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생태계에 관한 실증적 모형 구성 활동에서 생산적인 참여를 위해 활용되는 개념적·인식적 자원 탐색

Exploring the Enactment of Epistemic and Conceptual Resources forProductive Engagement in the Modeling Activity Including EmpiricalInvestigations of Ecosystems

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주제분류교육학

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This study aimed to examine what kind of epistemic and conceptual resources are enacted for productive engagement in the modeling activity that includes empirical investigations of ecosystems. We designed and implemented a knowledge construction activity, including field investigations on the school ecosystem. Recordings and transcripts of students’ practices in the activity were used as the main data for a qualitative analysis. In this analysis process, by referring to prior literature on ecological research, we identified epistemic and conceptual resources that are valid in reflection to ecological research methods. Conceptual resources were identified in the aspects of natural, functional, and integrative concepts. These resources played a role of the essential knowledge for predicting how their knowledge claims would be unfolded in the fields and how they can generate data through empirical investigations on the fields. Epistemic resources were identified in the following aspects of the activity: The nature of knowledge, the process of knowledge construction, and the data source of knowledge construction. These resources were important for students to shape their activities that generated data for validating their knowledge claims of the ecosystem. The results of this study can contribute to the development of instructional strategies to support students’ positioning as epistemic agents who can shape valid knowledge construction activities of the ecosystem.

Abstract

This study aimed to examine what kind of epistemic and conceptual resources are enacted for productive engagement in the modeling activity that includes empirical investigations of ecosystems. We designed and implemented a knowledge construction activity, including field investigations on the school ecosystem. Recordings and transcripts of students’ practices in the activity were used as the main data for a qualitative analysis. In this analysis process, by referring to prior literature on ecological research, we identified epistemic and conceptual resources that are valid in reflection to ecological research methods. Conceptual resources were identified in the aspects of natural, functional, and integrative concepts. These resources played a role of the essential knowledge for predicting how their knowledge claims would be unfolded in the fields and how they can generate data through empirical investigations on the fields. Epistemic resources were identified in the following aspects of the activity: The nature of knowledge, the process of knowledge construction, and the data source of knowledge construction. These resources were important for students to shape their activities that generated data for validating their knowledge claims of the ecosystem. The results of this study can contribute to the development of instructional strategies to support students’ positioning as epistemic agents who can shape valid knowledge construction activities of the ecosystem.

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