과학 수업에서 디지털 자료를 활용한 수업이 초등학생들의 디지털 소양에 미치는 영향과 디지털 수업에 대한 인식에 미치는 영향

Abstract

The purpose of this study was to investigate the effects of classes using digital textbooks and digital materials on elementary school students' digital literacy and their perception of digital classes, focusing on the expansion of the visual data area in science classes. For the 5th and 6th graders of elementary schools in the central region, classes centered on traditional book textbooks and classes using digital textbooks were conducted to compare the degree of improvement in digital literacy. 158 5th grade students and 146 6th graders were participated in. Classes using book-type textbooks and digital textbooks were conducted 3 times a week for 3 months, for a total of 12 weeks, from October to December to research subjects with similar living conditions and economic levels, and digital literacy tests were conducted before and after. As a result, students who used digital textbooks showed a partially statistically significant change in the degree of improvement in digital literacy compared to students in the control group. As a result of analysis by dividing into five areas: collection of information, utilization and management of information, utilization and evaluation of media, utilization of smart devices, and understanding and practice of copyright and Internet ethics, Comparing the pre-test and post-tests in the experimental and control groups, each showed significant changes in digital literacy. This is a result that runs counter to the idea that digital literacy can only be improved by making greater use of digital materials. However, students who consistently use it are able to induce more changes in terms of digital literacy than students who do not. In addition, students who used digital textbooks preferred classes using audio-visual materials such as digital textbooks more than classes using general photos or book-type textbooks, and had comfort and confidence in using digital devices such as computers and tablet PCs. In addition, it was found that science classes using materials were more preferred. However, among students' individual responses or interviews, some responded that learning was more effective in traditional teaching, research through scientist interviews, and explanations through images or diagrams.