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인문학
인문학 일반 역사학 철학 종교학 어문학 기타 인문학
사회과학
사회과학 일반 경영학 관광학 교육학 군사학 문헌정보학 법학 사회학 신문방송학 심리과학 정치외교학 지리학 행정학 경제학 무역학 인류학 기타 사회과학
자연과학
자연과학 일반 물리학 생물학 생활과학 수학·통계학 천문학 지구과학 화학 기타 자연과학
공학
공학 일반 건축공학 기계공학 산업공학 재료·에너지공학 전기전자공학 조선해양공학 화학공학 컴퓨터학 기타공학
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의학 일반 간호학 수의학 약학 한의학 기초의학 임상의학 기타 의약학
농수해양학
농수해양학 일반 농학 수산학 식품과학 임학 축산학 해상운송학 기타 농수해양학
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예술 일반 디자인 미술 미용 사진 음악학 의상 체육 공연매체예술 기타 예술체육학
복합학
학제간연구 과학기술학 뇌인지과학 기술정책 기타 복합학

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논문 기본 정보

자료유형
학술저널
저자정보
저널정보
한국생물교육학회 생물교육 생물교육 제36권 제1호
발행연도
2008.1
수록면
26 - 39 (14page)

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초록· 키워드

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Since graphing is a powerful tool in science for analyzing data and communicating quantitative information, and graphing ability is an important component of scientific literacy, nurturing graphing abilities is a major objective in science education. However, many students find graph-related activities to be difficult. In order to investigate this problem, a diagnosis of students learning processes, teaching materials and teaching methods is required. In this study, Korean middle school science textbooks are analyzed regarding the types of graph and the types and difficulty level of graphing activities contained by science contents(energy, matter, life, earth) and grade levels(7th, 8th, 9th). The results showed that the line graph was most frequently used(80%) and that there was limited variation in the types of graphs used. The types of graph were different depending on science contents. There was no trend observed between grade level and the types of graph used because the content of each chapter differed from grade to grade. Second, results showed that there were many graph constructing activities although there was more emphasis put on graph interpreting activities(63%) than graph constructing activities(37%). Such interpreting activities were also found to be most frequently required for subjects relating to matter(32%) and earth(25%), whereas constructing activities were more frequently required for subjects relating to matter(48%) and energy(38%). Both types of graphing activity were least used for subject relating to life. A requirement for both types of graphing activity was most frequently found in the 8th grade. Lastly, activities of interpreting relationship between 2 graphs were used more in subject related matter(39%) and life(36%). And no guidance was most used for subject relating to matter(69%) and guidance of variables was most used for subjects relating to matter(47%) and energy(42%). Guidance of axes was most used for subjects relating to energy(46%) and matter(43%) and guidance of scales was most used for subjects relating to matter(44%). Also no trend between activity level and grade level was observed for graph interpreting and constructing activities.
#middle school science education #biology education #science textbook #graph #teaching and learning graph.

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참고문헌 (21)

참고문헌 신청
Berg, C. A / 1994 / Assessing students' abilities to construct and interpret line graphs: Dis-parities between multiple-choice and free-response instruments / Science Educat google schola Bowen, G. M / 2005 / Data and graph interpretation practices among preservice science teachers / Journal of Research in Science Teaching 42 (10) : 1063 ~ 1088 google schola Brasell, H. M / 1993 / Graphing skills among high school physics students / School Science and Mathematics 93 (2) : 62 ~ 70 google schola Friel, S. N / 2001 / Ma-king sense of graphs: Critical factors influencing com-pre-hension and instructional implications / Jour-nal for Research in Mathematics Education 32 google schola Leinhardt, G / 1990 / Func-tions, graphs, and graphing: Tasks, learning, and tea-ching / Review of Educational Research 60 (1) : 1 ~ 64 google schola

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