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생태계 현상에 대한 실증적 모델링 활동의 맥락에서 중학생의 인식적 행위주체성을 지원하는 교수 전략

Teaching Strategies to Support Middle School Students’ Student Epistemic Agency in the Context of Empirical Modeling of Ecological Phenomena

최윤희|하희수
한국생물교육학회 (The Korean Society of Biology Education)|2023.03|생물교육 (BIOLOGY EDUCATION)|제51권 제1호|pp. 94-113|DOI 10.15717/bioedu.2023.51.1.94

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키워드

modelingepistemic agencyempirical modelingdesign based research
주제분류교육학

초록

Literature has emphasized supporting student epistemic agency in terms of shaping knowledge development process in the science classroom. However, teachers struggle in shaping science classrooms that support such student epistemic agency. This study specified supporting student epistemic agency as a means to support students in pursuing the goal of sensemaking of natural phenomena, and using their knowledge and scientific knowledge and practices to achieve such a goal. With this view, this study aimed to identify teaching strategies that support middle school students’ epistemic agency in the context of empirical modeling of ecological phenomena. Using the design-based research method, this study designed and implemented an empirical modeling activity that aimed to support student epistemic agency and analyzed the effects of the teaching strategies enacted in the activity. This process was conducted over two cycles until we identified the final teaching strategies, which were found to be in the following three categories: (1) Supporting students’ development of a modeling process based on their ideas, (2) supporting the development of questions and modeling processes to make sense of natural phenomena, and (3) supporting the utilization and generation of context-specific scientific knowledge and practice as a means of sensemaking of natural phenomena. This study provides useful information for teachers to design their science classrooms so that they support student epistemic agency and for the field of science education to discuss what we mean by supporting student epistemic agency.

Abstract

Literature has emphasized supporting student epistemic agency in terms of shaping knowledge development process in the science classroom. However, teachers struggle in shaping science classrooms that support such student epistemic agency. This study specified supporting student epistemic agency as a means to support students in pursuing the goal of sensemaking of natural phenomena, and using their knowledge and scientific knowledge and practices to achieve such a goal. With this view, this study aimed to identify teaching strategies that support middle school students’ epistemic agency in the context of empirical modeling of ecological phenomena. Using the design-based research method, this study designed and implemented an empirical modeling activity that aimed to support student epistemic agency and analyzed the effects of the teaching strategies enacted in the activity. This process was conducted over two cycles until we identified the final teaching strategies, which were found to be in the following three categories: (1) Supporting students’ development of a modeling process based on their ideas, (2) supporting the development of questions and modeling processes to make sense of natural phenomena, and (3) supporting the utilization and generation of context-specific scientific knowledge and practice as a means of sensemaking of natural phenomena. This study provides useful information for teachers to design their science classrooms so that they support student epistemic agency and for the field of science education to discuss what we mean by supporting student epistemic agency.

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