Browse > Article
http://dx.doi.org/10.15267/keses.2018.37.1.080

Types and Roles of Visualization Materials in Elementary Science Textbook focusing on Infographics  

Jung, Haeyong (Jihaeng Elementary School)
Lim, Heejun (Gyeongin National University of Education)
Publication Information
Journal of Korean Elementary Science Education / v.37, no.1, 2018 , pp. 80-91 More about this Journal
Abstract
The visualization materials in science textbooks are very important in students' learning. Recent visualizations are increasingly emphasizing the importance of infographic visualizations. The purpose of this study is to analyze the visualization materials in $5^{th}$ and $6^{th}$ elementary science textbook focusing on infographics. Visualization materials were classified into infographic and simple illustration. Infographics were classified into 8 sub-types. Findings are as follows. First, infographics were 19.0%, and simple illustrations were 81.0% among elementary textbooks' visualization materials. The portion of infographic varied by content areas. In Biology and Earth Science area, the portions of infographic were high. Second, several types of infographics were used in elementary science textbooks. Timeline infographic were the most frequent, and emphasis infographic, concept mapping infographic, comparison infographic were used frequently. The most frequent types of infographic were different by content area. Third, infographics used more than simple illustrations in the role of concept explanation. Educational implications on science textbook's infographics were discussed.
Keywords
infographics; visualization materials; science textbook; type and role;
Citations & Related Records
Times Cited By KSCI : 3  (Citation Analysis)
연도 인용수 순위
1 Choi, Y. & Lee, H. (1998). The illustration analysis of the elementary science textbooks. Journal of Korean Elementary Science Education. 17(2), 45-53.
2 Davidson, R. (2014). Using infographics in the science classroom: Three investigations in which students present their results in infographics. The Science Teacher, 81(3), 34-40.
3 Fekete, J. D., Van Wijk, J. J., Stasko, J. T. & North, C. (2008). The value of information visualization. In Information visualization (pp. 1-18). Berlin, Heidelberg: Springer.
4 Jung, S. (2012). A study on analysis of infographic trend of the social media era. Journal of the Korean Society of Design Culture, 18(2), 434-446.
5 Kang, Y. (2015). The development study on art education curriculum guidelines by infographic design. Master's Thesis, Gyeongsang National University.
6 Kesidou, S. & Roseman, J. E. (2002). How well do middle school science programs measure up? Findings from project 2061's curriculum review. Journal of Research in Science Teaching, 39(6), 522-549.   DOI
7 Kim, J. (2011). The students' interpretation of the illustrations in the 7th grade science textbook of the 7th national curriculum and the revised 7th national curriculum. Master's Thesis, Korea National University of Education.
8 Kim, J., Ha, J. & Lim, H. (2016). An analysis of illustrations in the 2009 revised elementary school science textbooks: Focus on functions of illustrations and roles on 5E inquiry learning process. Journal of Korean Elementary Science Education, 35(3), 305-315.   DOI
9 Krum, R. (2014). Cool infographics: Effective communication with data visualization and design. Indianapolis: John Wiley & Sons, Inc.
10 Lee, S. (2014). A study on the type analysis on infographic news of internet newspaper. Journal of the Korean Society of Design Culture, 20(1), 495-507.
11 Min, E. (2014). Domestic and international case studies for effective infographic design in science digital textbooks. Journal of Digital Design, 14(1), 407-416.
12 Mun, Y. (2010). A comparison and analysis of year 3 and 4 primary school science textbooks of the seventh and year 2007 revised curriculums. Major in Master's Thesis, Jeju National University.
13 Mun, Y. & Kang, D. (2015). The effect of science class applied infographics learning materials on the scientific interest of elementary school students. Journal of Learn er-centered Curriculum and Instruction, 15(10), 879-898.
14 Noh, S. & Son, J. (2014). An analysis of the infographics features of visualization materials in section ‘information and communication' of physics i textbook. Journal of the Korean Association for Science Education, 34(4), 359-366.   DOI
15 Smiciklas, M. (2012). The power of infographics: Using pictures to communicate and connect with your audience. Indianapolis, Ind.
16 Noh, S. & Son, J. (2015). The effects of learning method and the characteristics of students' configuration about infographics in high school physics lesson. Journal of the Korean Association for Research in Science Education, 35(3), 477-485.   DOI
17 Park, S. & Woo, J. (1994). The comparison on illustrations of elementary science textbooks in Korea and Japan. Journal of the Korean Association for Science Education, 14(1), 58-69.
18 Robert, S. (2001). Information visualization. New York, NY: Addison Wesley.
19 Yeo, S., Park, C. & Lim, H. (2007). A comparison study on illustrations of elementary science textbooks in Korea and USA. Journal of Korean Elementary Science Education, 26(4), 459-467.
20 Yang, S. (2017). A comparative of the types and characteristics at infographics according to the science domains in middle school science textbooks. Master's Thesis, Gyeongsang National University.
21 You, S. (2002). The application of digital-diagrams as infographic material in multimedia design. Journal of Korean Society of Design Science, 57, 133-146.