물의 순환 학습 상황에서 초등학생의 시스템 사고의 특징
Characteristics of Elementary Students’ System Thinking in Learning of Water Cycle
0
조회
0
다운로드
6
인용
0
참고문헌
키워드
초록
The purpose of this study is to explore the characteristics and the level of fourth grade elementary students’ system thinking when they learn the unit of “Journey of Water” in terms of four key elements of system thinking such as understanding of the structure of a system, non-linearity and cyclic features, inter-relations and feedback between system properties, and temporal and invisible aspects of a system. Data included students’ worksheets and their responses to a set of Likert-scaled and written assessment items on water cycle. The results showed that the level of students’ system thinking did not have any hierarchy in relation to the key elements of water cycle system. In addition, the aspects of individual student’s system thinking on its sub-elements were different from each other. Also, there were core ideas of system thinking which were intensively considered according to a given context to understand a complex systemic subject. When students learn water cycle, understanding of non-linearity and inter-relations were weaker compared with other key elements of system thinking. Therefore, if these two factors are taught in advance, it can promote understanding of whole system of water cycle.
Abstract
The purpose of this study is to explore the characteristics and the level of fourth grade elementary students’ system thinking when they learn the unit of “Journey of Water” in terms of four key elements of system thinking such as understanding of the structure of a system, non-linearity and cyclic features, inter-relations and feedback between system properties, and temporal and invisible aspects of a system. Data included students’ worksheets and their responses to a set of Likert-scaled and written assessment items on water cycle. The results showed that the level of students’ system thinking did not have any hierarchy in relation to the key elements of water cycle system. In addition, the aspects of individual student’s system thinking on its sub-elements were different from each other. Also, there were core ideas of system thinking which were intensively considered according to a given context to understand a complex systemic subject. When students learn water cycle, understanding of non-linearity and inter-relations were weaker compared with other key elements of system thinking. Therefore, if these two factors are taught in advance, it can promote understanding of whole system of water cycle.
참고문헌 (27)
- 고수진, "초등학교 과학영재학생들의 지구계에 대한 이해", 석사, 과학교육학, pp.2009
- 교육부, "3~4학년군 과학 교사용 지도서 : 4-2" (2018), ㈜ 천재교육
- 김윤지, "지구계 교육과 소재로서 순환에 대한 이해", 한국과학교육학회지, 29(8), pp.851~962 (2009), 한국과학교육학회
- 김윤지, "대학생들이 인식하는 지구계 순환의 구성 개념 분석", 한국과학교육학회지, 29(8), pp.963~977 (2009), 한국과학교육학회
- 문병찬, "초등과학교육에서 지구시스템 인식강화를 위한 시스템사고 교육 프로그램 개발 및 적용효과", 대한지구과학교육학회지, 7(3), pp.313~326 (2014), 대한지구과학교육학회
- 문병찬, "초등학생들의 시스템사고 교수- 학습 효과", 한국시스템다이내믹스연구, 13(4), pp.81~99 (2012), 한국시스템다이내믹스학회
- 문병찬, "예비교사들의 탄소 순환에 대한 지구시스템의 관련개념과 시스템 사고의 적용", 한국지구과학회지, 25(8), pp.684~696 (2004), 한국지구과학회
- 성연선, "구인 모델링 방식을 적용한 초등학교 4∼6학년 학생들의 물의 순환에 대한 학습 발달과정", 석사, 초등교육학과 초등과학교육전공, pp.2013
- 송진여, "초등과학 수업에서 시스템사고 학습을 위한 교수-학습 프로그램 개발 및 적용", 대한지구과학교육학회지, 8(3), pp.318~331 (2015), 대한지구과학교육학회[DOI]
- 안현복, "초등학교 5학년 학생들의 물 순환 구성요소와 물 순환 과정에 대한 이해", 석사, 초등과학교육, pp.2009
- 오헌석, "융합인재역량 분석-K대학교 공과대학 신기술융합학과 대학원 사례를 중심으로-", 아시아교육연구, 14(4), pp.201~228 (2013), 교육연구소[DOI]
- 이경현, "생태계의 단계적 외적표상화 과정에서 나타난 고등학생들의 시스템사고 발달", 생물교육, 44(3), pp.447~462 (2016), 한국생물교육학회[DOI]
- 이동우, "고등학생들의 물 순환 과정과 구성 요소에 대한 이해", 한국과학교육학회지, 28(1), pp.24~31 (2008), 한국과학교육학회
- 이현동, "고등학생의 시스템 사고 척도 개발 및 타당화", 박사, 과학교육학과, pp.2014
- 이효녕, "학생들의 시스템 사고 수준 측정을 위한 Framework와 Rubric의 개발", 한국과학교육학회지, 38(3), pp.355~367 (2018), 한국과학교육학회[DOI]
- 정진우, "물의 순환에 대한 초등 예비 교사들의 지구 시스템적 인식", 초등과학교육, 27(4), pp.319~327 (2008), 한국초등과학교육학회
- 한국과학창의재단, "미래세대 과학교육표준: 모든한국인을 위한 과학적 소양" (2019), 한국과학창의재단
- Ben-Zvi-Assaraf, O., "Development of system thinking skills in the context of earth system education", Journal of Research in Science Teaching, 42(5), pp.518~560 (2005)
- Ben-Zvi-Assaraf, O., "System thinking skills at the elementary school level", Journal of Research in Science Teaching, 47(5), pp.540~563 (2010)
- Covitt, B. A., "Students’ developing understanding of water in environmental systems", Journal of Environmental Education, 40(3), pp.37~51 (2009)
- Kali, Y., "Effect of knowledge integration of the earth’s crust as a cyclic system", Journal of Research in Science Teaching, 40(6), pp.545~556 (2003)
- National Research Council, "Exploring the intersection of science education and 21st century skills: A workshop summary" (2010), The National Academies Press
- NGSS Lead States, "Next generation science standards" (2013), The National Academies Press
- Schaffer, D. L., "The development and validation of a three-tier diagnostic test measuring pre-service elementary education and secondary science teachers’understanding of the water cycle", Doctor, pp.2013
- Sheehy, J. W., "How children solve environmental problems : Using computer simulations to investigate systems thinking", Environmental Education Research, 6(2), pp.109~126 (2000)
- Stave, K., "What constitutes systems thinking? An proposed taxonomy", Proceedings of the 25th International Conference of the System Dynamics Society (2007)
- Sibley, D. F., "Box diagrams to assess students’ systems thinking about the rock, water and carbon cycles", Journal of Geoscience Education, 55(2), pp.138~146 (2007)