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한탄강 세계지질공원 연천 지역의 자기-안내식 해설 매체를 통한 스스로 이해 가능 정도: 이독성과 교육과정 관련성을 중심으로
김민지,김찬종,유은정 한국지구과학회 2023 한국지구과학회지 Vol.44 No.6
This study examined whether the “self-guided interpretation” media in the Yeoncheon area of the HantangangRiver UNESCO Geopark are intelligible for visitors. Accordingly, two on-site investigations were conducted in theHantangang River Global Geopark in September and November 2022. The Yeoncheon area, known for its diversegeological features and the era of geological attraction formation, was selected for analysis. We analyzed the readabilitylevels, graphic characteristics, and alignment with science curriculum of the interpretive media specific to geological sitesamong a total of 36 self-guided interpretive media in the Yeoncheon area. Results indicated that information boards,primarily offering guidance on geological attractions, were the most prevalent type of interpretive media in the Yeoncheonarea. The quantity of text in explanatory media surpassed that of a 12th-grade science textbook. The average vocabularygrade was similar to that of 11th- and 12th-grade science textbooks, with somewhat reduced readability due to a highoccurrence of complex sentences. Predominant graphic types included illustrative photographs, aiding comprehension of thegeological formation process through multi-structure graphics. Regarding scientific terms used in the interpretive media,86.3% of the terms were within the “Solid Earth” section of the 2015 revised curriculum, with the majority being at the4th-grade level. The 11th-grade optional curriculum terms comprised the second largest portion, and 13.7% of all scienceterms were from outside the curriculum. Notably, variations in the scientific terminology's complexity was based ongeological attractions. Specifically, the terminology level on the homepage tended to be generally higher than that oninformation boards. Through these findings, specific factors impeding visitor comprehension of geological attractions in theYeoncheon area, based on the interpretation medium, were identified. We suggest further research to effect improvementsin self-guided interpretation media, fostering geological resource education for general visitors and anticipatingadvancements in geology education.
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