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눈 비유 모형을 활용한 소집단 활동에서 나타나는 중학생들의 시스템 사고 탐색

Exploring Middle School Students’System Thinking Revealed in Small Group Activity Using Analogical Eye Models

한문현|김희백|황윤식
한국생물교육학회 (The Korean Society of Biology Education)|2016.12|생물교육 (BIOLOGY EDUCATION)|제44권 제4호|pp. 749-762|DOI 10.15717/bioedu.2016.44.4.749

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참고문헌

키워드

system thinkinganalogy modelteachers’ scaffoldvisual system
주제분류교육학

초록

This study explored how an analogy model activity and teacher supports enhanced students’ system thinking and their understanding of the seeing process. Fifty-three 8th grade students used analogy models to learn the structure of the eyes and the seeing process. This study identified three groups of distinct system thinking. Students in the first group focused only on a single sub-structural element of a visual system and did not connect this element to visual system processes. The second group connected the limited sub-structural elements to the processes within a visual system, and students’ fragmented ideas led to an alternative conception of the seeing process. The final group explained how visual systems form and interpret images by elaboratively connecting the sub-structural elements to the processes. In addition, by providing concrete scaffolds, the teacher helped students overcome difficulties in their system thinking. This study discussed the implication for using the analogy models as a cognitive tool for facilitating students’ system thinking in science classes.

Abstract

This study explored how an analogy model activity and teacher supports enhanced students’ system thinking and their understanding of the seeing process. Fifty-three 8th grade students used analogy models to learn the structure of the eyes and the seeing process. This study identified three groups of distinct system thinking. Students in the first group focused only on a single sub-structural element of a visual system and did not connect this element to visual system processes. The second group connected the limited sub-structural elements to the processes within a visual system, and students’ fragmented ideas led to an alternative conception of the seeing process. The final group explained how visual systems form and interpret images by elaboratively connecting the sub-structural elements to the processes. In addition, by providing concrete scaffolds, the teacher helped students overcome difficulties in their system thinking. This study discussed the implication for using the analogy models as a cognitive tool for facilitating students’ system thinking in science classes.

참고문헌 (44)

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