[논문]빛의 반사 현상에 대한 초등 예비교사의 시각적 모델링 과정

윤혜경; 이인선; 박정우

doi:10.14697/jkase.2021.41.1.19

빛의 반사 현상에 대한 초등 예비교사의 시각적 모델링 과정
Pre-Service Elementary Teachers' Visual Modeling Process for Reflection of Light 원문보기

한국과학교육학회지 = Journal of the Korean association for science education, v.41 no.1, 2021년, pp.19 - 32

윤혜경 (춘천교육대학교) , 이인선 (충북대학교) , 박정우 (서울대학교)

초록
AI-Helper

본 연구에서는 빛의 반사 현상에 대한 초등 예비교사의 시각적 모델링 과정을 Halloun (2004)이 제안한 모델링 사고의 세 측면, 정합성(coherence), 대응성(correspondence), 통약성(commensurability)의 관점에서 분석하였다. 초등 예비교사 20명이 참여하였으며 무작위로 2명씩 짝을 이루어 빛의 반사 현상을 관찰하고 이에 대한 시각적 모델을 처음에는 개인적으로 그리고 이후에는 협동적으로 구성하도록 하였다. 개인적 모델과 협동적 모델을 비교한 결과 특별한 교육적 처치가 없었음에도 불구하고 일부 모둠에서 대응성과 통약성 수준이 다소 높아졌다. 또한, 이들의 추론 과정에서 세 가지의 주요한 특징을 발견할 수 있었다. 첫째, 반사의 법칙을 적용하는 통약성 수준은 상황에 따라 유동적으로 계속 변했고 구두 설명과 그림 설명이 일치하지 않는 경우가 많았다. 둘째, 시각적 모델링 과정에서 통약성, 정합성보다 대응성을 우선으로 고려하는 경우가 많았다. 셋째, 대응성과 통약성이 서로 갈등하는 상황에서 참여자들은 보조 가설에 대한 검토 및 수정을 통해 이 갈등을 해결하고 추론을 발전시켜 나갔다. 이러한 연구 결과가 모델링 활동을 효과적으로 지도하는데 주는 몇 가지 시사점을 논의하였다.

Abstract ▼ AI-Helper

This study aims to analyze the visual modeling process of pre-service elementary teachers on the reflection of light. The analytical framework was developed from three aspects; coherence, correspondence, and commensurability of the modeling thinking proposed by Halloun (2004). 20 pre-service elementary teachers participated and were randomly paired to observe the reflection of light. They were asked to construct the visual model individually at first and then collaboratively. Comparing personal and cooperative models, the level of correspondence and commensurability in some groups has increased, despite the lack of special educational treatment. In addition, three main features were found in their reasoning process. First, the level of commensurability to apply the law of reflection continued to change fluidly depending on the circumstances and often the verbal and visual explanations did not match. Second, in the process of visual modeling, correspondence was often given priority over commensurability and coherence. Third, in a situation where correspondence and commensurability are at odds with each other, participants resolved this conflict and developed reasoning through review and revision of the auxiliary hypothesis. Several implications have been discussed for effectively guiding visual modeling activities.

주제어

표/그림 (14)

표 Table 1. An overview of the tasks presented to the group of two
표 Table 2. Reasoning analysis criteria in visual modeling of light reflection
표 Table 3. Examples of visual models and descriptions suggested by pre-service elementary school teacher (G10_S19)
그림 Figure 1. Examples of not showing coherence
표 Table 4. Coherence in visual modeling of light reflection
그림 Figure 2. Examples of not showing correspondence
표 Table 5. Correspondence in visual modeling of light reflection
표 Table 6. Number of correspondence items
표 Table 7. Commensurability in visual modeling of light reflection
그림 Figure 3. Examples of not showing commensurability
표 Table 8. Change in reasoning in personal and cooperative models
표 Table 9. An example of changes in commensurability (G10_S20)
표 Table 10. An example of prioritizing correspondence over coherence and commensurability (G8)
표 Table 11. An example of resolving the conflict between correspondence and commensurability through review and correction of auxiliary hypotheses (G7)

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