[논문]사회적 상호작용과 도구 개선을 강조한 '탐구적 과학 글쓰기' 수업에 대한 중학교 과학 영재 학생들의 인식

신은지; 최원호

doi:10.14697/jkase.2021.41.1.1

사회적 상호작용과 도구 개선을 강조한 '탐구적 과학 글쓰기' 수업에 대한 중학교 과학 영재 학생들의 인식
The Perception of Middle School Science-Gifted Students on the 'Science Writing Heuristic' Class Emphasizing Social Interaction and Tool Improvement 원문보기

한국과학교육학회지 = Journal of the Korean association for science education, v.41 no.1, 2021년, pp.1 - 10

초록
AI-Helper

본 연구에서는 전라남도 소재의 국립대학교 과학영재교육원 소속 중학생 10명을 대상으로 사회적 상호작용과 도구 개선을 강조한 탐구적 과학 글쓰기 수업을 실시하여 STS 관계와 수업의 효과에 대한 학생들의 인식을 조사하였다. 사회적 상호작용과 도구 개선을 강조한 탐구적 과학 글쓰기 수업 후 학생들은 STS 관계에 대하여 다음과 같은 인식을 가지게 되었다. 과학 영재 학생들은 실험 도구와 기술이 과학이론 발전에 기여하며, 과학 기술만으로 모든 사회 문제를 해결하는 것이 어려우며, 과학이 사회적 상호작용 활동이라는 인식을 갖게 되었다. 또한 과학 영재 학생들은 동일 주제로 여러 시간 진행한 집중 탐구, 동료 평가 등을 이용한 다른 조원과의 의사소통, 같은 조원과 문제를 해결하는 의사소통, 탐구 과정에서 도구를 개선하는 활동, 익숙한 재료와 현상을 이용한 탐구 등을 통해 STS의 관련성을 인식하게 되었다고 응답하였다. 중학생 대상의 과학 영재 수업에서 학생들이 STS의 관계를 효과적으로 인식하도록 하기 위해서는 다양한 실험 도구를 활용한 문제 해결 경험, 동일 주제로 탐구 문제를 해결하는 과정에서 시행착오 경험, 연구 문제를 해결하는 과정에서 도구의 개선 경험, 동일한 주제로 탐구 활동을 진행하는 동료와의 의사소통경험, 다른 조와 탐구 결과를 공유하는 경험, 학생에게 익숙한 소재와 현상을 이용한 탐구 활동 등을 제공할 필요가 있다

Abstract ▼ AI-Helper

In this study, a science writing heuristic class with emphasis on social interaction and tool improvement for 10 middle school students at the National University Science-Gifted Education Center in Jeollanamdo was conducted to investigate the perception of STS (science technology society) relationship and students' perception of the effects of class. After science writing heuristic class emphasizing social interaction and tool improvement, the students became aware of the STS relationships as follows: Science-gifted students have come to perceive that experimental tools and technology contribute to the development of scientific theory, that it is difficult to solve all social problems with only science and technology, and that science is a social interaction activity. In addition, science-gifted students responded that they became aware of the relevance of STS through intensive inquiry conducted on the same subject for several hours, communications with colleagues in another group through peer reviews, communication to solve problems with colleagues in the same group, activities to improve tools in the process of inquiry, inquiry using familiar materials and phenomena. In order for students to effectively recognize the relationship of STS in science-gifted class for middle school students, it is necessary to provide experience to solve problems using various experimental tools, experience to have trial and error in the process of solving inquiry problem under the same subject, experience to improve tools in the process of solving inquiry problem, experience to communicate with colleagues who conduct inquiry activities under the same subject, experience to share the results with other groups, and inquiry activities using familiar materials and phenomena.

주제어

표/그림 (5)

표 Table 1. STS recognition test question
표 Table 2. STS recognition test results
그림 Figure 1. Parts of student E's experiment report
그림 Figure 2. Student G and I's experiment scenes
그림 Figure 3. Parts of student C's experiment report

참고문헌 (33)

Aikenhead, G. S., & Ryan, A. G. (1992). The development of a new instrument: "View in Science-Thchnology-Society" (VOSTS). Science Education, 76(5), 477-491.
American Association for the Advancement of Science (1990). Science for all americans. New York: Oxford University Press.
Bayir, E., Cakici, Y., & Ertas, O. (2014). Exploring natural and social scientists' views of nature of science. International Journal of Science Education, 36(8), 1286-1312.

상세보기
Chung, Y., & Kim, S. W. (2015). Transfer of students' understanding of NOS through SSI instruction. Journal of the Korean Association for Science Education, 35(5), 895-905.
Fullick, P., & Ratcliffe, M. (Eds.) (1996). Teaching ethical aspects of science. Southampton: The Bassett Press.
Hwang, Y. H., & Park, J. S. (2010). Development and application of CNP model for the enhancing creativity of scientifically gifted students. Journal of Gifted/Talented Education, 20(3), 847-866.
Keys, C. W., Hand, B., Prain, V., & Collons, S. (1999). Using the science writing heuristic as a tool for learning from laboratory investigations in secondary science. Journal of Research in Science Teaching, 36(10). 1065-1084.

상세보기
Kim, H., & Lim, H. (2014). Elementary science gifted students' perceptions of decision-making activities on socioscientific issues. The Journal of Education, 34(3), 237-252.
Kim, M., Kim, S., Noh, T., & Choi, S. (2019). The influences of integrated science and science and science inquiry experiment developed under the 2015 revised national curriculum on students' interest in science, scientific attitude, views on science-technology-society relationship, and views on nature of science. Journal of the Korean Association for Science Education, 39(6), 791-797.
Kim, S. H., & Lee, Y. H. (2016). The study on science teacher's understandings of the nature of science (NOS) through the science writing heuristics(SWH). Biology Education, 44(3), 538-554.
Ko, S., & Choe, S. (2013). Effectiveness of science gifted students' self-directed and cooperative learning for decision-making about global warming issues. Journal of Gifted/Talented Education, 23(4), 567-592.
Korea Educational Development Institute (1992). 6th Curriculum revision study(ministry of education): Department of elementary, middle and high school science.
Laugksch, R. C., & Spargo, P. E. (1996). Construction of a paper-and pencil test of basic scientific literacy based on selected literacy goals recommended by the american association for the advancement of science. Public Understanding of Science, 5(4), 331-359.

상세보기
Lee, E., Lee, E., & Chung, Y. (2016). Effects of socioscientific issues (SSI) programs on enhancing high school students' moral judgement and SSI reasoning skills. Journal of Learner-Centered Curriculum and Instruction, 16(8), 219-237.
Lee, H., Choi, Y., & Ko, Y. (2015). Effects of collective intelligence-based SSI instruction on promoting middle school students' key competencies as citizens. Journal of the Korean Association for Science Education, 35(3), 431-442.
Lee, S. (1999). The assessment of the scientific literacy of high school students, pre-service and in-service science teachers. Master's Thesis: Seoul National University.
Lee, S., Kim, E., & Chang, H. (2011). The effects of science writing heuristic (SWH) instruction on elementary school students' science process skills and scientific attitude. Journal of Korean Elementary Science Education, 30(4), 589-600.
Lee, S., & Nam, J. (2016). Impact of student assessment activities on reflective thinking in high school argument-based inquiry. Journal of the Korean Association for Science Education, 36(2), 347-360.
Lee, Y. H. (2013). A proposal of inclusive framework of the nature of science (NOS) based on the 4 themes of scientific literacy for K-12 school science. Journal of the Korean Association for Science Education, 33(3), 553-568.

원문보기 상세보기
Ministry of Education (1997). 7th Science curriculum. Ministry of Education Notice No. 1997-15.
Ministry of Education (2015). National curriculum of science. Ministry of Education Notice No. 2015-74.
Ministry of Education and Human Resources Development (2007). National curriculum of science. Ministry of Education and Human Resources Development Notice No. 2007-79.
Ministry of Education, Science and Technology (2011). National curriculum of science. Ministry of Education, Science and Technology Notice No. 2011-361.
Moon, S., & Choi, W. (2018). The effect of high school research project using the science writing heuristic. Journal of the Korean Chemical Society, 62(5), 398-411.
Noh, T., & Kang, S. (1997). The effect of the 'General Science' course on the students' views about science-technology-society relationship and their perceptions of science classroom environment. Journal of the Korean Association for Science Education, 17(4), 395-403.
Noh, T., Kim, H. B., Kim, Y., Seong, E., & Hong, J. L. (2003). The change of students' views on the relationship between science/technology and society during the high school 'Science' course. Journal of the Korean Association for Science Education, 23(6), 650-659.
Park, S. H., & Chung, Y. L. (2012). The effect of science writing heuristic (SWH) on scientific inquiry skills, logical thinking, and metacognition of middle school students. Biology Education, 40(3), 367-383.
Park, S., Ko, Y., & Lee, H. (2017). Students' perception on the effects of the SSI instruction using digital storytelling approaches. Journal of the Korean Association for Science Education, 37(1), 181-192.
Sadler, T. D., & Zeidler, D. L. (2005). Patterns of informal reasoning in the context of socioscientific decision-making. Journal of Research in Science Education, 42, 112-138.
Shin, E., & Choi, W. (2020). Middle school science gifted students' perceptions of the effectiveness of science classes using science writing heuristic. Journal of the Korean Chemical Society, 64(5), 277-290.
Son, J. W., & Jeong, E. J. (2013). Application and development of a storytelling teaching-learning method using the science writing heuristic. Journal of Research in Curriculum Instruction, 17(3), 709-727.
Yang, C., Kim, M., & Noh, T. (2015). The influences of integrated science developed under the 2009 revised national curriculum on students' views on nature of science and science-technology-society relationship, interest in science, and science aspiration. Journal of the Korean Association for Science Education, 35(4), 549-555.
Zeidler, D. L., Sadler, T. D., Simmons, M. L., & Howes, E. V. (2005). Beyond STS: A research-based framework for socioscientific issues education. Science Education, 89, 357-377.

저자의 다른 논문 :

표제어: PCR

동의어: Packet Collision Rate

용어 설명 출처 목록 (6)

용어 설명: PCR은 세균 특이성이 있는 primer를 이용하여 적은 수의 세균이 있을지라도 쉽게 검출할 수 있는 유용한 방법이며, 이를 이용하여 구강 내 치면세균막이나 타액에서 직접 세균을 검출할 수 있게 되었다[8].

내보내기 구분	파일저장 인쇄 메일전송
구성항목	기본정보 상세정보 관리번호, 논문명, 저널/프로시딩명, 저자 , 발행년, 권, 호, 시작페이지, 끝페이지, 발행기관 관리번호, 논문명, 대등논문명, 저자 , 저널/프로시딩명, 발행기관, 발행년, 발행언어, 권, 호, 시작페이지, 끝페이지, ISBN, ISSN, 주제분야, 키워드, 초록(한글), 초록(영문), 저자(소속기관)
저장형식	Text(ASCII format) Excel format RefWorks Direct Export RIS format (for Reference Manager, ProCite, EndNote), Scholar's Aids, Mendeley
메일정보	받는사람 (필수) @ 보내는사람 (선택) @ 제목 내용 KISTI 검색결과 이메일 서비스
안내	총 건의 자료가 검색되었습니다. 다운받으실 자료의 인덱스를 입력하세요. (1-10,000) 검색결과의 순서대로 최대 10,000건 까지 다운로드가 가능합니다. 데이타가 많을 경우 속도가 느려질 수 있습니다.(최대 2~3분 소요) 다운로드 파일은 UTF-8 형태로 저장됩니다. 파일의 내용이 제대로 보이지 않을실 때는 웹브라우저 상단의 보기 -> 인코딩 -> 자동선택 여부를 확인하십시오. ~ Text(ASCII format) Excel format