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한국지구과학회지 = Journal of the Korean Earth Science Society, v.41 no.5, 2020년, pp.531 - 554
정찬미 (이화여자대학교 자연사박물관) , 신동희 (이화여자대학교 과학교육과)
본 연구는 귀추적 탐구 중심 야외 지질 답사 교육의 실제에 대한 설명을 제공하기 위해, 명시적 지질학 지식 및 탐구 학습 도입 전·후의 지질 답사에서 나타난 학생들의 귀추 수행 특징을 살펴보았다. 이를 위해 사전 평가, 초기 답사, 명시적 지질학 지식 및 탐구 학습, 후기 답사, 사후 평가 등의 순서로 진행되는 21차시의 프로그램을 개발하여 중학생 9명에게 적용했다. 연구 자료로서 야외 지질 답사 수업 녹화·녹음 자료 및 학생 활동지가 수집되어 질적으로 분석되었다. 연구 결과, 초기 답사에서 학생들은 지질학적 중요도가 낮은 단서를 포착했고, 해당 단서의 생성 원인에 대한 가설 생성을 요구받자 일상 경험 및 일반 과학 지식을 규칙으로 활용했으며, 생성된 가설을 규칙의 과학성이나 임의적 기준에 의해 평가했다. 한편, 후기 답사에서 학생들은 지질학적 핵심 단서를 포착했고, 자발적으로 해당 단서와 관련된 지질학적 사건 가설을 지질학 개념을 규칙으로 차용해 생성했으며, 생성된 가설을 관찰 증거와 규칙의 정합성을 바탕으로 과학적으로 평가했다. 이러한 결과를 종합하여, 지질 답사에서 능숙한 귀추 수행을 위해 학습자의 지질학 지식과 탐구(귀추) 역량이 미치는 영향을 경로로 제시했다.
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In order to provide explanations of the practice of the abductive inquiry-based outdoor geological fieldwork education, this study examined the characteristics of students' performance in geological fieldwork before and after the introduction of explicit learning of geologic knowledge and inquiry. T...
| 핵심어 | 질문 | 논문에서 추출한 답변 |
|---|---|---|
| 초·중·고생 대상 지질 답사 교육이 학생이 주도하는 탐구 수행보다는 강사에 의한 해설이 주가 되는 야외 강의 형태로 진행되어 온 이유는? | 그런데 기존의 초·중·고생 대상 지질 답사 교육은 지질학적 현상과 과정에 대한 개념 이해를 보다 용이하게 하려는 목적이 주가 되는 경우가 많기 때문에, 학생이 주도하는 탐구 수행보다는 강사에 의한 해설이 주가 되는 야외 강의 형태로 진행되어 왔다 (Munn et al., 1995; Jun et el. | |
| 지구과학의 탐구 방법이 실험실에서 여러 변인을 통제하여 가설을 검증하는 ‘전형적인’ 학교 탐구의 형태로 이루어지기 어려운 이유는? | 그런데 지구과학의 탐구는 실험실에서 여러 변인을 통제하여 가설을 검증하는 ‘전형적인’ 학교 탐구의 형태로 이루어지기 어렵다. 그 이유는 지구과학의 탐구 대상인 지구과학적 현상이 거대한 시·공간 규모, 접근 불가능성, 통제 불가능성, 복잡성 등의 특징을 가지고 있으며(Kim, 2002), 탐구의 본질적 목표가 지구와 우주에서 발생하는 현상에 대한 역사학적(historical) 기술 및 인과적(causal) 설명을 생성하는 것이기 때문이다(Laudan, 1987). 이렇듯 실험과학의 방법론과 다른 지구과학 탐구를 학교에서 교수·학습하기 위해, 해당 학문 영역의 고유성과 차별화된 특징에 대한 과학 철학 및 과학 교육적 논의를 가장 활발하게 심화해온 지질학 분야를 조명해볼 필요가 있다. | |
| 탐구 기반 접근이 강조되어진 배경은? | 과학 교육에서 과학적 소양을 갖춘 시민을 양성하는 것을 강조함에 따라, 학생들을 탐구에 참여시킴으로써 과학의 개념과 과학 탐구 과정, 과학의 본성에 대해 이해하도록 하는 탐구 기반 접근이 강조되어왔다(AAAS, 1993; NRC, 1996; 2000). 최근 국내의 과학과 교육과정에서는 꾸준히 탐구 중심의 학습을 강조해 왔으며, 지구과학 교과에서도 예외가 아니다. |
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