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NTIS 바로가기초등과학교육 = Journal of Korean elementary science education, v.38 no.2, 2019년, pp.216 - 233
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 ...
핵심어 | 질문 | 논문에서 추출한 답변 |
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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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