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고등학생의 그린 급식 관련 사회 속 과학 쟁점(SSI) 수업에서 나타난 담화 내 특징 및 의사결정 변화 양상 탐색

Exploring High School Students' Discourse and Decision-Making on the Socio-Scientific Issue of Monthly Vegetarian School Meals

최윤희|심수연
한국생물교육학회 (The Korean Society of Biology Education)|2024.12|생물교육 (BIOLOGY EDUCATION)|제52권 제4호|pp. 652-676|DOI 10.15717/bioedu.2024.52.4.652

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키워드

decision-makingdiscourse analysisinformal reasoningsocio-scientific issue (SSI)value judgment
주제분류교육학

초록

This study aimed to explore the characteristics of high school students’ small-group discourse and decision-making on the socio-scientific issue (SSI) of implementing a monthly vegetarian school meal policy, focusing specifically on students’ informal reasoning, value judgments, and argumentation. Twenty-four Korean 11th-grade science-track high school students participated in the study. Six lessons on the SSI of monthly vegetarian school meals, a topic the students had personally experienced, were developed using the ENACT model (Lee et al., 2020). Three small groups of students, who actively participated in the discussions, were selected as focal groups for the study. Audio recordings and transcripts of the students’ small-group discourse, along with artifacts such as worksheets and written opinions about the SSI, were gathered and qualitatively analyzed to identify patterns in their decision-making processes. The analysis revealed the following key characteristics common across the three small groups. First, students incorporated diverse perspectives, including economic, social, and environmental-ecological viewpoints, into their argumentation, reasoning, and decision-making. The “Fishbone” activity helped students explore various perspectives in establishing evidence to support their opinions, while the “Stakeholder Map” and “Futures Wheel” activities encouraged students to consider alternative viewpoints. Second, students engaged in informal reasoning at various stages of the activities. Emotional and intuitive reasoning prevailed in the initial stages, but data-driven logical reasoning increasingly dominated as the activities progressed. Finally, students’ written arguments after the series of SSI lessons demonstrated stronger reasoning, supported by diverse perspectives, values, and forms of data. For example, a student strengthened their argument by considering rebuttals to opposing claims, and this pattern of argumentation was observed in the small-group discourse to which the student belonged. Based on these findings, this study suggests effective strategies for facilitating and studying students’ engagement with SSIs they face in their everyday lives.

Abstract

This study aimed to explore the characteristics of high school students’ small-group discourse and decision-making on the socio-scientific issue (SSI) of implementing a monthly vegetarian school meal policy, focusing specifically on students’ informal reasoning, value judgments, and argumentation. Twenty-four Korean 11th-grade science-track high school students participated in the study. Six lessons on the SSI of monthly vegetarian school meals, a topic the students had personally experienced, were developed using the ENACT model (Lee et al., 2020). Three small groups of students, who actively participated in the discussions, were selected as focal groups for the study. Audio recordings and transcripts of the students’ small-group discourse, along with artifacts such as worksheets and written opinions about the SSI, were gathered and qualitatively analyzed to identify patterns in their decision-making processes. The analysis revealed the following key characteristics common across the three small groups. First, students incorporated diverse perspectives, including economic, social, and environmental-ecological viewpoints, into their argumentation, reasoning, and decision-making. The “Fishbone” activity helped students explore various perspectives in establishing evidence to support their opinions, while the “Stakeholder Map” and “Futures Wheel” activities encouraged students to consider alternative viewpoints. Second, students engaged in informal reasoning at various stages of the activities. Emotional and intuitive reasoning prevailed in the initial stages, but data-driven logical reasoning increasingly dominated as the activities progressed. Finally, students’ written arguments after the series of SSI lessons demonstrated stronger reasoning, supported by diverse perspectives, values, and forms of data. For example, a student strengthened their argument by considering rebuttals to opposing claims, and this pattern of argumentation was observed in the small-group discourse to which the student belonged. Based on these findings, this study suggests effective strategies for facilitating and studying students’ engagement with SSIs they face in their everyday lives.

참고문헌 (45)

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