[논문]중학생의 과학 그래프 구성에 관한 문제 해결 과정 연구

이재원; 박가영; 노태희

doi:10.14697/jkase.2019.39.5.655

[국내논문] 중학생의 과학 그래프 구성에 관한 문제 해결 과정 연구
A Study on Middle School Students' Problem Solving Processes for Scientific Graph Construction 원문보기

한국과학교육학회지 = Journal of the Korean association for science education, v.39 no.5, 2019년, pp.655 - 668

초록
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이 연구에서는 중학생들의 과학 그래프 구성 과정을 문제 해결의 관점에서 심층적으로 조사하였다. 중학교 3학년 학생 10명이 연구에 참여하였으며, 이들은 앙금 생성 반응을 묘사한 그림 자료를 바탕으로 과학 그래프를 구성하였다. 학생들이 그래프를 구성할 때 거치는 사고 과정을 심층적으로 조사하기 위하여 발성사고법을 활용하였고, 그래프 구성 과정에 대한 녹화 및 반구조화된 면담을 실시하였다. 연구 결과, 학생들의 과학 그래프 구성 유형은 사용한 문제 해결 전략과 활용한 표상의 수준에 따라 네 가지 유형으로 구분할 수 있었다. 구조적 전략을 사용한 학생들은 그래프의 목표 개념에 대한 명제적 지식을 바탕으로 자료를 분석하고 경향성을 파악함으로써 활용한 표상의 수준과 무관하게 과학 그래프 구성에 성공하였다. 임의 전략-고차원 표상 유형의 학생들은 다양한 표상을 활용해 자료의 특징을 체계적으로 분석하고 자신이 구성한 그래프의 의미를 과학적 맥락에서 검토하는 과정을 거치며 과학 그래프 구성에 성공할 수 있었다. 반면, 임의전략-저차원 표상 유형의 학생들은 단순히 점을 연결하는 방식으로 그래프를 구성하였고, 과학적 맥락에 대한 고려 없이 그래프 구성 과정만을 점검하는 수준에 머물며 올바른 과학 그래프 구성에 실패하였다. 연구 결과를 바탕으로 학생들의 과학 그래프 구성 능력을 효과적으로 함양하는 방안을 제안하였다.

Abstract ▼ AI-Helper

In this study, we investigated the middle school students' processes of scientific graph construction from the perspective of the problem solving process. Ten 9th graders participated in this study. They constructed a scientific graph based on pictorial data depicting precipitation reaction. The think-aloud method was used in order to investigate their thinking processes deeply. Their activities were videotaped, and semi-structured interviews were also conducted. The analysis of the results revealed that their processes of scientific graph construction could be classified into four types according to the problem solving strategy and the level of representations utilized. Students using the structural strategy succeeded in constructing scientific graph regardless of the level of representation utilized, by analyzing the data and identifying the trend based on the propositional knowledge about the target concept of the graph. Students of random strategy-higher order representation type were able to succeed in constructing scientific graph by systematically analyzing the characteristics of the data using various representations, and considering the meaning of the graph constructed in terms of the scientific context. On the other hand, students of random strategy-lower order representation type failed to construct correct scientific graph by constructing graph in a way of simply connecting points, and checking the processes of graph construction only without considering the scientific context. On the bases of the results, effective methods for improving students' ability to construct scientific graphs are discussed.

주제어

표/그림 (5)

표 Table 1. Components of problem solving process in the scientific graph construction
표 Table 2. Problem solving processes of the student with structural strategy-higher order representation type
표 Table 3. Problem solving processes of the student with structural strategy-lower order representation type
표 Table 4. Problem solving processes of the student with random strategy-higher order representation type
표 Table 5. Problem solving processes of the student with random strategy-lower order representation type

질의응답

핵심어	질문	논문에서 추출한 답변
	과학 교과에서 정량적 문제 제시의 문제점은?	, 1996; Park & Cho, 2005). 이러한 정량적 문제에서는 학생들이 개념을 이해하지 못하더라도 암기한 공식에 값을 대입하는 경우와 같이 간단한 알고리즘을 이용하여 문제를 해결하는 경우가 많았다(Chiu, 2001; Jeon 1999; Zoller, Dori, & Lubezky, 2002). 그러나 과학 그래프 구성 문제는 문제와 관련된 원리, 공식, 개념 등에 관한 명제적 지식과 축, 기울기, 변수 등 그래프 구성 요소에 관한 절차적 지식을 아우르는 통합적 문제 해결력을 요구하므로(Park, 2002), 정량적 문제와는 달리 단순히 알고리즘을 이용해서는 문제 해결에 성공하기 어렵다.
	그래프는 무엇인가?	그래프는 자료를 시각화하여 표현하는 하나의 방법으로, 과학 교과에서는 실험을 통해 얻은 자료의 전체적인 특징과 경향성을 분석하거나 그래프의 목표 개념을 이해하는 도구로서 중요한 역할을 한다(Dori & Sasson, 2008; Kim, Ko, & Kim, 2005). 그래프의 활용 방식은 크게 그래프의 의미를 이해하는 해석과 자료를 그래프로 표현하는 구성으로 나눌 수 있다(Seçken & Yörük, 2012).
	그래프의 구성을 위해 필요한 능력은?	그래프의 활용 방식은 크게 그래프의 의미를 이해하는 해석과 자료를 그래프로 표현하는 구성으로 나눌 수 있다(Seçken & Yörük, 2012). 이 중 그래프의 구성은 과학 탐구의 기본이 되는 자료의 측정, 분류, 예측, 전환 등의 활동을 수반하며, 공간지각력, 논리적 사고력, 과학적 사고력, 추론 능력 등의 종합적인 활용을 요구하므로 그래프의 해석보다 고차원적인 활동이라 할 수 있다(Berg & Smith, 1994; Canham & Hegarty, 2010; Friel, Curcio, & Bright, 2001; Hipkins, 2011). 이에 학생들의 그래프 구성 수준(Kim & Kim, 2002; Lim, Kim, & Kim, 2010; Ploetzner et al.

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