초등학생의 탐구 활동 과학 글쓰기에서 나타난 증거와 주장의 정합성 분석
Analyzing Coherence of Evidences and Claims Presented in Elementary Students' Science Writing for Inquiry Activities
0
조회
0
다운로드
7
인용
0
참고문헌
키워드
초록
This study aims to explore group inquiry using science writing heuristic in elementary school science. We observed and examined what elementary students experienced in their science classes and moreover how they used their data to support their claims in the view point of scientific epistemology. The research question of this study is 'what is the result of coherence measurement for figuring out the relationship between argument and ground in group inquiry activity?'. To solve the study question, one fifth-grade class at an elementary school was selected. Four lessons in group inquiry using a worksheet of science writing heuristic were videotaped and transcribed. It was found that the hours of group inquiry when students can discuss meaningfully occupied approximately 37 to 45%. When measuring coherence in each lesson by developing a scale from one to five to estimate the coherence of the work sheet designed, the total average was 3.424. It implicated that students had their claims supported by some of their evidences. Although the figure was not enough to assist that they found strong bonds between their claims and data, they started to move forward to epistemological approach in their science lab works.
Abstract
This study aims to explore group inquiry using science writing heuristic in elementary school science. We observed and examined what elementary students experienced in their science classes and moreover how they used their data to support their claims in the view point of scientific epistemology. The research question of this study is 'what is the result of coherence measurement for figuring out the relationship between argument and ground in group inquiry activity?'. To solve the study question, one fifth-grade class at an elementary school was selected. Four lessons in group inquiry using a worksheet of science writing heuristic were videotaped and transcribed. It was found that the hours of group inquiry when students can discuss meaningfully occupied approximately 37 to 45%. When measuring coherence in each lesson by developing a scale from one to five to estimate the coherence of the work sheet designed, the total average was 3.424. It implicated that students had their claims supported by some of their evidences. Although the figure was not enough to assist that they found strong bonds between their claims and data, they started to move forward to epistemological approach in their science lab works.
참고문헌 (18)
- 남정희, "논의과정을 강조한 교수？학습 전략이 중학생들의 인지발달, 과학개념 이해, 과학관련 태도 및 논의과정에 미치는 영향", 한국과학교육학회지, 26(3), pp.450~461 (2006), 한국과학교육학회
- 곽경화, "과학적 논의과정 활동을 통한 학생들의 논의과정 변화 및 논의상황에 따른 논의과정 특성", 한국과학교육학회지, 29(4), pp.400~413 (2009), 한국과학교육학회
- 남정희, "논의를 강조한 탐구적 과학 글쓰기(Science Writing Heuristic)의 중학교 과학 수업에의 적용", 한국과학교육학회지, 28(8), pp.922~936 (2008), 한국과학교육학회
- 박정은, "논증 구조 교육을 통한 고등학교 학생들의 과학 글쓰기 분석: 과학 글쓰기 장르에 따른 글쓰기 과제를 중심으로", 한국과학교육학회지, 29(8), pp.824~847 (2009), 한국과학교육학회
- 이은경, "학생-학생 언어적 상호작용 분석을 통한 문제 해결형 탐구 모듈에서의 SWH 활용 효과", 한국과학교육학회지, 28(2), pp.130~138 (2008), 한국과학교육학회
- 최병순, "Thinking Science의 모둠별 활동에서 나타나는 학생들의 논의 특성", 교원교육, 22(3), pp.1~13 (2006), 교육연구원
- Burke, K. A., "Implementing the science writing heuristic in the chemistry laboratory", Journal of Chemical Education, 83(7), pp.1032~1038 (2006)
- Chinn, C. A., "Epistemologically authentic inquiry in schools: a theoretical framework for evaluating inquiry tasks", Science Education, 86, pp.175~218 (2002)
- Driver, R., "Establishing the norms of scientific argumentation in classroom", Science Education, 84, pp.287~312 (2000)
- Giere, R. N., "Understanding scientific reasoning (3rd ed.)" (1991), Holt
- Haefner, L. A., "'Learning by doing? Prospective elementary teachers' developing understandings of scientific inquiry and science teaching and learning", International Journal of Science Education, 26(13), pp.1653~1674 (2004)
- Germann, P. J., "Analysis of nine high school biology laboratory manuals: Promoting scientific inquiry", Journal of Research in Science Teac, 33, pp.475~499 (1996)
- Keys, C. W., "Using the science writing heuristic as a tool for learning from laboratory investigations in secondary science", Journal of Research in Science Teaching, 36(10), pp.1965~1084 (1999)
- Kuhn, D., "Effect of dyadic interaction on reasoning", Cognition and Instruction, 15(3), pp.287~315 (1997)
- Leach, J., "Teaching about the world of science in the laboratory: the influence on teaching of student's ideas. in: Practical work in school science: Which way now?", pp.52~68 (1998), Routledge
- Rudolph, J. L., "Inquiry, instrumentalism, and the public understanding of science", Science Education, 89, pp.803~821 (2005)
- Thagard, P., "Conceptual revolutions" (1992), Princeton University Press
- Wellington, J., "Practical work in science: time for a reappraisal. in: Practical work in school science: Which way now?", pp.3~15 (1998), Routledge