생태계를 주제로 한 과학적 의미 만들기 과정에서 고등학생들의 생산적인 인식론적 메시지의 공유와 구축된 생태계 개념 탐색
Exploring High School Students’ Sharing of Productive Epistemological Messages and Their Construction of Ecological Concepts during Scientific Sensemaking on Ecosystem
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This study aims to explore how high school students generate and share epistemological messages during the process of scientific sensemaking on ecosystems as complex systems and how these messages impact their construction of ecological concepts. Ecosystems as complex systems are challenging for students to understand in traditional classroom settings, particularly due to their nonlinear interactions and dynamic interdependencies, which are often oversimplified during instruction. To address this challenge, a qualitative case study was conducted with 35 second-year high school students in Korea, who participated in small-group collaborative activities focused on ecosystem topics. The study involved six lessons designed around scientific sensemaking activities, using discourse data, representational materials, and semi-structured interviews. Group discussions among students were audio-recorded and transcribed for textual analysis, providing insights into how students constructed their ecological concepts. The findings indicate that when unproductive epistemological messages were shared, students tended to develop simplistic and static conceptions of ecosystems. In contrast, the sharing of productive epistemological messages led to a deeper understanding of ecosystem dynamics, nutrient cycling, and the interactivity among system components. This study highlights the role of productive epistemological messages in fostering complex systems thinking among students, even in the absence of extensive teacher intervention. The findings underscore the importance of promoting opportunities for the sharing of epistemological messages through small-group discourse and collaborative activities in ecosystem education. Such instructional designs can enhance students' deep scientific understanding and support the development of systems thinking skills critical for understanding ecological complexity.
Abstract
This study aims to explore how high school students generate and share epistemological messages during the process of scientific sensemaking on ecosystems as complex systems and how these messages impact their construction of ecological concepts. Ecosystems as complex systems are challenging for students to understand in traditional classroom settings, particularly due to their nonlinear interactions and dynamic interdependencies, which are often oversimplified during instruction. To address this challenge, a qualitative case study was conducted with 35 second-year high school students in Korea, who participated in small-group collaborative activities focused on ecosystem topics. The study involved six lessons designed around scientific sensemaking activities, using discourse data, representational materials, and semi-structured interviews. Group discussions among students were audio-recorded and transcribed for textual analysis, providing insights into how students constructed their ecological concepts. The findings indicate that when unproductive epistemological messages were shared, students tended to develop simplistic and static conceptions of ecosystems. In contrast, the sharing of productive epistemological messages led to a deeper understanding of ecosystem dynamics, nutrient cycling, and the interactivity among system components. This study highlights the role of productive epistemological messages in fostering complex systems thinking among students, even in the absence of extensive teacher intervention. The findings underscore the importance of promoting opportunities for the sharing of epistemological messages through small-group discourse and collaborative activities in ecosystem education. Such instructional designs can enhance students' deep scientific understanding and support the development of systems thinking skills critical for understanding ecological complexity.
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