인식론적 사고의 발달: 심미관, 가치관 및 지식영역을 중심으로
Development of Epistemological Thinking across Aesthetics, Value Judgments, and Knowledge Domains
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인식론적 이해는 지식의 본질(지식이란 무엇인가?)과 앎의 과정(어떤 과정을 통해 세상을 이해하게 되는가?)에 대해 개인이 갖는 신념이다. 본 연구에서는 이러한 인식론적 이해 중 지식의 주관적 측면과 객관적 측면에 대한 사고가 다양한 판단 영역(심미관, 가치관, 사회적 지식, 물리적 지식)에서 어떻게 나타나는지를 살펴보고, 학년과 학생의 전공영역에 따라 어떻게 달라지는지를 분석하고자 하였다. 연구를 위해 중학교 2학년, 고등학교 1학년, 고등학교 3학년, 대학교 2학년 학생을 대상으로 인식론적 사고(ETA) 검사를 실시하였다. 연구결과를 요약하면, 연구에 참여한 학생들은 사회적 지식 영역에서 보다 세련된 인식론을 가지며 심미관과 물리적 지식 영역에서는 보다 소박한 인식론을 갖는 것으로 나타나, 인식론의 영역 특수성을 보여주고 있다. 인식론간의 상관분석에서는 가치관, 사회적 지식 및 물리적 지식 영역간의 상관이 유의미한 것으로 나타났지만 상관의 크기는 작은 편이다. 인식론에서의 학년차를 분석한 결과, 사회적 지식 영역에서는 학년이 증가할수록 다수주의적 관점이 감소하고 평가주의적 관점이 증가하는 것으로 나타난 반면, 물리적 지식 영역에서는 학년이 증가할수록 다수주의적 관점은 감소하지만 절대주의와 평가주의적 관점은 증가하는 것으로 나타났다. 심미관과 가치관에서는 학년간 차이가 발견되지 않았다. 대학생의 전공 영역에 따른 인식론의 차이 분석에서는 모든 영역에서 유의미한 차이가 나타나지 않았다. 연구결과를 기반으로, 인식론적 사고의 영역 특수성과 개인의 인식론적 사고 발달에 있어 교육변인의 중요성이 논의되었다.
Abstract
Epistemological understanding is a personal belief about the nature of knowledge (what is knowledge?) and the process of knowing (how does an individual understand the world?). The purpose of the study was to investigate epistemological understanding, especially epistemological thinking about the subjective and objective aspects of knowing, across various judgment domains (aesthetics, value, social world, and physical world) and to see if epistemological thinking varies depending on the grade level and students' fields of study. For this purpose, middle school students in 8th grade, high school students in 10th and 12th grades, and college sophomores participated in the study. The students completed the Epistemological Thinking Assessment (ETA). To summarize the results, the social domain appeared at a higher epistemological level than did the physical domain, indicating that students across grade levels had a more sophisticated epistemological understanding in the social domain than in the physical domain. Significant correlations were found between value judgment and knowledge domains and also between social and physical domains, but the correlations were not very strong, indicating that development does not occur evenly. As predicted, there was a general developmental pattern toward evaluativist thinking in the social domain; but in the physical domain, both absolutist and evaluativist thinking increased as the grade level increased. There were no grade differences in aesthetics and value judgment domains. Also, no significant differences were found in epistemological thinking by students' fields of study. Based on the results, domain-specific aspects of epistemological thinking and the importance of education in its development were discussed.
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