Development and Effectiveness of the Digital Science Text Reading (DSTR) Program for Elementary Science : The Earth and Moon’s Motion Unit = 초등 과학을 위한 디지털 과학 읽기(DSTR) 프로그램 개발 및 효과: ‘지구와 달의 운동’ 단원을 중심으로

다국어 초록 (Multilingual Abstract)

As digital transformation accelerates, the forms of texts used in science learning and the ways in which they are read have undergone fundamental changes. Today, students encounter a wide and expanding range of digital science texts, including web-based articles, animations, simulations, videos, and AI-generated explanations, in addition to traditional science textbooks. However, this digital environment is characterized by a high volume of information and complex, non-linear formats, which can impose significant cognitive demands on learners, particularly elementary students who are required to construct scientific meaning independently. Despite these changes, school science education has not yet established systematic literacy concepts or instructional designs that explicitly address how students should search, read, and evaluate science texts in digital environments. This situation raises the need for a concept of science text reading literacy and a practical instructional model that are responsive to the demands of the digital age.
Grounded in this problem context, the present study was conducted with two primary research purposes. First, the study aimed to establish the concept and core competencies of Digital Science Text Reading Literacy (DSTRL) and to examine how a Digital Science Text Reading (DSTR) program can be designed and implemented in alignment with the competencies of searching, reading, and evaluating.
Second, the study sought to apply the developed DSTR program in elementary science classrooms to analyze the implementation process, educational potential, and areas for improvement from teachers’ perspectives, and to empirically examine the effects of the program on students’ digital science text reading literacy, science achievement, and attitudes toward science and science texts. In addition, the study analyzed differences in learning outcomes according to students’ prior reading competency levels, gender, and geographic region, and explored, from students’ perspectives, the meaningful learning experiences through which the DSTR program supported the development of digital science text reading literacy.
Through an integrative review of the literature, DSTRL was defined as a comprehensive literacy construct comprising three interrelated competencies that enable learners to critically construct scientific meaning in digital environments: searching, which involves the strategic location and selection of relevant scientific information; reading, which entails comprehending and interpreting multimodal digital science texts; and evaluating, which refers to critically judging the credibility and validity of digital science texts. Together, these competencies enable learners to construct scientific meaning critically in digital environments.
The DSTR program was developed through a systematic instructional design process that incorporated an explicit preparation phase and followed the PDDIE model (Preparation, Design, Development, Implementation, and Evaluation). In addition, instructional activities were designed using the EPE model (Explore, Problem Solving, Explain), grounded in backward design principles to ensure alignment among learning objectives, assessments, and instructional activities.
The program was implemented in the sixth-grade science unit on “Earth and Moon’s Motion,” which covers abstract spatial concepts such as Earth’s rotation and revolution and the Moon’s revolution and phases. These topics require strong visualization skills and spatial reasoning, which can be challenging for some students, particularly those who are less proficient in reading or have difficulty interpreting abstract representations.
A total of 229 students participated in the study. The experimental group received twelve DSTR lessons over four weeks, while the control group received regular textbook-based science instruction. Quantitative analyses revealed that the experimental group significantly outperformed the control group in all domains of digital science text reading literacy, searching, reading, and evaluating, as well as in science achievement and attitudes toward science texts.
Students in the experimental group demonstrated substantial conceptual growth in understanding Earth’s rotation and revolution and the Moon’s revolution and phases. They moved beyond rote memorization to constructing causal and spatial explanations of celestial phenomena, supported by digital visualization tools and multimodal texts such as animations, diagrams, and simulations. These activities helped students connect the Sun, Earth, and Moon system as a coherent model, transforming abstract astronomical concepts into concrete and observable representations.
Moreover, low-achieving students showed the greatest improvements in literal comprehension and inferential comprehension, both subcomponents of reading, and demonstrated notable gains in interest in science texts and science overall. In addition, male students exhibited relatively greater improvements than female students in digital science text reading. These findings suggest that the DSTR program helps reduce learning gaps by providing multimodal scaffolding and explicit instruction in digital science text reading strategies, particularly for students who initially experience difficulties in reading comprehension.
Qualitative analysis of interviews and learning journals revealed that students gradually developed into metacognitive, self-directed, and critically reflective digital readers. They actively applied search strategies such as keyword selection and expansion and the use of Boolean operators; reading strategies such as question generation and visualization; and evaluation strategies based on the CRAAP criteria (Currency, Relevance, Authority, Accuracy, Purpose) to assess the credibility of digital science texts. Through these strategic reading experiences, students increased their confidence and interest in digital science texts and experienced a sense of accomplishment as they independently explained astronomical phenomena based on textual and visual evidence.
In conclusion, this study demonstrates that the DSTR program effectively enhanced students’ digital science text reading literacy, conceptual understanding of the Earth and Moon’s motion, and critical thinking in digital environments. The program proved especially beneficial for low achieving and male students, highlighting its inclusive potential in addressing literacy and equity gaps in science education. The findings suggest that digital science literacy extends beyond the technical use of media; it involves the ability to strategically search, read, and evaluate scientific information to construct meaning. The DSTRL framework offers a scalable, evidence based instructional model that fosters both scientific and digital literacy in the era of digital transformation.

국문 초록 (Abstract)

디지털 전환이 가속화되면서 과학 학습에서 활용되는 텍스트의 형태와 읽기 방식은 근본적인 변화를 겪고 있다. 오늘날 학생들은 과학 교과서뿐 아니라 웹 기반 기사, 애니메이션, 시뮬레이션, 동영상, 인공지능 기반 설명 등 다양한 디지털 과학 텍스트를 접하고 있다. 그러나 이러한 디지털 환경은 정보의 양이 방대하고 형식이 복잡하며 비선형적이어서, 특히 초등학생들에게 과학적 의미를 스스로 구성하는 데 상당한 인지적 부담을 유발할 수 있다. 그럼에도 불구하고 학교 과학교육에서는 디지털 환경에서 과학 텍스트를 탐색하고, 읽고, 평가하는 방식에 대한 체계적인 문해력 개념과 교수·학습 설계가 충분히 정립되지 못한 실정이다. 이러한 한계는 디지털 시대에 부합하는 과학 텍스트 읽기 문해력 개념과 이를 구현할 수 있는 실천적 교육 모델의 필요성을 분명히 드러낸다.
이러한 문제의식에 기반하여, 본 연구는 두 가지 연구 목적을 중심으로 수행되었다. 첫째, 디지털 과학 텍스트 읽기 문해력(Digital Science Text Reading Literacy, DSTRL)의 개념과 핵심 역량을 정립하고, 탐색, 읽기, 평가 역량과의 정합성을 고려하여 디지털 과학 텍스트 읽기(Digital Science Text Reading, DSTR) 프로그램이 어떻게 설계·구현될 수 있는지를 탐구하고자 하였다.
둘째, 개발된 DSTR 프로그램을 초등 과학 수업에 적용하여, 교사의 관점에서 프로그램의 실행 과정과 교육적 가능성 및 개선점을 분석하고, 학생들의 디지털 과학 텍스트 읽기 문해력, 과학 성취도, 과학 및 과학 텍스트에 대한 태도에 미치는 효과를 실증적으로 검증하고자 하였다. 아울러 학생들의 사전 읽기 역량 수준, 성별, 지역에 따른 학습 성과의 차이를 분석하고, 학생들의 관점에서 디지털 과학 텍스트 읽기 문해력 향상을 지원하는 의미 있는 학습 경험이 어떠한 양상으로 나타나는지를 심층적으로 탐색하고자 하였다.
통합적 문헌분석을 통해 DSTRL은 디지털 환경에서 학습자가 과학적 의미를 비판적으로 구성할 수 있도록 하는 탐색(Searching, 관련 과학 정보를 검색하는 역량), 읽기(Reading, 디지털 과학 텍스트의 내용을 이해하고 해석하는 역량), 평가(Evaluating, 디지털 과학 텍스트의 타당성과 신뢰성을 비판적으로 판단하는 역량)의 세 가지 상호 관련된 역량으로 구성된 통합적 문해력 개념으로 정의되었다.
DSTR 프로그램은 사전 준비를 포함한 체계적 교수설계 절차에 따라 개발되었으며, 준비, 설계, 개발, 실행, 평가의 단계로 구성된 PDDIE 모형(Preparation, Design, Development, Implementation, Evaluation)을 적용하여 개발되었다. 또한 수업 설계는 학습 목표, 평가, 활동 간의 정합성을 확보하기 위해 백워드 설계 원리를 반영한 EPE 모형(Explore, Problem Solving, Explain)을 적용하였다. 프로그램은 지구의 자전과 공전, 달의 공전과 위상 변화 등 고도의 시각화와 공간 추론 능력을 요구하는 초등학교 6학년 과학 단원인 「지구와 달의 운동」을 중심으로 구현되었다. 이 단원은 추상적인 공간 개념을 다루기 때문에 일부 학생들에게 학습 부담이 될 수 있으며, 특히 읽기 이해가 충분히 발달하지 않았거나 추상적 표상을 해석하는 데 어려움을 겪는 학생들에게는 개념 이해에 추가적인 지원이 요구된다.
연구에는 총 229명의 학생이 참여하였으며, 실험집단은 4주간 12차시의 DSTR 수업을, 통제집단은 교과서 중심의 일반 과학 수업을 받았다. 양적 분석 결과, 실험집단은 디지털 과학 텍스트 읽기 문해력의 모든 하위 영역(탐색, 읽기, 평가)과 과학 성취도, 과학 텍스트에 대한 태도에서 통제집단보다 유의미하게 높은 향상을 보였다.
실험집단의 학생들은 지구의 자전과 공전, 달의 공전과 위상 변화 개념에 대한 이해에서 뚜렷한 개념적 성장을 보였다. 학생들은 단순 암기 수준에서 벗어나 “지구가 태양을 공전하면서 한밤중에 하늘을 바라보는 방향이 달라져 계절별 별자리가 달라진다”, “달의 공전으로 인해 태양, 지구, 달의 위치 관계가 달라지면서 달의 위상이 변한다”와 같이 인과적·공간적 설명을 구성하였다. 이러한 변화는 애니메이션, 도식, 시뮬레이션 등 디지털 시각화 도구와 다중양식 텍스트를 활용한 수업을 통해 이루어졌으며, 학생들은 태양, 지구, 달의 운동을 하나의 통합된 체계로 이해하며 추상적인 천문 개념을 구체적이고 관찰 가능한 형태로 재구성하였다.
하위 성취 학생들은 읽기 영역의 하위 요소인 사실적 이해와 추론적 이해에서 가장 큰 향상을 보였으며, 과학 텍스트와 과학에 대한 흥미에서도 두드러진 향상을 나타냈다. 또한 남학생들은 여학생들보다 디지털 과학 텍스트 읽기 능력의 향상이 상대적으로 더 크게 나타났다. 이러한 결과는 DSTR 프로그램이 읽기 이해에 어려움을 겪는 학생들에게 다중양식적 스캐폴딩과 명시적 디지털 과학 텍스트 읽기 전략 지도를 제공함으로써 학습 격차를 완화하는 포용적 효과를 지님을 의미한다.
면담 및 학습일지에 대한 질적 분석 결과, 학생들은 점차 메타인지적이며 자기주도적이고 비판적으로 성찰하는 디지털 독자로 성장하였다. 학생들은 핵심어 선택과 확장, 불리언 연산자 활용 등의 검색 전략, 질문 생성과 시각화 등의 읽기 전략, 그리고 CRAAP 기준(Currency, Relevance, Authority, Accuracy, Purpose)을 활용한 정보 신뢰도 평가 전략을 적극적으로 적용하였다. 이러한 전략적 읽기 경험을 통해 학생들은 디지털 과학 텍스트 읽기에 대한 자신감과 흥미가 높아졌으며, 텍스트와 시각 자료를 근거로 천문 현상을 스스로 설명하는 성취감을 경험하였다.
결론적으로, 본 연구는 DSTR 프로그램이 학생들의 디지털 과학 텍스트 읽기 문해력, 지구-달 운동 체계 개념 이해, 그리고 디지털 환경에서의 비판적 사고 능력을 효과적으로 향상시켰음을 입증하였다. 특히 하위 성취 학생과 남학생에게서 두드러진 향상 효과가 나타나, 본 프로그램이 과학 교육에서의 문해력 및 형평성 격차를 완화하는 포용적 교육 모델로서의 가능성을 보여주었다. 연구 결과는 디지털 과학 문해력이 단순한 기술 활용을 넘어, 과학 정보를 전략적으로 탐색하고, 읽고, 평가하며 의미를 구성하는 능력임을 시사한다. DSTRL 프레임워크는 과학 문해력과 디지털 문해력을 동시에 신장시키는 확장 가능하고 근거 기반의 수업 모델로서, 디지털 전환 시대의 미래 지향적 과학교육 방향을 제시한다.

목차 (Table of Contents)

• Chapter 1. Introduction 1
• 1.1 Background and Need for the Study 1
• 1.2 Purpose of the Study 5
• 1.3 Research Questions 7
• 1.4 Research Design 8
• 1.5 Context of the Study 10
• 1.5.1 Educational Context 10
• 1.5.2 School and Regional Context 12
• 1.5.3 Learner Characteristics 14
• 1.5.4 Researcher Context and Motivation 14
• 1.6 Significance of the Study 16
• 1.7 Limitations of the Study 17
• 1.8 Overview of the Dissertation 19
• Chapter 2. Theoretical Background 21
• 2.1 Theoretical Foundations of Digital Reading Literacy 21
• 2.1.1 Conceptual Shift in Reading in the Digital Age 21
• 2.1.2 Definition of Digital Reading Literacy 22
• 2.1.3 Core Components and Cognitive-Metacognitive Demands of Digital Reading Literacy 24
• 2.1.4 Educational Implications 29
• 2.2. The Specificity of Science Text Reading 31
• 2.2.1 The Nature of Science Texts 31
• 2.2.2 Genre Structures in Science Texts 33
• 2.2.3 Evidence on Genre Use in Science Textbooks 35
• 2.2.4 Cognitive and Linguistic Demands of Science Reading 36
• 2.2.5 Educational Implications for Science Literacy 38
• 2.2.6 Summary 39
• 2.3 Establishing the Concept and Core Competencies of Digital Science Text Reading Literacy (DSTRL) 40
• 2.3.1 Concept of Digital Science Text Reading Literacy 40
• 2.3.2 Core Competencies of Digital Science Text Reading Literacy (DSTRL) 42
• 2.3.3 Learner Variables in Science Reading and Digital Literacy 48
• 2.3.4 Educational Implications 49
• 2.4 Theoretical Perspectives on Digital Science Reading: Sociocultural, Disciplinary, and New Literacies Approaches and Reading Strategies 51
• 2.4.1 Social Constructivism as the Core Perspective of Learning 51
• 2.4.2 Integrating Sociocultural, New Literacies, and Disciplinary Literacy Perspectives 52
• 2.4.3 Synthesizing Theoretical Perspectives for the DSTRL Framework 53
• 2.4.4 Theoretical Basis of Reading Strategies 54
• 2.4.5 Theoretical Basis and Digital Application of Pre-Reading Strategies 56
• 2.4.6 Theoretical Basis and Digital Application of During-Reading Strategies 59
• 2.4.7 Theoretical Basis and Digital Application of Post-Reading Strategies 63
• 2.4.8 Reading Strategy Instructional Model and Design Principles 66
• 2.5 Theoretical Foundations for Designing the DSTR Program 72
• 2.5.1 DSTR Program Development Model: The PDDIE Model 72
• 2.5.2 DSTR Instructional Model: The EPE Model 74
• Chapter 3. Development of the DSTR Program 79
• 3.1 Introduction 79
• 3.2 Methodology 82
• 3.2.1 Program Development 83
• 3.2.2 Program Effectiveness Verification 104
• 3.3 Results and Discussion 108
• 3.3.1 Digital Science Texts 108
• 3.3.2 DSTR Program 113
• 3.3.3 Verification of the Effectiveness of the DSTR Program 116
• 3.4 Conculusion 126
• 3.4.1 Overview of the Study 126
• 3.4.2 Conceptualization of Digital Science Text Reading Literacy (DSTRL) 126
• 3.4.3 Development of Digital Science Texts and the DSTR Program 127
• 3.4.4 Validation of Digital Science Texts and the DSTR Program 127
• 3.4.5 Insights from Teacher Reflections and Classroom Implementation 128
• 3.4.6 Challenges and Recommendations for Improvement 129
• 3.4.7 Theoretical, Methodological, and Practical Significance 130
• 3.4.8. Limitations and Future Directions 131
• Chapter 4. Effectiveness of the DSTR Program 133
• 4.1 Introduction 133
• 4.2 Methodology 137
• 4.2.1 Research Design 137
• 4.2.2 Participants 138
• 4.2.3 Procedure for Verifying the Program’s Effectiveness 139
• 4.2.4 Overview of the Intervention 141
• 4.2.5 Instruments 146
• 4.2.6 Expert Content Validity and Student Face Validity Verification 165
• 4.2.7 Data Collection and Data Analysis by Research Questions 170
• 4.2.8 Research Ethics 181
• 4.3 Results and Discussion 183
• 4.3.1 Effects of the DSTR Program: A Comparison Between Experimental and Control Groups 183
• 4.3.2 Differential Effects of the DSTR Program by Student Level, Gender and Region Within the Experimental Group 197
• 4.3.3 Students’ Perceptions and Experiences of the DSTR Program (Focusing on DSTRL) 224
• 4.4 Conclusion 246
• 4.4.1 Overview of the Study 246
• 4.4.2 Effects of the DSTR Program on Students’ Digital Science Text Reading Literacy, Science Achievement, and Attitudes 247
• 4.4.3 Differential Effects by Level and Gender 250
• 4.4.4 Students’ Perceptions and Learning Experiences with the DSTR Program 252
• 4.4.5 Theoretical, Methodological, and Practical Implications 252
• 4.4.6 Limitations and Recommendations for Future Research 254
• 4.4.7 Overall Conclusion 255
• Chapter 5. Conclusion and Implications 256
• 5.1 Restatement of the Research Purpose 256
• 5.2 Summary of Findings 258
• 5.3 Theoretical Implications of the Findings 260
• 5.3.1 Cognitive Dimension: Searching and Multimodal Interpretation as Foundations of Scientific Meaning-Making 261
• 5.3.2 Social Dimension: Reading as Participation in Scientific Discourse and Collaborative Reasoning 262
• 5.3.3 Epistemic Dimension: Sourcing and Credibility as Core Scientific Practices 262
• 5.3.4 Integration: DSTRL as a Bridge Between Digital and Disciplinary Reading 264
• 5.4 DSTRL’s Contributions to Three Literacy Domains 264
• 5.4.1. Contribution to Reading Literacy 265
• 5.4.2. Contribution to Science Disciplinary Literacy 265
• 5.4.3. Contribution to Digital Literacy 266
• 5.5 Methodological Implications of the Findings 266
• 5.6 Practical, Pedagogical, and Policy Implications 268
• 5.7 Limitations of the Study 272
• 5.8 Suggestions for Future Research 275
• 5.9 Conclusion: Core Contributions of the Study 277
• References 279
• Appendix 309
• Appendix A. Structure-Specific Summary Frames for Science Texts 310
• Appendix B. Lesson Plan for Experimental Group and Control Group 312
• Appendix B-1. Lesson Plan for Experimental Group 312
• Appendix B-2. Lesson Plan for Control Group 324
• Appendix C. Teacher Professional Development (PD) Program Structure 348
• Appendix D. Reading Competency Test 349
• Appendix E. Science Achievement Test on Earth and Moon’s 365
• Appendix F. Attitudes toward Science Text and Science Test 370
• Appendix G. Expert Content Validity Questionnaire 376
• Appendix H. Expert Validity Review Comments and Revisions 423
• Appendix I. Student Face Validity Questionnaire 427
• Appendix J. Students’ Face Validity Review Comments and Revisions 434
• Appendix K. Extended Student Vignettes and Supplementary Artifacts 436
• Appendix L. MANOVA Results Comparing Regional Differences at Pre-test for DSTRL, Science Achievement, and Attitudes toward Science Texts and Science 452
• Appendix M. Extended Student Quotes on Perceptions and Experiences of the DSTR Program (Focusing on DSTRL) 453
• Abstract in Korean 457