예비 생물교사의 SSI 글쓰기에 나타난 담화요소와 담화클러스터 분석
Analysis on Discourse Elements and Discourse Cluster in SSI Writing of Pre-Service Biology Teachers
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The purpose of this study was to analyze discourse elements and discourse clusters in SSI writing of pre-service biology teachers. For this purpose, we analyzed the results of writing of 16 pre-service biology teachers at the College of Education of J University. The three SSI writings were composed of the themes of direction for animals and humans to live together, the influence of artificial intelligence and human life, and environmental pollution caused by the issuance of ozone warning. Focusing on how argumentation activities are carried out in the SSI context, discourse elements and discourse cluster analysis were analyzed. In the discourse cluster analysis, students set up the direction of writing by confirming the issues of the problem through exploration of the situation presented by the problem, and tried to make a convincing choice such as presenting the basis through various perspectives and data searches and expressing their thoughts and opinions. The change of discourse elements was followed by the presentation of perspectives through empathy, taking into account various perspectives and making reasoning based on evidence. In particular, it showed the characteristics of presenting the argument considering the ethical aspects of SSI-related writing, or expressing responsibility and willingness to practice through empathy and empathy. Through this SSI writing program, I think that the pre-service biology teachers would have broadened the scope of SSI teaching and learning methods in terms of scientific approach to our social problems and finding solutions to them. It is expected that if the SSI writing program for pre-service biology teachers becomes more active, it will provide learners with a writing process to enhance the basic competency of SSI-related thinking and problem solving.
Abstract
The purpose of this study was to analyze discourse elements and discourse clusters in SSI writing of pre-service biology teachers. For this purpose, we analyzed the results of writing of 16 pre-service biology teachers at the College of Education of J University. The three SSI writings were composed of the themes of direction for animals and humans to live together, the influence of artificial intelligence and human life, and environmental pollution caused by the issuance of ozone warning. Focusing on how argumentation activities are carried out in the SSI context, discourse elements and discourse cluster analysis were analyzed. In the discourse cluster analysis, students set up the direction of writing by confirming the issues of the problem through exploration of the situation presented by the problem, and tried to make a convincing choice such as presenting the basis through various perspectives and data searches and expressing their thoughts and opinions. The change of discourse elements was followed by the presentation of perspectives through empathy, taking into account various perspectives and making reasoning based on evidence. In particular, it showed the characteristics of presenting the argument considering the ethical aspects of SSI-related writing, or expressing responsibility and willingness to practice through empathy and empathy. Through this SSI writing program, I think that the pre-service biology teachers would have broadened the scope of SSI teaching and learning methods in terms of scientific approach to our social problems and finding solutions to them. It is expected that if the SSI writing program for pre-service biology teachers becomes more active, it will provide learners with a writing process to enhance the basic competency of SSI-related thinking and problem solving.
참고문헌 (16)
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