시각 개념을 다루는 중학교 과학 교과서에서 시각자료의 시스템 사고 지원 가능성 탐색

Abstract

This study explored how middle school science textbooks facilitated system thinking while addressing visual concepts. This study investigated the system thinking revealed in the text of textbooks, the ontological category of inscriptions and a comparison of the information in the text and the inscriptions. The textbooks addressed visual concepts using three themes: Structure of the eye and vision formation, Pupillary reflex and visual accommodation and Myopia and hyperopia. A high-level of system thinking was required to learn these visual concepts. Unmodified inscriptions are typically categorized as structure, but inscriptions can be modified through the addition of words and conventions or the use of multiple images to fit process. Theses inscriptions could enable to support the high-level system thinking revealed in the text. This study discussed the implication of using inscriptions in a textbook to support system thinking in science classes.