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2015 개정 교육과정에 따른 디지털교과서에 제시된 외적 표상의 활용 실태 분석
중학교 1학년 물질 단원을 중심으로

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서울대학교 대학원
디지털교과서외적 표상다중 표상 학습2015 개정 교육 과정digital textbookexternal representationmultimedia learning2015 revised national curriculum
학위논문 (석사) -- 서울대학교 대학원 : 사범대학 과학교육과(화학전공), 2020. 8. 노태희.
디지털교과서, 외적 표상, 다중 표상 학습, 2015 개정 교육 과정
This study analyzed the uses of external representations presented in the matter units of the 7th-grade science digital textbooks developed under the 2015 revised national curriculum. The level, form, presentation, and interactivity of external representations presented in 5 types of digital textbooks were analyzed. As for the level, the macroscopic level of representations was mainly presented. The macroscopic level and microscopic level of representations were presented together in the particle description. As for the form, visual-verbal representations were presented across the board, and visual-nonverbal representations were usually presented together. Very few audial-verbal and audial-nonverbal representations were presented. Visual-verbal and audial-verbal representations were mostly presented in formal form, and visual-nonverbal representations were mostly presented in illustration without movement. The presentation of representations was analyzed in three aspects. First, visual-verbal and visual-nonverbal representations were mainly presented together and none of audial-verbal and visual-nonverbal representations were presented together. When the representations of the audial-verbal, visual-nonverbal, and visual-verbal were presented together, some of the information presented in audial-verbal representations was repeatedly presented in the visual-verbal representations. Second, audial-nonverbal representations not related to learning content were presented along with other representations. Third, there were few cases of arranging visual-verbal and visual-nonverbal representations on the next pages. Audial-verbal and visual-nonverbal representations were always presented synchronized. As for the interactivity, the manipulation level was mainly presented in the main area, and the feedback level was mainly presented in the activity area. The adaptation level and the communication level of interactivity were presented very few. Based on the results, the implications for the direction of constructing digital textbooks were discussed.
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