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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.41 no.2, 2021년, pp.93 - 102
본 연구에서는 '예상하지 못한 현상'을 관찰한 고등학생들이 설정하는 탐구문제 특징을 조사하고, 탐구문제 설정에 있어 과학적 정보 제공이 미치는 영향을 확인하였다. 연구 대상은 서울시 소재 인문계 고등학교 2학년 학생 126명으로, 이들은 A집단 (N=66)과 B집단(N=60)으로 무작위 구분되었다. 연구 과정에서 모든 학생들은 약 45초 분량의 예상하지 못한 현상 영상을 20분간 반복하여 시청하고 영상과 관련하여 자신이 수행하고 싶은 탐구주제를 활동지에 자유롭게 작성하였다. 이때 B집단 학생들에게 제공된 활동지에만 예상하지 못한 현상에 관한 과학적 정보가 추가적으로 포함되어 있던 것이 특징이었다. 연구 결과, 학생들은 집단에 관계 없이 예상하지 못한 현상에 대하여 '원인 지향 탐구문제 (현상의 원인을 밝히고자 함)'보다는 '호기심 지향 탐구문제 (현상의 이유보다는 자신이 하고 싶은 탐구를 함)'를 더 많이 설정하는 경향이 있었다. 호기심 지향 탐구문제 중에서는 '새로운 결과 탐구문제 (실험상황 등을 단순 조작하여 어떤 새로운 결과가 나타나는지를 탐구)'가 대부분을 비중을 차지하였다. 또한, 과학적 정보를 제공받은 학생들은 그렇지 않은 학생들에 비해 제공된 정보를 유의미하게 더 많이 이용하여 탐구문제를 설정하는 경향이 있지만 (χ2(1)=8.996, p<.01), 그렇다고 할지라도 이들이 원인 지향 탐구문제를 유의미하게 더 많이 설정하게 되는 것은 아니라는 사실도 확인되었다 (χ2(1)=1.376, p>.05). 연구 결과는 제공된 정보의 부족, 제공된 정보의 내면화 기회 부족, 개인적 호기심 추구 성향, 직관적 사고 성향 등 네 가지 관점에서 논의되었고, 이를 통해 탐구문제 설정에 대한 시사점이 제안되었다.
In this study, we investigated the characteristics of inquiry problems set by high school students who observed an 'unexpected phenomenon' and identified the effects of providing scientific information on setting inquiry problems. The subjects of this study were 126 eleventh grade students in Seoul ...
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