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과학영재의 생명과학 R&E 수행과정에서 나타난 과학적 인지과정 및 과학적 인식론 발달에 대한 연구

A Study on the Development of Scientific Cognitive Process and Scientific Epistemology in the Process of Science Gifted Students’ Performance of Life Science R&E

김성하|신재화
한국생물교육학회 (The Korean Society of Biology Education)|2023.12|생물교육 (BIOLOGY EDUCATION)|제51권 제4호|pp. 663-682|DOI 10.15717/bioedu.2023.51.4.663

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키워드

science gifted studentR&E programscientific cognitive processscientific epistemologyself-directed inquiry
주제분류교육학

초록

This study was aimed to determine the development of scientific cognitive process and scientific epistemology by science gifted students during the process of life science R&E performance. It was proposed to confirm an essential value of student-led R&E programs and to find out an educational implication to cultivate students’ research capabilities. In the course of main R&E, student products, and participating observation materials were collected for almost one year. Team A consisted of two students and one teacher, while Team B consisted of three students, one teacher, and one professional advisors. During process of R&E performance, science gifted students were able to communicate with team members and perform multiple stages of 「studying research reports」, 「generating research questions」, ‘planning procedures’ and ‘planning measures’ in 「designing studies」, 「making observations」, ‘transforming observation’ and ‘indirect reasoning’ of 「explaining results」 stage, the development of scientific cognitive processes similar to those performed by real scientists was shown. However, Team A students had difficulty in student-led performance in the scientific cognitive process, ‘selecting variables’ and ‘controlling variables’ of 「designing studies」 stage and ‘finding flaws’ of 「explaining results」 stage. It was possible to confirm the development of scientific epistemology by subject students in a direction similar to that of real scientists, especially in the items of 「purpose of research」, 「theory-data coordination」, 「responses to anomalous data」, 「nature of reasoning」 and 「social construction of knowledge」, but it was shown that they did not reach to the level of real scientist’s epistemology as far as 「theory-ladenness of methods」 item was concerned. Since this was mainly observed in Team A, which performed R&E without an expert research guidance, it was possible to propose needs for teachers or experts at the appropriate time during R&E performance. In this study, by tracing the entire process of life science R&E by science gifted students, the essential value and direct research support of a self-directed project-type R&E program was shown that provides students with practical scientific inquiry experiences and helps the development of scientific cognitive process and scientific epistemology. Therefore, it is believed that this study can provide educational implications for more effective operation of self-directed project-type R&E programs to improve R&E research capabilities by science gifted students.

Abstract

This study was aimed to determine the development of scientific cognitive process and scientific epistemology by science gifted students during the process of life science R&E performance. It was proposed to confirm an essential value of student-led R&E programs and to find out an educational implication to cultivate students’ research capabilities. In the course of main R&E, student products, and participating observation materials were collected for almost one year. Team A consisted of two students and one teacher, while Team B consisted of three students, one teacher, and one professional advisors. During process of R&E performance, science gifted students were able to communicate with team members and perform multiple stages of 「studying research reports」, 「generating research questions」, ‘planning procedures’ and ‘planning measures’ in 「designing studies」, 「making observations」, ‘transforming observation’ and ‘indirect reasoning’ of 「explaining results」 stage, the development of scientific cognitive processes similar to those performed by real scientists was shown. However, Team A students had difficulty in student-led performance in the scientific cognitive process, ‘selecting variables’ and ‘controlling variables’ of 「designing studies」 stage and ‘finding flaws’ of 「explaining results」 stage. It was possible to confirm the development of scientific epistemology by subject students in a direction similar to that of real scientists, especially in the items of 「purpose of research」, 「theory-data coordination」, 「responses to anomalous data」, 「nature of reasoning」 and 「social construction of knowledge」, but it was shown that they did not reach to the level of real scientist’s epistemology as far as 「theory-ladenness of methods」 item was concerned. Since this was mainly observed in Team A, which performed R&E without an expert research guidance, it was possible to propose needs for teachers or experts at the appropriate time during R&E performance. In this study, by tracing the entire process of life science R&E by science gifted students, the essential value and direct research support of a self-directed project-type R&E program was shown that provides students with practical scientific inquiry experiences and helps the development of scientific cognitive process and scientific epistemology. Therefore, it is believed that this study can provide educational implications for more effective operation of self-directed project-type R&E programs to improve R&E research capabilities by science gifted students.

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