. https://doi.org/10.15812/ter.52.3.201312.606
  41. Koltay, T. (2011). The media and the literacies: Media literacy, information literacy, digital literacy. Media, Culture & Society, 33(2), 211-221. https://doi.org/10.1177/0163443710393382
  42. Kwak, H., & Shin, Y. (2014). The Effects of Formative Assessment Using Mobile Applications on Interest and Self-Directedness in Science Instruction. Journal of the Korean Association for Research in Science Education, 34(3), 285-294. https://doi.org/10.14697/jkase.2014.34.3.0285
  43. Kwon, N. (2014). The Development and Application of Elementary Convergence Teaching and Learning Strategy Using the Science Visual Media. Journal of Science Education, 38(1), 29-40. https://doi.org/10.21796/jse.2014.38.1.29
  44. Kwon, Y., & Sohn, J. (2015). The development and application of SMART Teaching-Learning Program about 'Movement of Earth and Moon' for Scientifically Gifted Elementary Students. School Science Journal, 9(1), 1-10.
  45. Lee, B. (2016). Secondary Science Teachers' Concepts of Good Science Teaching. Journal of the Korean Association for Research in Science Education, 36(1), 103-112. https://doi.org/10.14697/jkase.2016.36.1.0103
  46. Lee, J., & Kim, S. (2015). A Study on Pre-service Teachers' Perceptions of Educational Utilization of Social Media. The Journal of Learner-Centered Curriculum and Instruction, 15(4), 29-56.
  47. Lee, J., Kim, Y., Seo, Y., & Kim, S. (2002). A Study of Standardization of Teacher ICT Literacy and Specification of Curriculum. Seoul: The Korea Education and Research Information Service.
  48. Lee, J. (2015). International Comparative Study of the Use of ICT by Middle School Teachers. Journal of the Korean Association for Research in Science Education, 35(5), 885-893. https://doi.org/10.14697/jkase.2015.35.5.0885
  49. Lee, J., & Choi, J. (2011). Making Contents of the Science Education for the Element Schoolchildren based on the AR(Augmented Reality). The Journal of the Korea Contents Association, 11(11), 514-520. https://doi.org/10.5392/JKCA.2011.11.11.514
  50. Lee, M. (2012). Evaluation and Improvement Strategies of Digital Textbook for Instructional Suitability. The Journal of Korean Teacher Education, 29(1), 441-467. https://doi.org/10.24211/tjkte.2012.29.1.441
  51. Lee, S., Lee, Y., Kim, S., Choi, S., & Kim, S. (2008). Development and Effects of the Project-Based Learning Instruction Module Using ICE in Elementary School Science Classroom. Journal of Korean Elementary Science Education, 27(2), 189-200.
  52. Leem, J., & Sung, E. (2015). Smart Education Leading Teachers' Perception on Characteristics of Smart Devices and Educational Possibility of Smart Education. Journal of Korean Association for Educational Information and Media, 21(1), 137-163. https://doi.org/10.15833/KAFEIAM.21.1.137
  53. Lim, H, & An, H. (1999). Development of Computer Assisted Instruction Program in Multimedia Environment and its Effects on Science Achievement and Attitude towards Science Learning. Journal of the Korean Association for Research in Science Education, 19(4), 595-603.
  54. Lim, H., & Oh, P. (2014). Research Article : A Critical Approach to an Elementary Science Lesson Using a Digital Science Textbook. Journal of Science Education, 38(2), 270-285. https://doi.org/10.21796/jse.2014.38.2.270
  55. Min, E. (2014). Domestic and International Case Studies for Effective Infographic Design in Science Digital Textbooks. Korea Digital Design Society, 14(1), 407-416.
  56. Ministry of Education. (2015). 2015 revised National Curriculum: General Statement. Sejong: Ministry of Education.
  57. Ministry of Education. (2016). 2016 Research School Operation Plan - Media Literacy Section -. Sejong: Ministry of Education.
  58. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers college record, 108(6), 1017. https://doi.org/10.1111/j.1467-9620.2006.00684.x
  59. Na, J., Jang, B. (2016). The Difficulties and Needs of Pre-service Elementary Teachers in the Science Class utilizing Smart Technologies in Teaching Practice. Journal of Korean Elementary Science Education, 35(1), 98-110. https://doi.org/10.15267/keses.2016.35.1.098
  60. Na, J., & Song, J. (2014). An Analysis of Trends in Science Education Research on Instructional Technology and its Implications for Science Teachers' Technological Pedagogical Content Knowledge (TPCK). Teacher Education Research, 53(3), 511-524. https://doi.org/10.15812/ter.53.3.201409.511
  61. Noh, H., & Paik, S. (2015). Students' Perception of Scratch Program using High School Science Class. Journal of the Korean Association for Research in Science Education, 35(1), 53-64. https://doi.org/10.14697/jkase.2015.35.1.0053
  62. OECD. (2011). Navigation in the PISA 2009 Digital Reading Assessment. Paris: OECD.
  63. OECD. (2013). PISA 2015 draft collaborative problem solving framework. Paris: OECD.
  64. Ok, H. (2013). Literacy Reconceptualization and Direction for Teaching New Literacy. Journal of CheongRam Korean Language Educatiln, 47(-), 61-86.
  65. Paik, S., & Yoo, J. (2006). Effects of computer-assisted instructional materials emphasizing particle concept on middle school students' concept about water state change. Korean Journal of Teacher Education, 22(1), 68-95.
  66. Park, C., & Kim, H. (2011). Patterns and investigation methods of Science Diary of Gifted Elementary School Students. Science Gifted Education, 3(3), 49-63.
  67. Park, K., Lee, A., & Jeon, S. (2014). Development of Zooming Tools for Smartphone in Science Class. School Science Journal, 8(2), 138-148. https://doi.org/10.15737/ssj.8.2.201406.138
  68. Park, N., Kim, D., & Lee, E. (2016). The effects of using smartwatch in museum education: Focusing on science interests, science attitude, satisfaction and achievement. Journal of Korean Association for Educational Information and Media, 22(2), 249-272. https://doi.org/10.15833/KAFEIAM.22.2.249
  69. Park, S., Bae, J., Shim, K., Yeau, S., & So, K. (2013). The Effect of Environment Lesson using Multimedia Game on Recognition, Learning Motivation and Achievement of Elementary Students about Alien Species. Journal of Korean Elementary Science Education, 32(3), 346-360.
  70. Park, S., Jung, A., & Lee, S. (2015). The Development and Effects Analysis of the SMART Instructional Modules about Mineral Resource. The Journal of The Korean Earth Science Society, 36(3), 246-257. https://doi.org/10.5467/JKESS.2015.36.3.246
  71. Park, S., Kang, M., & Kim, S. (2001). The Development of Web Based Instruction Program on Oceanography Unit and Analysis of Its Effects in Earth Science Class. Journal of the Korean Association for Research in Science Education, 21(2), 264-278.
  72. Ryu, J., & Byun, H. (2012). Latent Mean Comparison of Digital Textbook and Gender Differences in Elementary School. The Korean Journal of Educational Methodology Studies, 24(3), 617-636.
  73. Seo, J., Sung, J., & Koo, Y. (2011). Analysis of G4 Science Digital Textbook according to Universal Design for Learning. Journal of Korean Elementary Science Education, 30(4), 442-458.
  74. Seo, S., Byun, T., Seol, K., & Ok, H. (2016). A Study of Development of Korean Classroom Instruction based on 'Media Based Learning'. Sejong: Ministry of Education.
  75. Shulman, L. (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review, 57(1), 1-23. https://doi.org/10.17763/haer.57.1.j463w79r56455411
  76. So, H., Yoon, H., & Choi, H. (2016). Types and Themes of Mobile Application Contents in Primary Science Learning Derived From Teachers Perspectives. Journal of The Korea Contents Association, 16(3), 488-497. https://doi.org/10.5392/JKCA.2016.16.03.488
  77. Son, J., & Cho, S. (2008). The Survey on Middle School Students’ Perception about Science-related TV program for stimulating interest and UCC Materials. Journal of Research in Curriculum Instruction, 12(2), 537-553. https://doi.org/10.24231/rici.2008.12.2.537
  78. Suh, H. J. (2008). Relationships among Presence, Learning Flow, Attitude toward Usability, and Learning Achievement in an Augmented Reality Interactive Learning Environment. Journal of Korean Association for Educational Information and Media, 14(3), 137-165.
  79. Yang, C., Jo, M., & Noh, T. (2015). Investigation of Teaching Practices using Smart Technologies and Science Teachers’ Opinion on Their Application in Science Education. Journal of the Korean Association for Research in Science Education, 35(5), 829-840. https://doi.org/10.14697/jkase.2015.35.5.0829
  80. Yoo, M., & Park, H. (2011). The Effects of Science Class Using Multimedia Materials on High School Students’ Attitude toward Science. Journal of Science Education, 35(1), 1-12. https://doi.org/10.21796/jse.2011.35.1.1
  81. Yun, H., & Choi, S. (2015). Development and application of the Smart Learning Teaching-Learning Program in Elementary Science Class -Focused on the unit of Solar System and Star. Journal of Science Education, 39(3), 321-332. https://doi.org/10.21796/jse.2015.39.3.321
  82. Yun, J., Ahn, I., & Noh, T. (2015). The Effects of Individualized Learning Adapted to Students’ Conceptions Using Smart Devices in Science Instruction. Journal of the Korean Association for Research in Science Education, 35(2), 325-331. https://doi.org/10.14697/jkase.2015.35.2.0325
  83. Yun, J., Kang, S., & Noh, T. (2016). The Effects of Small Group Learning Using Smart Devices in Science Classes. Journal of the Korean Association for Research in Science Education, 36(4), 519-526. https://doi.org/10.14697/jkase.2016.36.4.0519

Cited by

  1. 뉴미디어 콘텐츠에서 재현되는 과산화수소 분해 실험의 이미지 -시뮬라크르와 시뮬라시옹을 중심으로- vol.40, pp.1, 2017, https://doi.org/10.14697/jkase.2020.40.1.13