고등학교에서 시각적 사고에 기반한 인포그래픽 활용 물리 수업의 효과 = The Effect of Physics Instruction Using Infographics Based on Visual Thinking in High School

다국어 초록 (Multilingual 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.

참고문헌 (Reference)

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