한국과학교육학회지 (Journal of The Korean Association For Science Education)

  • 제43권2호
  • /
  • Pages.73-86
  • /
  • 2023
  • /
  • 1226-5187(pISSN)
  • /
  • 2288-8489(eISSN)
한국과학교육학회 (The Korean Association for Science Education)
권호 표지
DOI QR코드

DOI QR Code

초등 일반 학생과 과학영재 학생이 만든 과학티콘의 특성 비교

Comparison of Characteristics of Scientific Emoticons Made by General and Science-Gifted Elementary Students

  • 투고 : 2023.01.05
  • 심사 : 2023.03.16
  • 발행 : 2023.04.30
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

이 연구에서는 초등 일반 학생과 과학영재 학생이 만든 과학티콘의 특성을 비교하였다. 이를 위해 경기도 소재 일반 초등학교의 초등학교 5학년 학생 53명과 서울특별시 소재 과학영재교육원 소속 초등학교 5학년 학생 35명을 선정하였다. 그리고 이 학생들이 만든 과학티콘의 개수와 유형을 비교하였다. 연구 결과, 일반 학생보다 과학영재 학생이 주어진 30분 이내에 과학티콘을 더 많이 만들었다. 과학티콘의 유형을 비교한 결과에서는 초등 일반 학생과 과학영재 학생 사이에 비슷한 부분도 있었고, 의미 있는 차이가 있는 부분도 있었다. 하지만 전반적으로 일반 학생보다 과학영재 학생이 과학티콘에 포함된 글의 '기술 형태'와 '생성 형태', 그림의 '표현 형태', 과학티콘에 포함된 '감정', '구성 수준', '과학 내용(교육과정 초과 여부, 과학 학문영역, 과학 지식 활용) 측면에서 더 다양한 유형의 과학티콘을 만드는 것으로 나타났다. 초등 일반 학생과 과학영재 학생이 만든 과학티콘에는 모두 오개념이 매우 적게 포함되어 있었다. 이에 대한 교육적 시사점을 논하였다.

This study compared the characteristics of scientific emoticons made by general and science-gifted elementary students. To do this, fifth graders (n=53) at a general elementary school in Gyeonggi province and fifth graders (n=35) at a gifted science education institute in Seoul were selected. Scientific emoticons written by the students were compared according to the number and types. Analysis of the results reveal that the science-gifted students made more scientific emoticons than the general students for thirty minutes. In the comparison of the types of scientific emoticons, there were some similarities and significant differences between general students and science-gifted students. Overall, however, it was found that science-gifted students made more various types of scientific emoticons than general students in 'form' aspects (e.g., generative form of text, descriptive form of text, and expressive form of image) and 'information' aspects (e.g., emotion, construction level, excess of curriculum level, scientific disciplines, and use of scientific knowledge) of the texts and the images in the scientific emoticons. The scientific emoticons made by general and science-gifted elementary students included very few misconceptions. Educational implications of these findings are discussed.

키워드

참고문헌

  1. Blackburn, R. A. R. (2019). Using infographic creation as tool for science-communication assessment and a means of connecting students to their departmental research. Journal of Chemical Education, 96(7), 1510-1514. https://doi.org/10.1021/acs.jchemed.8b00981
  2. Chang, I. (2015). A Study on the emotional expressions and users' tendency toward emoticon. Journal of Brand Design Association of Korea, 16(1), 517-527.
  3. Jeong, J., & Kang, H. (2022). Analysis on types of scientific emoticon made by science-gifted elementary school students and their perceptions on making scientific emoticons. Journal of the Korean Association for Science Education, 42(3), 311-324. https://doi.org/10.14697/JKASE.2022.42.3.311
  4. Jeong, K., & Kang, H. (2021). Analysis on the use of visualization materials in free inquiry reports for scientifically-gifted elementary school students focusing on infographics. Journal of Korean Elementary Science Education, 40(2), 253-266. https://doi.org/10.15267/KESES.2021.40.2.253
  5. Kim, M. (2020). The effects of emoticon types & problem types on problem solving process & discussion message. Doctor's thesis, Yeungnam University.
  6. Ko, Y., & Kim, K. (2020). A study on class process of emoticon design with application of blended project based learning in specialized high school. Design Research, 5(4), 414-427. https://doi.org/10.46248/kidrs.2020.4.414
  7. Kothari, D., Hall, A. O., Castaneda, C. A., & McNeil, A. J. (2019). Connecting organic chemistry concepts with real-world contexts by creating infographics. Journal of Chemical Education, 96(11), 2524-2527. https://doi.org/10.1021/acs.jchemed.9b00605
  8. Kwon, J., & Kang, H. (2019). Compari ng types and creati vi ty level of scientific humor made by general and scientifically-gifted elementary students and their perceptions for educational benefits of making scientific humor. Journal of the Korean Association for Research in Science Education, 39(3), 415-426.
  9. Lee, H., & Im, H. (2019). Instructional effect of infographics construction in elementary science. Journal of the Korean Association for Research in Science Education, 39(5), 625-635.
  10. Lee, H., & Ryu, J. (2017). A study for developi ng vi sual li teracy wi th emoticon: Focused on elementary art education. Art Education Research Review, 31(4), 1-30.
  11. Lee, S., Lee, J., & Park, C. (2019). Latest introduction to gifted education. Seoul: Hakjisa.
  12. Lim, C. (2014). Development of an assessment formula for scientific creativity and its application. Journal of Korean Elementary Science Education, 33(2), 242-257. https://doi.org/10.15267/keses.2014.33.2.242
  13. Lim, S. (2021). The effect of emoticon's cuteness type on empathy by mediating attachment and fun. Doctor's thesis, Hong-ik National University.
  14. Ma, Y., Lee, H., & Lee, C, (2019). A study on emoticon expression types and preference according to the emotional depth of sender and relationship with receiver, Journal of Brand Design Association of Korea, 17(1), 223-236. https://doi.org/10.18852/bdak.2019.17.1.223
  15. Mayer, R. E. (2003). The promise of multimedia learning: Using the same instructional design methods across different media. Learning and Instruction, 13(2), 125-139. https://doi.org/10.1016/S0959-4752(02)00016-6
  16. Ministry of Education (2022). Science curriculum. MOE Notification No. 2022-33 [supplement 9].
  17. Mjdawi, A., & Jabi, S. (2020). A pragma-semiotic analysis of emoticons in social media. Education and Linguistics Research, 6(2), 139-163. https://doi.org/10.5296/elr.v6i2.17887
  18. Mongoo (2020). Witness and concept in one shot! scientific emoticon. Seoul: Chungarammedia.
  19. Mongoo (2021). Witness and concept in one shot! mathematical emoticon. Seoul: Chungarammedia.
  20. Provvidenza, C. F., Hartman, L. R., Carmichael, J., & Reed, N. (2019). Does a picture speak louder than words? The role of infographics as a concussion education strategy. Journal of Visual Communication in Medicine, 42(3), 102-113. https://doi.org/10.1080/17453054.2019.1599683
  21. Smiciklas, M. (2012). The power of infographics: Using pictures to communicate and connect with your audiences. Indianapolis: Que Publishing.
  22. Sompotan, A. (2019). A semiotics analysis on the use of emoticons in inter-personal communication on facebook social media. Journal of Educational Method And Technology, 2(1), 65-70.
  23. Son, K., & Kim, H. (2020). Analysis of emotion types of animated emoticons. Design Works, 3(2), 48-61. https://doi.org/10.15187/dw.2020.10.3.2.48