Analysis of the Uses of External Representations in Material Units of 7th Grade Science Textbooks Developed Under the 7th National Curriculum

제7차 중학교 1학년 과학 교과서의 물질 단원에서 외적 표상들의 활용 실태 분석

  • Published : 2007.04.30

Abstract

In this study, we analyzed the uses of external representations in material units of 7th grade science textbooks developed under the 7th National Curriculum on the basis of theories and research results on learning with multiple representations. The results revealed that the frequencies of microscopic external representations were higher than those of macroscopic and symbolic external representations. The external representations with drawing and/or writing were presented more frequently than those without drawing and/or writing. Furthermore, the external representations were rarely presented on the basis of the principles (e.g., personalization principle) and/or theories (e.g., dual coding theory, cognitive load theory, and social constructivism theory) for effective uses of the external representations in learning with multiple representations. Educational implications are discussed.

Keywords

multiple representations;drawing;writing;science textbook

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