과학 교육에 활용할 수 있는 인포그래픽 학습 자료의 개발 및 적용

Abstract

The objective of this study is to develop the infographics learning materials for the science education of elementary school, and then to examine the influence of the class applied with the developed materials on elementary school students' scholastic achievement and interest in science. In order to examine the differences in the scholastic achievement and interest in science between two groups, the independent samples t-test was conducted. To examine the changes within groups, the paired samples t-test was conducted. To understand students' opinions about science class using infographics, the survey was performed for students of the experimental group. The results were analyzed by calculating the frequency and percentage of each response to each question. The results of this study are like following. First, the infographics learning materials for science class of Grade 5 were developed based on the analysis of the contents of science textbook revised in 2009 and a guide for teachers. The infographics learning materials for the unit「1. Temperature and Heat」for the first semester of Grade 5 were produced in the form of motion infographics and image infographics. Second, the science class using the infographics learning materials showed significant effect on the improvement of elementary school students' scholastic achievement compared to general science class. In other words, the science class using the infographics learning materials has positive influence on the improvement of scholastic achievement, and it is more effective on female students than male students. Third, the science class using the infographics learning materials has influence on the changes of students' interest in science. The students receiving the science class using infographics showed increased interest in science while students receiving general science class showed lowered interest in science. It means that the infographics learning materials had influence on learners' interest in science. However, there were no statistically significant differences. In the results of analyzing the results of the post-test between the experimental and control groups regarding the interest in the extramural science area, there were significant differences between two groups. The test results of interest in science in accordance with sex did not show significant differences. Fourth, most of the students receiving the science class using the infographics learning materials developed by this study gave positive responses that it was more interesting than general class and they were able to understand the contents more easily. They also had positive opinions about developing/using the infographics learning materials for other units and other subjects on top of the infographics learning materials used by this study. Such results show that it would be necessary to continuously develop the infographics learning materials for other units and other areas. Also it would be necessary to have future researches on if the infographics learning materials have influence on students by working as general multimedia leaning materials, or if the infographics learning materials have bigger influence than other multimedia learning materials.