중학교 과학 교과서에서 사용된 그래프 유형과 활용 분석 = Analysis of the Uses of Graphs in Middle School Science Textbooks

다국어 초록 (Multilingual Abstract)

Since graphing is a powerful tool in science for analyzing data and communicating quantitative information, and graphing ability is an important component of scientific literacy, nurturing graphing abilities is a major objective in science education. However, many students find graph-related activities to be difficult. In order to investigate this problem, a diagnosis of students learning processes, teaching materials and teaching methods is required. In this study, Korean middle school science textbooks are analyzed regarding the types of graph and the types and difficulty level of graphing activities contained by science contents(energy, matter, life, earth) and grade levels(7th, 8th, 9th). The results showed that the line graph was most frequently used(80%) and that there was limited variation in the types of graphs used. The types of graph were different depending on science contents. There was no trend observed between grade level and the types of graph used because the content of each chapter differed from grade to grade. Second, results showed that there were many graph constructing activities although there was more emphasis put on graph interpreting activities(63%) than graph constructing activities(37%). Such interpreting activities were also found to be most frequently required for subjects relating to matter(32%) and earth(25%), whereas constructing activities were more frequently required for subjects relating to matter(48%) and energy(38%). Both types of graphing activity were least used for subject relating to life. A requirement for both types of graphing activity was most frequently found in the 8th grade. Lastly, activities of interpreting relationship between 2 graphs were used more in subject related matter(39%) and life(36%). And no guidance was most used for subject relating to matter(69%) and guidance of variables was most used for subjects relating to matter(47%) and energy(42%). Guidance of axes was most used for subjects relating to energy(46%) and matter(43%) and guidance of scales was most used for subjects relating to matter(44%). Also no trend between activity level and grade level was observed for graph interpreting and constructing activities.

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