[논문]초등학생들의 과학 글쓰기에 나타난 과학적 추론의 유형과 수준

임옥기; 김효남

doi:10.15267/keses.2018.37.4.372

초등학생들의 과학 글쓰기에 나타난 과학적 추론의 유형과 수준
Scientific Reasoning Types and Levels in Science Writings of Elementary School Students 원문보기

초등과학교육 = Journal of Korean elementary science education, v.37 no.4, 2018년, pp.372 - 390

Abstract ▼ AI-Helper

The purpose of this research is to know the scientific reasoning ability of elementary students. In order to find it, 320 elementary students wrote a report about germination of the 700 or 2,000 years old seeds. Their writings were analyzed by scientific writing analysis frameworks, Scientific Reasoning Types and Scientific Reasoning Level Criteria developed by Lim (2018). Minto Pyramid Principles was used to show statements and relations of statements related to scientific reasoning. This paper showed scientific reasoning statements of elementary students about germination of seeds. The characteristics of scientific reasoning of elementary students were as follows. In the process of logical writing by the types of scientific reasoning, many students showed various characteristics and different levels. In the writings based on inductive reasoning, they did not distinguish between common features and differences of cases, and did not derive the rules based on common features and differences of the cases. In the writings based on deductive reasoning, there were cases where the major premise corresponding to the principle or rule was omitted and only the phenomenon was described, or the rule was presented but not connected with the case. In the writings based on abductive reasoning, the ability to selectively use the background knowledge related to the question situation was not sufficient, and borrowing of similar background knowledge, which was commonly used in other situations, was very rare.

주제어

표/그림 (19)

표 Table 1. Criteria of inductive reasoning levels
표 Table 2. Criteria of deductive reasoning levels
표 Table 3. Criteria of abductive reasoning levels
표 Table 4. Frequencies of scientific reasoning types and levels
그림 Fig. 1. Level 5 of inductive reasoning.
그림 Fig. 2. Level 4 of inductive reasoning.
그림 Fig. 3. Level 3 of inductive reasoning.
그림 Fig. 4. Level 2 of inductive reasoning.
그림 Fig. 5. Level 1 of inductive reasoning.
그림 Fig. 6. Level 5 of deductive reasoning.
그림 Fig. 7. Level 4 of deductive reasoning.
그림 Fig. 8. Level 3 of deductive reasoning.
그림 Fig. 9. Level 2 of deductive reasoning.
그림 Fig. 10. Level 1 of deductive reasoning.
그림 Fig. 11. Level 5 of abductive reasoning.
그림 Fig. 12. Level 4 of abductive reasoning.
그림 Fig. 13. Level 3 of abductive reasoning.
그림 Fig. 14. Level 2 of abductive reasoning.
그림 Fig. 15. Level 1 of abductive reasoning.

질의응답

핵심어	질문	논문에서 추출한 답변
	과학적 사고능력에서 중요한 영역은?	과학적 사고능력의 중요한 영역이 과학적 추론능력이라고 볼 수 있다(Lawson, 1995). 과학적 추론능력은 과학의 본성을 언급할 때 자주 나오는 용어이다.
	과학적 추론능력의 세 종류는?	과학의 본성을 지식, 과정, 사고 과정으로 볼 때 사고 과정 중 중요한 영역이 과학적 추론이라고 볼 수 있다. 과학적 추론능력은 일반적으로 세 가지 유형, 즉 귀납적 추론능력, 연역적 추론능력, 그리고 귀추적 추론능력으로 나누어진다. 일반적으로 논리 전개 방법을 말할 때는 귀납법(induction)과 연역법(deduction)으로 구분한다.
	각 과학적 추론 유형에서 1~5수준을 매긴 결과 제일 많이 나타난 것은?	그리고 각 과학적 추론 유형에서 1~5수준 모두가 나타났다. 특히 3수준이 많은 것으로 보아 초등학생들의 추론 수준은 더 향상될 여지가 많다고 할 수 있다. 또한 귀추적 추론이 가장 적게 나타난 것으로 보아 초등학생들이 가설설정을 할 때는 교사들의 상세한 안내가 필요하다고 본다.

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