[논문]과학관련 사회쟁점(SSI) 토론 수업에서 스마트 기기의 활용 방식과 수업의 특징

남혜인; 강훈식; 노태희

doi:10.14697/jkase.2017.37.5.787

과학관련 사회쟁점(SSI) 토론 수업에서 스마트 기기의 활용 방식과 수업의 특징
Features of Using Smart Devices in Socioscientific Issues Debate Classes 원문보기

한국과학교육학회지 = Journal of the Korean association for science education, v.37 no.5, 2017년, pp.787 - 797

남혜인 (서울대학교) , 강훈식 (서울교육대학교) , 노태희 (서울대학교)

초록
AI-Helper

이 연구에서는 고등학생의 과학관련 사회쟁점(SSI) 수업에서 스마트 기기를 활용함으로써 나타나는 특징을 분석하였다. 경기도에 소재한 고등학교에 재학 중인 27명의 학생들을 대상으로 스마트 기기를 활용한 SSI 토론 수업을 진행하였다. 스마트 기기를 활용한 SSI 수업을 자료 탐색, 자료 공유, 자료 요약 및 정리, 교실 토론, 온라인 토론의 총 5단계로 구분하여 단계별 특징을 분석하였다. 연구 결과, 자료 탐색 단계에서 학생들은 각자의 지식과 관심을 반영하여 자기주도적으로 심층적인 자료를 수집하였으며, 자신이 이해하기 쉬운 형태의 자료를 선택하여 학습하였다. 자료 공유 단계에서는 온라인보다 오프라인에서의 공유가 활발하게 일어났으며, 공유 과정을 통해 수집한 근거의 구체성과 타당성 및 출처의 명확성이 향상되었다. 자료 요약 및 정리 단계에서 학생들은 스마트 기기보다는 종이에 자료를 정리하였으나, 대부분의 학생들은 토론 과정에서 정리한 자료를 제대로 활용하지 못하였다. 교실 토론 단계에서는 구체적 근거에 기반한 주장과 반박이 활발하게 이루어졌으며, 이는 토론에 대한 학생들의 흥미를 높여 적극적인 토론 참여로 이어졌다. 온라인 토론 단계에서는 학생들이 양측의 논거를 재정리하고 검토할 뿐 아니라, 교실 토론에서 소극적이었던 학생들의 토론 참여가 높아지는 것으로 나타났다. 이러한 연구 결과를 바탕으로 스마트 기기를 활용한 SSI 수업을 효과적으로 진행하기 위한 방안에 대해 논의하였다.

Abstract ▼ AI-Helper

In this study, we investigated the features of using smart devices in socioscientific issues (SSI) debate classes. Twenty-seven high school students in Gyeonggi-do participated in this study. The processes of the SSI debate classes with smart devices were classified into five stages: data searching, data sharing, summary and organization of data, debate in the classroom, and online debate. Then some features at each stage were identified. It was found that they collected self-directed and in-depth data while reflecting their knowledge and experience, and selected data which were easy to understand at the stage of data searching. The specificity and validity of the evidences gathered and the clarity of the sources were improved at the stage of data sharing, although they shared more data offline than online. They organized their data by using paper rather than smart devices at the stage of summary and organization of data. Most of them failed to use the summary in debate. They argued and refuted based on concrete grounds at the stage of debate in the classroom, which raised students' interest in debate and led students to participate actively. At the stage of online debate, they were able to rearrange and review the arguments of both sides, and the participation of the students who were passive in classroom debate was enhanced. Based on these results, we suggest some effective teaching methods for SSI debate classes using smart devices.

주제어

질의응답

핵심어	질문	논문에서 추출한 답변
	SSI 수업을 통해 학습자는 무엇을 파악하고, 판단할 수 있게 되는가?	, 2009). SSI 수업을 통해 학습자는 과학과 관련되어 있는 공동체적인 문제의 원인 및 성격이 어떠한지를 파악하게 되며, 쟁점과 관련된 다양한 이해 당사자의 입장에서 과학적, 사회적, 윤리적 주장들의 가치를 판단하게 된다(Ratcliffe & Grace, 2003). SSI 수업은 논증이나 고등사고 능력 향상에 도움을 주며(Lee et al.
	과학관련 사회쟁점 수업이란?	한편, 과학교육에서 학습자의 과학적 소양을 기르는 효과적인 전략 중 하나인 과학관련 사회쟁점(socioscientific issue; SSI) 수업은 과학과 관련된 사회적인 딜레마를 통해 과학, 사회, 윤리의 관계를 학습자가 구체적으로 인식하도록 하는 수업이다(Sadler et al., 2004; Zeidler et al.
	스마트 교육의 실행을 위한 다양한 시도와 연구들은 어떻게 이루어지고 있는가?	우리나라에서도 스마트 교육을 교육 환경, 교육 내용, 교육 방법 및 평가 등 교육 체제를 혁신하는 동력으로 삼아 스마트 교육 추진 전략을 발표하고, 디지털 교과서의 개발 및 클라우드 교육 서비스의 조성 등 단계적으로 스마트 교육의 실행을 확대하고 있다(Ministry of Education, Science and Technology, 2011). 이러한 흐름에 따라 스마트 기기를 활용한 교육용 콘텐츠나 앱(App)의 개발, 디지털 교과서를 이용한 수업의 개발, 스마트 교육 수업 모형의 개발 등 다양한 시도와 연구들이 이루어지고 있다(Chun et al., 2014; Hwang & Kang, 2013; Kim & Bae, 2012; Kim & Leem, 2014; Lim et al.

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