현대물리 관련 도서를 읽은 후 중등 과학 영재 학생들이 작성한 인포그래픽의 특징 분석

Abstract

Objectives The purposes of this study were to analyze the external types and scientific descriptions of infographics written by science gifted students.
 Methods For this purpose, 31 infographics written during class by six second-year middle school students participating in science-gifted classes were analyzed. Visualization expression method and composition level were analyzed as external type, and content elements, content accuracy, and errors in scientific description were analyzed as content type.
 Results As a result, as for the external type, infographics in the form of illustration, reconstruction, and simple reconstruction were the most common. The topics that students dealt with the most were special relativity, Newtonian mechanics, and general relativity in that order. In addition, as a result of analyzing the scientifically valid descriptions and scientific errors, there was no scientific error description on the subject of the duality of light and uncertainty principle, but the meaning was fully expressed in the subject of quantum superposition, double slit experimental device model, and action and reaction. There were parts that could not be explained or described unclearly.
 Conclusions This study shows that science gifted students have partially understood the basic concepts of modern physics through activities such as reading books about modern physics and watching videos. As a result, it is judged that science gifted students learned more about the theory of relativity than about quantum mechanics.