2015 개정 교육과정 ‘로봇 활용 교육’ 단원 교과서 삽화 분석

Abstract

Objectives Among the six practical textbooks developed according to the 2015 revised curriculum, the illustration presented in the ‘Robot Utilization Education’ section was analyzed in terms of frequency, type, function, and use for the next curriculum research and textbook development, school We intend to provide guidelines that can be used as a reference for the adoption of textbooks in the field. Methods One researcher analyzed according to the criteria to analyze the frequency, type, function, and use of the illustrations in the ‘Robot Utilization Education’ section, and three primary education master’s degree holders reviewed the results of the analysis. If there was any discrepancy in the results, it was decided after consultation. For each analysis criterion, the frequency and percentage of episodes were compared and analyzed. Results The frequency of illustrations used per page was at least 1.57 and maximum of 2.22 in the ‘Robot Utilization Education’ section of the six practical textbooks, and the types of illustrations were photos (45.15), figures (15.08), tables (14.8), Screen capture (12.82), cartoon (7.8), and diagram (4.37) appeared in the order, and the function of illustration was a performative function (48.15), an explanatory function (42.53), a decorative function (5.87), and an exemplary function (3.43), and the use of illustrations was in the order of data provision (35.47), activity guide (29.47), result presentation (23.07), and motivation (12.02). Conclusions The reason why illustrations are used on all pages can be judged because they are effective for motivating learners, providing data, guiding activities, and presenting results, and are useful in conveying the content to be learned and the process to be performed. It can be judged because it is the most effective and easy tool to insert. Also, it can be judged that the frequency of using illustrations for figures, tables, and screen captures is high in terms of effective delivery to learners and efficiency of insertion and editing. In addition, the performance function to explain the process of activities such as problem solving (assembly, block coding, etc.) It is judged that the use of data and activity guidance was used at a high rate to explain concepts and facts such as the operating principle and use cases of the robot, and to explain the process of problem solving such as assembly and control of the robot.