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‘생태계’를 주제로 한 협력적 소집단 표상화 활동에서 나타난 고등학생들의 인식론적 메시지와 시스템 사고의 관계

The Relationships between Epistemological Messages of High School Students and Their Systems Thinking in Cooperative Small-Group Representational Activities on the Theme of Ecosystems

김희백|이경현
한국생물교육학회 (The Korean Society of Biology Education)|2021.06|생물교육 (BIOLOGY EDUCATION)|제49권 제2호|pp. 162-180|DOI 10.15717/bioedu.2021.49.2.162

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키워드

representationecosystemsystem thinkingepistemological messagecooperative small group activity
주제분류교육학

초록

This study investigates how the epistemological message of high school students appearing in cooperative small-group activities on the theme of ecosystems related to the creation of a context that high level of system thinking appeared. In a small group of three 10th-grade students, classes included the tasks of cooperatively constructing representations such as tables and pictures on the theme of the ecosystem. The research results showed that students’epistemological message and system thinking appeared simultaneously. And also, when they articulated a high level of the epistemological message, they tended to use a high level of system thinking. The activity of visualizing and integrating ecosystems into pictures encouraged a commitment to context, in which students focus on explaining ecosystem phenomena more and promoting high-quality epistemological messages and systems thinking. In addition, the visibility of the ecosystem presented in the task was found to be another factor that triggered high-level system thinking by enriching the claims and evidence presented by students. Several strategies were discussed to promote students’systems thinking.

Abstract

This study investigates how the epistemological message of high school students appearing in cooperative small-group activities on the theme of ecosystems related to the creation of a context that high level of system thinking appeared. In a small group of three 10th-grade students, classes included the tasks of cooperatively constructing representations such as tables and pictures on the theme of the ecosystem. The research results showed that students’epistemological message and system thinking appeared simultaneously. And also, when they articulated a high level of the epistemological message, they tended to use a high level of system thinking. The activity of visualizing and integrating ecosystems into pictures encouraged a commitment to context, in which students focus on explaining ecosystem phenomena more and promoting high-quality epistemological messages and systems thinking. In addition, the visibility of the ecosystem presented in the task was found to be another factor that triggered high-level system thinking by enriching the claims and evidence presented by students. Several strategies were discussed to promote students’systems thinking.

참고문헌 (45)

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