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'먹이 그물과 먹이 피라미드’ 모형 구성에서 나타난 초등학생의 추론 유형

김희백|한문현
한국초등과학교육학회 (The Korean Elementary Science Education Society)|2012.02|초등과학교육 (Journal of Korean Elementary Science Education)|제31권 제1호|pp. 71-83

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키워드

modelmodelingreasoningsmall groupscientific inquiryfood webscientific epistemologyfood pyramidconstructing model
주제분류교육학

초록

he purpose of this study was to explore ecological concepts, epistemological reasoning and reasoning processes through constructing 'food web and food pyramid' in ecology. We conducted classes which involved a 'food web and food pyramid' for 6th grade students. Each class is constructed of small groups to do modeling and epistemological reasoning through communication. The researcher had videotaped and recorded each class and have made transcription about classes. We analysed patterns of 'food web and food pyramid models' and reasoning processes according to scientific epistemology using transcription data and student outputs. As a result, students represented phenomenon-based reasoning, relation-based reasoning and model-based reasoning in scientific epistemology from their modeling. Students usually did relation-based reasoning and model-based reasoning in food web which explains ecological phenonenon, while they usually did model-based reasoning in food pyramid which expects ecological phenomenon. Student's reasoning can be limited when they have misconception of scientific knowledge and are limited by fragmentary knowledge. This represents that students has to do relation-based reasoning and model-based reasoning is beneficial in their ecological model. It also suggests that students need to define correct-conception related to ecological modeling(food web, food pyramid).

Abstract

he purpose of this study was to explore ecological concepts, epistemological reasoning and reasoning processes through constructing 'food web and food pyramid' in ecology. We conducted classes which involved a 'food web and food pyramid' for 6th grade students. Each class is constructed of small groups to do modeling and epistemological reasoning through communication. The researcher had videotaped and recorded each class and have made transcription about classes. We analysed patterns of 'food web and food pyramid models' and reasoning processes according to scientific epistemology using transcription data and student outputs. As a result, students represented phenomenon-based reasoning, relation-based reasoning and model-based reasoning in scientific epistemology from their modeling. Students usually did relation-based reasoning and model-based reasoning in food web which explains ecological phenonenon, while they usually did model-based reasoning in food pyramid which expects ecological phenomenon. Student's reasoning can be limited when they have misconception of scientific knowledge and are limited by fragmentary knowledge. This represents that students has to do relation-based reasoning and model-based reasoning is beneficial in their ecological model. It also suggests that students need to define correct-conception related to ecological modeling(food web, food pyramid).

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