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초등학생의 먹이 그물 모형 구성에서 교사 질문 단서의 역할

The Role of Teacher's Question Prompt in Elementary Students' "Food Web" Modeling

김희백|한문현
한국생물교육학회 (The Korean Society of Biology Education)|2013.06|생물교육 (BIOLOGY EDUCATION)|제41권 제2호|pp. 296-309|DOI 10.15717/bioedu.2013.41.2.296

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키워드

modelmodelingscaffoldingscientific reasoningteacher's roleteacher's question prompt
주제분류교육학

초록

Abstract

The purpose of this study was to investigate the type of difficulties elementary students faced during the food web modeling process and what strategies the teacher used to help them. Constructing the ‘food web’ model was carried out by elementary students in the 6th grade. Students were organized into 6 small groups to do the 'food web' modeling and to articulate generalized concepts through discussions. Each small group’s discussion was videotaped and recorded. Researchers analyzed the teacher’s verbal support in order to investigate how students’ 'food web' modeling was guided using scaffolding techniques. As a result, researchers revealed that the teacher used three types of question prompts: procedural prompts, elaboration prompts and reflection prompts. Also, the teacher was found helping students to facilitate their thinking using phenomenon-based reasoning, relation-based reasoning and model-based reasoning. These results show that it is necessary for teachers to play an active role in terms of constructing a 'food web' model.

참고문헌 (27)

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