[논문]과학교육에서 모델 및 모델링에 대한 고찰 -메타모델링 지식을 중심으로-

조혜숙; 남정희; 오필석

doi:10.14697/jkase.2017.37.2.0239

과학교육에서 모델 및 모델링에 대한 고찰 -메타모델링 지식을 중심으로-
A Review of Model and Modeling in Science Education: Focus on the Metamodeling Knowledge 원문보기

한국과학교육학회지 = Journal of the Korean association for science education, v.37 no.2, 2017년, pp.239 - 252

조혜숙 (부산대학교) , 남정희 (부산대학교) , 오필석 (경인교육대학교)

초록
AI-Helper

이 연구의 목적은 선행 연구를 바탕으로 하여 과학교육의 현장에서 모델과 모델링의 성공적인 적용을 위해 필요한 학생과 교사에게 요구되는 모델과 모델링에 대한 지식을 의미하는 메타모델링 지식과 그 구성요소에 대해서 고찰하는 것이다. 이를 위해 모델과 모델링에 대한 주요 선행 연구들을 문헌연구 방법을 통해 분석하고 범주화하였으며, 과학교육에서 효과적으로 적용을 위한 시사점을 도출하고자 하였다. 메타모델링 지식은 모델과 모델링에 대해 인식하는 것이고, 과학적 모델링 실습에서 과학적 모델을 만드는데 가장 결정적인 요소이다. 이 연구에서 제안하고자 하는 메타모델링 지식의 구성요소는 모델의 본성, 모델의 다양성, 모델의 목적, 모델링 과정, 모델의 평가와 수정으로 범주화하였다. 모델의 본성에 대한 이해를 통해서 모델이 가지는 여러 가지 속성을 알게 되며 모델과 모델링에 대한 깊이 있는 이해의 틀을 가지게 된다. 모델의 다양성은 같은 자연 현상을 나타내기 위한 여러 모델이 존재하는 것과 모델의 분류에 대한 이해를 하는 것이다. 모델의 목적은 과학자들이 자연 현상을 설명하거나 예측하기 위해 모델을 만드는 것임을 학생들인 인식하여 모델을 구성하고 사용함으로써 과학적 이해를 하는 것이다. 모델링 과정은 모델을 만들고 평가하고 수정으로 이루어진다는 것을 아는 것이다. 이를 통해 학생들이 모델링 실습에 참여할 수 있게 되고, 교사는 모델링 실습에서 학생을 돕는 제대로 된 안내자의 역할을 할 수 있게 된다. 모델의 평가 및 수정은 학생들이 관찰한 자연 현상을 잘 설명하기 위해 다른 사람과의 의사소통을 통해 모델을 수정하는 일련의 과정으로 모델을 정교하게 만드는 것을 의미한다. 메타모델링 지식의 구성요소에 대한 이해를 통해 학생들과 교사들이 모델과 모델링에 대해서 느끼는 어려움을 해결하고 과학교육에서 모델과 모델링 수업을 성공적으로 적용할 수 있는 지침을 제시할 수 있다.

Abstract ▼ AI-Helper

The purpose of this study is to examine metamodeling knowledge and its components, which means knowledge about model and modeling required for students and teachers for successful application of modeling in the field of science education based on research literature. For this, we analyzed and categorized major previous studies on modeling and modeling through research literature methods. Metamodeling knowledge aims to recognize models and modeling and is the most crucial element to create a scientific model in scientific modeling practice. The point of view of metamodeling knowledge proposed in this study is categorize nature of model, multiplicity of model, purpose of model, modeling process, and evaluation and revision of model. Students should be able to achieve more in-depth understanding through the awareness of the nature of the model. The development of metamodeling knowledge can facilitate students' science learning.

주제어

질의응답

핵심어	질문	논문에서 추출한 답변
	모델링이란?	모델링은 자연 현상에 대한 설명을 위한 표상인 모델을 만들어내는 과정으로, 반복적인 과정을 통하여 가장 적합한 모델로 발달시키는 것을 의미한다. 모델링은 자연 현상에 대한 내적 표상인 ‘정신 모델’을 외적 표상인 ‘표현된 모델’로 발전시키는 과정을 포함하여 학생들이 자신의 정신 모델을 시험하고 이해한 것을 스스로 살펴보고 의사소통을 통해 반성할 수 있는 기회를 제공한다(Gilbert, Boulter & Rutherford, 1998; Jonassen, Strobel & Gottdenker 2005; Schecker, 1993; Windschitl, Thompson & Braaten, 2008).
	모델에 대한 선행연구는 어떻게 구분하고 있는가?	모델에 대한 선행연구를 살펴보면 모델의 정의를 다음의 두 가지 측면으로 구분하고 있다. 첫째는, 실제 세계의 사실과 속성, 자연적 현상이나 과정의 주요한 특징에 초점을 맞춤으로써 계를 추상화하고 단순화하는 표상(Chamizo, 2013; Grosslight et al., 1991; Schwarz et al., 2009)으로 정의하는 측면이고, 둘째는 자연현상에서 관찰한 것과 추상적인 개념이나 이론을 연결하여 구체화한 설명(Cha, Kim & Noh, 2004; Chi, Feltovich & Glaser, 1991; Gilbert, 2008; Gilbert, Boulter & Rutherford, 1998; Ha, Lee & Kang, 2009; Halloun, 1996; Hestenes, 1987; Kim & Kim, 2007; Oh, 2007, 2009; White, 1993; Treagust, Chittelborough & Mamiala, 2002)으로 보는 측면이다. 이러한 두 가지 측면의 모델의 정의는 모델이 무엇인지를 의미하는 모델의 본성을 모두 포함시킨 것은 아니다.
	모델을 강조한 교수학습에서 모델이란?	과학교육에서는 이를 함양시키기 위한 방법으로 다양한 교수학습에 대한 제안이 있어 왔는데 최근 들어 주목받고 있는 방법이 모델을 강조한 교수학습이다. 모델은 과학교육에서 과학적 탐구와 소양의 핵심적인 요소이면서 과학적 사실에 대해서 의사소통을 할 수 있는 과학적 과정이다(Morrison & Morgan, 1999; Schwarz et al., 2009).

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저자의 다른 논문 :

표제어: PCR

동의어: Packet Collision Rate

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용어 설명: PCR은 세균 특이성이 있는 primer를 이용하여 적은 수의 세균이 있을지라도 쉽게 검출할 수 있는 유용한 방법이며, 이를 이용하여 구강 내 치면세균막이나 타액에서 직접 세균을 검출할 수 있게 되었다[8].

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