초등 예비교사들의 모바일 기반 과학 문제해결 과정에서 형성된 규범의 특징- 디지털 시민성의 관점으로 -
The Features of Norms Formed in Mobile-based Science Problem-solving Processes of Pre-service Teachers- From the Perspective of Digital Citizenship -
1
조회
0
다운로드
4
인용
0
참고문헌
키워드
초록
This study analyzed the features of norms formed in mobile-based science problem-solving and interpreted them from the perspective of digital citizenship. For this, we implemented two mobile-based science problem- solving activities for nine elementary school preparatory teachers composed of two groups, and analyzed the norms observed in their activities. As a result, four norms were found as follows. First, the information presented as a basis should be scientifically reliable. Second, the information need to be searched widely, but the information should be selected and reconstructed in relation to the problem. Third, in a mobile environment, the ideas should be clearly expressed and understood. Fourth, courtesies in mobile interaction should be represented more politely than in face-to-face interaction. Based on the four norms found in this study, we discussed the characteristics and factors of digital citizenship for judging scientifically reliable and relevant information and expressing ideas clearer in mobile environment. Finally, we suggested the educational implications for fostering digital citizens who can judge and practice ‘science issues’ in a ‘mobile environment’.
Abstract
This study analyzed the features of norms formed in mobile-based science problem-solving and interpreted them from the perspective of digital citizenship. For this, we implemented two mobile-based science problem- solving activities for nine elementary school preparatory teachers composed of two groups, and analyzed the norms observed in their activities. As a result, four norms were found as follows. First, the information presented as a basis should be scientifically reliable. Second, the information need to be searched widely, but the information should be selected and reconstructed in relation to the problem. Third, in a mobile environment, the ideas should be clearly expressed and understood. Fourth, courtesies in mobile interaction should be represented more politely than in face-to-face interaction. Based on the four norms found in this study, we discussed the characteristics and factors of digital citizenship for judging scientifically reliable and relevant information and expressing ideas clearer in mobile environment. Finally, we suggested the educational implications for fostering digital citizens who can judge and practice ‘science issues’ in a ‘mobile environment’.
참고문헌 (24)
- Becker, N., "Reasoning using particulate nature of matter : An example of a sociochemical norm in a university-level physical chemistry class", Chemistry Education Research and Practice, 14(1), pp.81~94 (2013)
- Caplan, P., "What is digital preservation?", Library Technology Reports, 44(2), pp.7~9 (2008)
- 장진아, "초등학교 과학 수업의 탐구활동에서 형성되는 교실 규범의 특징에 대한 사례 연구", 한국과학교육학회지, 35(2), pp.303~312 (2015), 한국과학교육학회[DOI]
- Chang, J., "A case study on the formation and sharing process of science classroom norms", International Journal of Science Education, 38(5), pp.747~766 (2016)
- 장진아, "모바일 기반 문제해결학습 설계 및 실행 과정에서 교사가 경험하는 실천적 고민과 선택: 초등 과학⋅수학 영재 사례를 중심으로", 교사교육연구, 56(4), pp.519~536 (2017), 과학교육연구소[DOI]
- Chinn, C. A., "The structure of discourse in collaborative learning", The Journal of Experimental Education, 69(1), pp.77~97 (2000)
- 최문선, "탐색적·확인적 요인분석을 통한 한국형 디지털 시민성 척도 타당화 연구", 시민교육연구, 47(4), pp.273~297 (2015), 한국사회과교육학회[DOI]
- 최문선, "교사의 디지털 시민성에 영향을 주는 변인: 시민성 교육에의 함의", 시민교육연구, 51(1), pp.275~310 (2019), 한국사회과교육학회[DOI]
- 추병완, "인터넷 시대의 민주시민교육의 과제", 초등도덕교육, 20 (2006), 한국초등도덕교육학회
- ris, D. N., "Teacher training, teacher quality and student achievement", Journal of Public Economics, 95(7-8), pp.798~812 (2011)
- Hechter, M., "Social norms", pp.394~415 (2001), Russell Sage Foundation
- Jenkins, H., "Confronting the challenges of participatory culture: Media education for the 21st century" (2006), The MacArthur Foundation
- 조헌국, "포스트모더니즘의 관점에서 본 과학 관련 사회적 쟁점에 대한 온라인 토론의 과학교육적 함의: 광우병 사례를 중심으로", 한국과학교육학회지, 30(8), pp.933~952 (2010), 한국과학교육학회
- Exploration of digital citizenship in intelligent information society in the fourth industrial revolution, "Kim, B.", Korea Education & Research Information Service, ~, pp.KERIS IS RM 2017-6 (2017)
- 이진석, "사회과 교육과정에 나타난 디지털 시민성 : 제6차 교육과정부터 2015 개정 교육과정의 변천을 중심으로", 교육연구, 73, pp.65~82 (2018), 교육문제연구소[DOI]
- Lundqvist, E., "Epistemological norms and companion meanings in science classroom communication", Science Education, 93(5), pp.859~874 (2009)
- Martin, A., "Digital literacy and the “digital society”", Digital Literacies: Concepts, Policies and Practices, 30, pp.151~176 (2008)
- Mossberger, K., "Digital citizenship : The internet, society, and participation" (2008), The MIT Press
- 옥일남, "시민성 교육을 위한 참여의 유형 탐색", 시민교육연구, 49(2), pp.55~88 (2017), 한국사회과교육학회[DOI]
- 박기범, "디지털 시대의 시민성 탐색", 한국초등교육, 25(4), pp.33~46 (2014), 초등교육연구원[DOI]
- 박기범, "디지털 시민성으로서 연결역량 - 커넥티비즘(connectivism)기반 연결학습 -", 사회과교육, 57(2), pp.1~16 (2018), 한국사회과교육연구학회[DOI]
- Ribble, M. S., "Digital citizenship : Addressing appropriate technology behavior", Learning & Leading with Technology, 32(1), pp.6~9 (2004)
- 손미현, "지식정보처리역량에 대한 과학교사의 인식 조사", 한국과학교육학회지, 38(5), pp.693~703 (2018), 한국과학교육학회[DOI]
- 손미현, "지식정보처리역량 관점에서 중학생들의 과학탐구활동 어려움 분석", 한국과학교육학회지, 38(3), pp.441~449 (2018), 한국과학교육학회[DOI]