대학생들의 과학과 기술의 본성에 대한 인식과 관계에 대한 탐색
The Perceptions of Undergraduate Students about the Nature of Science and Technology and the Relationship between the Two Realms
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초록
본 연구는 106명의 의학계열 전공 학생들을 대상으로 과학의 본성과 기술의 본성의 인식 간에 어떠한 관련성이 있는지 파악하고자 하였다. 이에 따라 설문을 통해 4개의 과학의 본성의 범주와 6개의 기술의 본성 범주 간에 어떠한 관련성이 있는지 살펴보았다. 연구 결과, 과학의 본성 중 과학지식의 본성과 과학적 사고의 본성이 기술의 본성에 대체로 유의미한 상관관계를 보였는데 이 중 산출물로서의 기술은 과학의 본성과 부적 상관을 보여, 타당한 과학의 본성의 이해를 가질수록 기술을 단지 제품이나 산출물에만 국한해 인식하지 않음을 알 수 있다. 그리고 다변량 분산분석 결과를 살펴보면 상관 분석과 달리 과학적 탐구에 따라 기술의 본성의 차이가 더 큼을 알 수 있다. 이를 설명하기 위해 과학의 본성과 기술의 본성을 각각 독립 변인과 종속 변인으로 바꾸어 회귀 분석을 실시한 결과, 과학의 본성이 기술의 본성에 영향을 미치는 것이 아니라, 기술의 본성이 과학의 본성에 더 큰 영향을 미침을 알 수 있었다. 나아가 학생들의 과학의 본성과 기술의 본성에 따른 인식을 토대로 이를 집단적으로 구분할 수 있는지 살펴보기 위해 비계층적 군집 분석을 실시한 결과, 크게 4개의 집단으로 구분됨을 알 수 있었다. 이러한 연구 결과를 토대로 과학교육에서의 시사점과 후속 연구의 필요성을 제안하였다.
Abstract
This study aimed at examining the relationship between the views of students on the nature of science and the nature of technology. To this end, the questionnaire consisting of four categories of the nature of science (NOS) and six categories of the nature of technology (NOT) was given to a total of 106 life science majors taking the introductory science course. The results showed that the nature of scientific knowledge and scientific thinking were significantly correlated with the nature of technology, while technology as output was negatively correlated with the understanding of the nature of science. The MANOVA showed that unlike the results of correlation analysis, the nature of scientific inquiry revealed higher differences in the nature of technology. In order to explain the gap between the results of correlation and MANOVA, this study adopted regression analysis, and the results showed that the nature of technology had greater influence on the nature of science than the other way around. The result of non-hierarchical clustering analysis found that the students were mainly categorized into four groups with the two axes (NOS and NOT). According to the research findings, this study is expected to have implications for science education and suggested the needs of future research for the related topic.
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