[논문]협력적 과학논의활동에서의 초등학교 학생들의 상호작용과 개념변화

이미선; 김효남; 양일호

doi:10.15267/keses.2019.38.2.216

협력적 과학논의활동에서의 초등학교 학생들의 상호작용과 개념변화
Elementary School Students' Interaction and Conceptual Change in Collaborative Scientific Argumentation 원문보기

초등과학교육 = Journal of Korean elementary science education, v.38 no.2, 2019년, pp.216 - 233

이미선 (적성초등학교) , 김효남 (한국교원대학교) , 양일호 (한국교원대학교)

Abstract ▼ AI-Helper

The purpose of this study was to identify the aspects of elementary school students' interactions shown conceptual changes in collaborative scientific argumentation. Fifty sixth graders of an elementary school in Jeonju were selected for this study. Ten small groups consisting of five students each were organized evenly with considerations of their gender, science achievement, scientific discussion experience and degree of communication apprehension. 'Food web and Ecosystem' and 'Change of Moon shape' were selected as the proper topics of collaborative scientific argumentation in terms of difficulty to be understanded by the $6^{th}$ graders. The small group's dialogue was recorded. The students' activity sheets, field note and interviews of the participants were collected. Based on the collected data, we analyzed the aspect of small groups' interaction shown conceptual change of each student. The result of this study was as follows: The interaction aspects of the small group of students who showed conceptual changes in the collaborative scientific discussion have a tendency of showing their discussion responses, explanation-opposition discourse, the use of rigorous criteria, their collaborative attitude and participation.

주제어

표/그림 (12)

그림 Fig. 1. Procedures of the research.
표 Table 1. Lesson topics and argument activities
표 Table 2. Categories of conceptual change and students’ interaction (Sampson & Clark, 2011; Asterhan & Schwarz, 2007; Lee, 2019)
그림 Fig. 2. Conceptual change of small group 1 student ‘Ma’.
표 Table 3. Sixth graders’ conceptual change about shape change of Moon
그림 Fig. 3. Conceptual change of small group 5 student ‘Ma’.
그림 Fig. 4. Conceptual change of small group 1 student ‘Ma’.
그림 Fig. 5. Conceptual change of small group 9 student ‘Ga’.
표 Table 4. Interaction types of small groups shown conceptual change
표 Table 5. Dialogic characteristics of 4^th period by small groups
표 Table 6. Dialogic participation of students shown conceptual change
그림 Fig. 6. Interaction characteristics of small groups shown science conceptual change.

질의응답

핵심어	질문	논문에서 추출한 답변
	학생들의 대인관계 요인을 살펴보면?	한편, 학생들의 대인관계 요인을 살펴보면, 소집단 학생들의 대인관계의 요인들이 협력적 논의활동에 미치는 영향을 조사한 연구에서 소집단의 적정한 사회적 갈등은 생산적인 논의활동을 촉진하는 것으로 나타났다(Ryu & Sandoval, 2015). 협력적 논의활동에 대한 국내 선행 연구들을 살펴보면 협력적 논의활동 속에서 각 소집단의 상호작용 양상과 과정의 차이를 분석한 연구를 주로 살펴볼 수 있었다.
	과학적 논의활동(scientific argumentation)이란?	과학적 논의활동(scientific argumentation)은 자연현상을 이해하기 위한 노력으로 개인의 아이디어를 제안, 지원, 비판, 정교화하는 지식구성의 과정이며, 과학적 실천의 핵심이다(Driver et al. , 2000;Jimenez-Aleixandre et al.
	Chinn and Clark (2013)에 따르면 협력적 논의활동의 이점은?	Chinn and Clark (2013)에 따르면 협력적 논의활동은 다른 생각을 가진 사람들이 불일치한 상황에서 이를 탐구하고 해결하기 위해서 또는 같은 입장의 사람들이 공동의 의견을 개발하고, 정교화하기 위해서 참여하는 활동이다. 이러한 협력적 논의활동에 참여하며 얻을 수 있는 이점은 첫째, 학생의 자율성과 또래와의 상호작용의 증가로 인한 논의 활동에 대한 참여 동기가 향상될 수 있다. 둘째, 학생들은 협력적 논의활동을 통해 동료학생에게 새로운 정보, 알려지지 않은 증거, 설명 구성의 방법 등을 배울 수 있기 때문에 논의 주제에 대한 내용학습이 촉진될 수 있다. 셋째, 협력적 논의활동을 하면서 반론으로 인해 도전을 받을 수 있으며 이로 인해 의견을 수정하거나 반대의견에 대한 반론을 개발해야 함과 같은 일반적인 논의활동 기술이 향상될 수 있다.

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http://learningdesigngroup.org Learning design group, lawrence hall of science, University of California, Berkeley.

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