[논문]학생 중심의 과학 학습 공동체 이해를 위한 행위주체성에 대한 이론적 고찰

하희수; 김희백

doi:10.14697/jkase.2019.39.1.101

학생 중심의 과학 학습 공동체 이해를 위한 행위주체성에 대한 이론적 고찰
A Theoretical Investigation on Agency to Facilitate the Understanding of Student-Centered Learning Communities in Science Classrooms 원문보기

한국과학교육학회지 = Journal of the Korean association for science education, v.39 no.1, 2019년, pp.101 - 113

초록
AI-Helper

본 연구에서는 과학 교육 문헌에서 학생들의 실행에서 행위주체성의 어떠한 측면에 주목해왔으며 이를 학습 공동체를 구성하는 행위주체의 행위로서 어떻게 탐색해왔는지 검토하였다. 그 결과, 행위주체성이 크게 다섯 가지 측면에서 논의되었다는 점을 보였다. 행위주체로서 학생들의 실행은 인식적, 변화적, 실천적 측면에서 논의되었고, 행위주체인 학생들이 상호작용하는 학문 영역과 물질의 행위주체성 또한 논의되었음을 살펴보았다. 연구 결과에서 각 측면에 주목할 때 어떠한 구조적 특성을 지닌 활동 속에서 행위주체성을 어떻게 포착하고 논의하였는지 설명하였다. 이러한 논의를 바탕으로, 공동체를 구성하는 행위주체로서의 학생들의 실행을 각 문헌에서 구체적으로 어떻게 분석했는지 검토하였다. 그 결과를 학습 공동체 전반의 행위주체성에 주목한 경우, 초점을 맞춘 한 학생이 공동체의 활동 구조에 미치는 영향에 주목한 경우, 여러 학생들 사이의 상호작용에 주목한 경우로 구분하여 살펴보았다. 각 경우에 학습과 행위주체성을 해석한 관점과 그러한 연구가 지니는 시사점을 연구 결과에서 논의하였다. 본 연구는 학생들이 학습 공동체의 주체로서 역할을 하는 모습을 탐색하고 이를 지원하려는 노력에 기여할 것으로 기대된다.

Abstract ▼ AI-Helper

This study aims to explore which aspects of student agency have previously been studied and the ways agent practices have been investigated in learning communities in research on science education. Results reveal five aspects of agency related to students' actions in a learning community: epistemic agency, transformative agency, educated action in science, disciplinary agency, and material agency. We delineated how agency is captured in epistemic practices, as described in the literature on each of the aforementioned aspects. We also probed into the three approaches by which previous research has examined the practices of students as agents that construct learning communities. These approaches are (a) the investigation of students' actions as representative of the agency of an entire learning community, (b) the exploration of the effects of focused student action on the structure of activity, and (c) the investigation of interactions between students as agents. We discussed the implications of previous research on the basis of each approach to understanding the diverse features of student-centered learning communities. The present work contributes to the exploration and support of students' practices as agents in the learning communities in science classrooms.

주제어

질의응답

핵심어	질문	논문에서 추출한 답변
	과학 교육 분야의 수많은 연구와 교육과정(NRC, 2012; Ministry of Education, 2015)의 특징은?	과학 교육 분야의 수많은 연구와 교육과정(NRC, 2012; Ministry of Education, 2015)은 학생들이 과학자 공동체에서 이루어지는 것과 같은 실행에 참여하여 적극적으로 지식을 구성하는 역할을 하도록 추구해왔다. 그에 따라 과학적 모형 구성 활동, 논변 활동과 같이 과학자 공동체의 지식 구성 과정을 대표적으로 드러내는 활동을 과학 수업에 도입해왔다.
	과학 교육의 학생의 역활은?	과학 교육에서 학생들이 학습의 주체가 되어야 한다는 점은 많이 주장되었으나, 학습의 주체로서의 모습이 구체적으로 어떠한 활동과 어떠한 실행으로부터 드러난다고 여기는지는 연구마다 다양하다. 그 예로 자기주도적 학습을 지원하는 측면에서 디지털 교과서를 분석한 연구들(e.
	학습의 주체의 모습이 나타나는 학습연구의 특징은?	과학 교육에서 학생들이 학습의 주체가 되어야 한다는 점은 많이 주장되었으나, 학습의 주체로서의 모습이 구체적으로 어떠한 활동과 어떠한 실행으로부터 드러난다고 여기는지는 연구마다 다양하다. 그 예로 자기주도적 학습을 지원하는 측면에서 디지털 교과서를 분석한 연구들(e.g., Kim, 2016; Kim, Yoon, & Kang, 2016)은 학생이 본인 스스로 학습목표를 설정하여 학습과정에 참여하는 모습을 자기주도적이라고 표현하고 학생이 디지털 교과서에서 제공되는 지식을 더 적극적으로 전달받고자 하는 모습을 지향한다. 또한 앞서 언급한 바처럼 교사로부터 지식을 전달받는 것과 대비하여 지식 구성 과정에 참여하는 모습으로부터 행위주체성을 포착하는 연구가 있다.

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