한국과학교육학회지 (Journal of The Korean Association For Science Education)

  • 제37권1호
  • /
  • Pages.1-8
  • /
  • 2017
  • /
  • 1226-5187(pISSN)
  • /
  • 2288-8489(eISSN)
한국과학교육학회 (The Korean Association for Science Education)
권호 표지
DOI QR코드

DOI QR Code

과학용어에 대한 '포털 사전', '표준국어대사전', '과학교과서' 설명의 비교 분석

Comparison of the Explanation Texts for Science Terminology in Portal Dictionary, Pyojun Korean Dictionary and Science Textbooks

  • 투고 : 2016.10.07
  • 심사 : 2017.02.03
  • 발행 : 2017.02.28
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

학생들의 과학 학습 및 일반 대중의 과학적 소양 함양 측면에서 과학용어에 대한 이해도는 매우 중요하다. 본 연구에서는 학교 교육을 통한 과학용어 교육 이외에 학생들이나 일반 대중이 직접 과학용어의 의미를 찾아보고 학습할 수 있는 보조 자료가 필요하다는 전제에서 출발하여, 학생이나 일반인들이 스스로 과학용어를 학습하기 위한 보조 자료들인 포털사전, 표준국어대사전, 과학교과서에서 과학용어를 설명하는 글의 텍스트적 특성이 학생들이 읽고 이해하기에 얼마나 용이한지, 그리고 실제 학생들은 어떻게 인식하고 있는지를 살펴보았다. 그 결과 포털사전이나 표준국어대사전에 비해 과학교과서가 상대적으로 학생들이 읽고 이해하기에 쉬운 자료로 나타나기는 했으나, 세 자료 모두 학생들의 수준에 비해 이독성이 낮은 편에 속하며 이독성을 높이기 위해 개선해야 할 사항이 있는 것으로 나타났다.

In terms of science learning for students and of scientific literacy for the general public, understanding science terminology is very important. Aside from the science language education delivered in schools, we assumed that supplementary materials are necessary to search and study the meaning of science terminologies for students or the general public. This study aims to investigate whether explanation texts of portal dictionary, Pyojun Korean Dictionary, and science textbooks are easy to read or understand for students and how the students perceive the explanations they present. The results show that science textbooks are easier to read and understand for students than the portal dictionary or Pyojun Korean Dictionary. However, all three materials have very low level of readability compared with students' average level. There definitely are rooms for improvement to increase their readability.

키워드

참고문헌

  1. Benjamin, R. G. (2012). Reconstructing readability: Recent developments and recommendations in the analysis of text difficulty. Educational Psychology Review, 24(1), 63-88. https://doi.org/10.1007/s10648-011-9181-8
  2. Carlsen W. S. (2007). Language and science learning. In Abell S. K., Lederman N. G. (Eds.), Handbook of research on science education. Mahwah, NJ: Lawrence Erlbaum.
  3. Chall, J. S. (1958). Readability: An appraisal of research and application. Columbus, OH: The Ohio State University Bureau of Educational Research.
  4. Choi, K., & Hwang D. (2005). Handbook of terminology. Hankook Moonwha Sa.
  5. Choi, S., Park, U., Nam, J., & Song, Y. (2003). Essays on terminology. Hankook Moonwha Sa.
  6. Choi S., Mun, G., & Lee, H. (2011). Students and the public understanding of scientific terms in mass media. Journal of Learner-Centered Curriculum and Instruction. 11(1), 367-389.
  7. Coleman, E. B. (1968). Experimental studies of readability part1. Elementary English, 45(2), 166-178.
  8. Fang, Z. (2006). The language demands of science reading in middle school. International Journal of Science Education, 28(5), 491-520. https://doi.org/10.1080/09500690500339092
  9. Guthrie, J. T., Wigfield, A., Metsala, J. L., & Cox, K. E. (1999). Motivational and cognitive predictors of text comprehension and reading amount. Scientific Studies of Reading, 3, 231-256. https://doi.org/10.1207/s1532799xssr0303_3
  10. Halliday, M. A. K. (2004). The language of science. London: Continuum.
  11. Harrison, C. (1980). Readability in the classroom. New York: Cambridge University.
  12. Jo, S. (1985). Readability of textbook sentence. English Teaching, 29-30, 93-114.
  13. Jo, Y. (2016). Development of Korean language readability formula for matching readers to texts. Doctoral dissertation. Korea National University of Education.
  14. Kant, I. (1781). Critique of pure reason, London: Dent.
  15. Kim, G. (2003). Vocabularies for Korean education by grade. Seoul: Parkyijeong.
  16. Kim, H. (2009). A study on the complexity of sentence structure and readability. Journal of Interpretation & Translation Institute, 12(2), 145-159.
  17. Lee, J. (2009). A study on the readability of Korean reading texts by using the Dale-Chall readability Formula. Master's thesis. Kyung Hee University.
  18. Lee, S. (2011). A comparative study on readabilities of elementary school textbooks. Korean Language Education Research, 41, 169-193.
  19. Miller, G. A. (1991). The science of words. Scientific American Library.
  20. Miller, J. (2009). Teaching refugee learners with interrupted education in science: vocabulary, literacy and pedagogy. International Journal of Science Education, 31(4), 571-592. https://doi.org/10.1080/09500690701744611
  21. Mesmer, H. A. (2008). Tools for matching readers to texts. New York: The Guilford Press.
  22. National Institute of Korean Language (2008). Pyojun Korean Dictionary. Seoul: National Institute of Korean Language.
  23. National Science Board (2006). Science and engineering indicators 2006. Two volumes. Arlington, VA : National Science Foundation.
  24. Norris, S. P. & Phillips, L. M. (1994). Interpreting pragmatic meaning when reading popular reports of science. Journal of Research in Science Teaching, 31, 947-967. https://doi.org/10.1002/tea.3660310909
  25. O’Connor, R. E., Bell, K. M., Harty, K. R., Larkin, L. K., Sackor, S. M., & Zigmond, N. (2002). Teaching reading to poor readers in the intermediate grades: A comparison of text difficulty. Journal of Educational Psychology, 94(3), 474-485. https://doi.org/10.1037/0022-0663.94.3.474
  26. Schulz, R. A. (1981). Literate and readability: Bridging the gap in foreign language reading. The Modern Language Reading, 65, 43-53.
  27. Stolurow, L. M., & Newman, J. R. (1959). A factorial analysis of objectives features of printed language presumably related to reading to reading difficulty. Journal of Educational Research, 52, 243-251. https://doi.org/10.1080/00220671.1959.10882574
  28. The Korean Physical Society (2010). Glossary of physics terminology. Seoul: The Korean Physical Society.
  29. Wilson, M. (1998). Identifying and teaching essential science vocabulary. School Science Review, 80, 63-66.
  30. Yang, C., Kim, J., Shin, P., We, H., Shin, M., Kang, D., Kim, S., Min, H., Kim, C., & Noh, T. (2011). The patterns of interlanguage in science learning and the characteristics of interlanguage through the change of understanding of science languages. Journal of the Korean Association for Science Education, 31(5), 745-757.
  31. Yun, E., (2012). A study of rating the science words in physics sections of elementary and secondary science textbooks. Doctoral dissertation, Kyungpook National University.
  32. Yun, E., & Park, Y. (2013). Research on science teacher’s perception of teaching science terminology. Journal of the Korean Association for Science Education, 33(7), 1343-1353. https://doi.org/10.14697/jkase.2013.33.7.1343
  33. Yun, E., & Park, Y. (2014). Relationship of using science terminology between science curriculum and middle school science textbooks in the 2009 national curriculum. Journal of the Korean Association for Science Education, 34(7), 667-675. https://doi.org/10.14697/jkase.2014.34.7.0667
  34. Yun, E., Kwon, S. & Park, Y. (2015). Analysis of problems of current science textbooks perceived by teachers and students in view of learner-centered classroom. Journal of Science Education Research, 39(3), 404-417.
  35. Yun, E., & Park, Y. (2015). Analysis of the science words used by science teachers in teaching the unit of 'Force and Motion'. Journal of the Korean Association for Science Education, 35(2), 209-216. https://doi.org/10.14697/jkase.2015.35.2.0209

피인용 문헌

  1. 질의응답 커뮤니티에서 문서 간 이독성 비교 vol.20, pp.10, 2017, https://doi.org/10.5392/jkca.2020.20.10.025