본문 바로가기
KERD
논문KCI 등재

소집단의 과학적 모형 구성 과정에서 나타난 리더십 분산

Distributed Leadership in Small Group during Scientific Modeling

김희백|송현진
한국생물교육학회 (The Korean Society of Biology Education)|2020.06|생물교육 (BIOLOGY EDUCATION)|제48권 제2호|pp. 168-187|DOI 10.15717/bioedu.2020.48.2.168

0

조회

0

다운로드

1

인용

0

참고문헌

키워드

scientific modelingepistemological framingprimary leaderdistributed leadershippositional framingframing negotiation
주제분류교육학

초록

The purpose of this study is to explore how leadership is distributed in the scientific modeling of small group and interpret it from the perspective of students’ epistemological framing and positional framing. We focused on two small groups of 8th-grade students who participated in six modeling activities about excretion. We qualitatively analyzed the students’ distributed leadership, epistemological framing, positional framing, and modeling processes. In case of Small Group 1, students’ modeling processes were unproductive when students’ epistemological framing was ‘classroom game’ and positional framing was ‘indicator’ and ‘receiver’. A new primary leader emerged when her authority increased by teacher. As emergent leader whose framings were ‘understanding phenomena’ and ‘facilitator’ interacted with others and negotiated with others’ framings, others’ framings shifted to the framings of ‘understanding phenomena’ and ‘respondent’ and they conducted productive modeling processes. In case of Small Group 2, students’ modeling processes were productive when students’ epistemological framing was ‘understanding phenomena’ and positional framing was ‘facilitator’ and ‘respondent’. However, when the two co- primary leaders positioned each other as ‘competitor’ while stuck to their arguments and accumulated negative affects, one leader's leadership behavior decreased considerably. The cut-off of interaction and exchange of arguments between each other resulted in a reduction in evaluation and modification of group’s model. As a result, they conducted unproductive modeling processes. This study will contribute to the construction of foundation for distributed leadership and shift of students' framing to support the productive scientific modeling process.

Abstract

The purpose of this study is to explore how leadership is distributed in the scientific modeling of small group and interpret it from the perspective of students’ epistemological framing and positional framing. We focused on two small groups of 8th-grade students who participated in six modeling activities about excretion. We qualitatively analyzed the students’ distributed leadership, epistemological framing, positional framing, and modeling processes. In case of Small Group 1, students’ modeling processes were unproductive when students’ epistemological framing was ‘classroom game’ and positional framing was ‘indicator’ and ‘receiver’. A new primary leader emerged when her authority increased by teacher. As emergent leader whose framings were ‘understanding phenomena’ and ‘facilitator’ interacted with others and negotiated with others’ framings, others’ framings shifted to the framings of ‘understanding phenomena’ and ‘respondent’ and they conducted productive modeling processes. In case of Small Group 2, students’ modeling processes were productive when students’ epistemological framing was ‘understanding phenomena’ and positional framing was ‘facilitator’ and ‘respondent’. However, when the two co- primary leaders positioned each other as ‘competitor’ while stuck to their arguments and accumulated negative affects, one leader's leadership behavior decreased considerably. The cut-off of interaction and exchange of arguments between each other resulted in a reduction in evaluation and modification of group’s model. As a result, they conducted unproductive modeling processes. This study will contribute to the construction of foundation for distributed leadership and shift of students' framing to support the productive scientific modeling process.

참고문헌 (49)

  1. Bell, T., "Collaborative inquiry learning : Models, tools, and challenges", International Journal of Science Education, 32(3), pp.349~377 (2010)
  2. Berland, L. K., "Framing for scientific argumentation", Journal of Research in Science Teaching, 49(1), pp.68~94 (2012)
  3. Clark, D., "Assessing dialogic argumentation in online environments to relate structure, grounds, and conceptual quality", Journal of Research in Science Teaching, 45(3), pp.293~321 (2008)
  4. Clement, P., "Science Education Research in the Knowledge-based Society", pp.89~97 (2003), Springer
  5. Duschl, R. A., "Science education in three-part harmony : Balancing conceptual, epistemic, and social learning goals", Review of Research in Education, 32(1), pp.268~291 (2008)
  6. Entwistle, N. J., "Understanding Student Learning" (1982), Routledge
  7. Felton, M., "Deliberation versus dispute: The impact of argumentative discourse goals on learning and reasoning in the science classroom", Informal Logic, 29, pp.417~446 (2009)
  8. Gibb, C. A., "Handbook of Social Psychology, (Vol. 2)" (1954), Addison-Wesley
  9. Grayling, A. C., "The Blackwell Companion to Philosophy", pp.38~63 (1996), Blackwell
  10. Greeno, J. G., "A theory bite on contextualizing, framing, and positioning: A companion to Son and Goldstone", Cognition and Instruction, 27(3), pp.269~275 (2009)
  11. Gressick, J., "Distributed leadership in online groups", International Journal of Computer-Supported Collaborative Learning, 5(2), pp.211~236 (2010)
  12. Gutierrez, K., "Script, counterscript, and underlife in the classroom: James Brown versus Brown v. Board of Education", Harvard Educational Review, 65(3), pp.445~472 (1995)
  13. Hammer, D., "Transfer of Learning from a Modern Multidisciplinary Perspective", pp.89~120 (2005), Information Age Publishing
  14. Harris, A., "Distributed leadership: According to the evidence", Journal of Educational Administration, 46(2), pp.172~188 (2008)
  15. Harrison, A. G., "Learning about atoms, molecules, and chemical bonds: A case study of multiple-model use in grade 11 chemistry", Science Education, 84(3), pp.352~381 (2000)
  16. Hogan, K., "Discourse patterns and collaborative scientific reasoning in peer and teacher-guided discussions", Cognition and Instruction, 17(4), pp.379~432 (1999)
  17. Hutchison, P., "Attending to student epistemological framing in a science classroom", Science Education, 94(3), pp.506~524 (2010)
  18. Kang, N., "Secondary science teachers’ use of laboratory activities : Linking epistemological beliefs, goals, and practices", Science Education, 89(1), pp.140~165 (2005)
  19. Kawasaki, K., "Theory building and modeling in a sinking and floating unit : A case study of third and fourth grade students’ developing epistemologies of science", International Journal of Science Education, 26, pp.1299~1324 (2004)
  20. 김동렬, "스토리텔링을 활용한 과학 수업이 중학생들의 인체 구조와 기능의 이해에 미치는 영향", 생물교육, 39(1), pp.18~30 (2011), 한국생물교육학회[DOI]
  21. 김종관, "현대적 리더십 연구의 특징과 공유리더십의 팀 효과성에 관한 연구", 디지털융복합연구, 15(6), pp.207~217 (2017), 한국디지털정책학회[DOI]
  22. 권지숙, "실험 설계에서 나타난 소집단 논변활동 탐색: 활동에 대한 인식적 목표와 인식적 이해를 중심으로", 한국과학교육학회지, 36(1), pp.45~61 (2016), 한국과학교육학회[DOI]
  23. Kyza, E. A., "Sixth graders’ co-construction of explanations of a disturbance in an ecosystem : Exploring relationships between grouping, reflective scaffolding, and evidencebased explanations", International Journal of Science Education, 33(18), pp.2489~2525 (2011)
  24. 이차은, "과학적 모형 구성 과정에서 나타난 사고 질문의 개념적 자원 활성화의 이해 -인식론적 프레이밍과 위치 짓기 프레이밍을 중심으로-", 한국과학교육학회지, 36(3), pp.471~483 (2016), 한국과학교육학회[DOI]
  25. Lee, K., "Understanding of middle school students' small group argumentation about biological classification", Master, pp.2012
  26. 이현영, "사회적 상호작용을 강조한 과학 탐구실험 과정에서 학생-학생 상호작용 양상 분석", 한국과학교육학회지, 22(3), pp.660~670 (2002), 한국과학교육학회
  27. 이경현, "중학생들의 생물분류에 대한 소집단 논변활동의 이해 -리더의 역할을 중심으로-", 생물교육, 40(1), pp.71~86 (2012), 한국생물교육학회[DOI]
  28. 이은주, "변칙 사례에 대한 과학 영재 학생들의 반응에서 드러난 인식론적 프레이밍과 소집단 논변활동 탐색", 한국과학교육학회지, 35(3), pp.419~429 (2015), 한국과학교육학회[DOI]
  29. Li, Y., "Emergent leadership in children’s discussion groups", Cognition and Instruction, 25(1), pp.75~111 (2007)
  30. Mercer, N., "Words and Minds: How We Use Language to Think Together" (2000), Routledge
  31. Mercier, E. M., "Different leaders : Emergent organizational and intellectual leadership in children’s collaborative learning groups", International Journal of Computer-Supported Collaborative Learning, 9, pp.397~432 (2014)
  32. Passmore, C., "A modeling approach to teaching evolutionary biology in high schools", Journal of Research in Science Teaching, 39(3), pp.185~204 (2002)
  33. Passmore, C., "Model-based inquiry and school science : Creating connections", School Science and Mathematics, 109(7), pp.394~402 (2009)
  34. Passmore, C., "Exploring opportunities for argumentation in modelling classrooms", International Journal of Science Education, 34(10), pp.1535~1554 (2012)
  35. Pattison, S. A., "Identity negotiation within peer groups during an informal engineering education program : The central role of leadership‐oriented youth", Science Education, 102(5), pp.978~1006 (2018)
  36. Radinsky, J., "Camila, the Earth, and the Sun: Constructing an idea as shared intellectual property", Journal of Research in Science Teaching, 47(6), pp.619~642 (2010)
  37. Rea-Ramirez, M. A., "Model Based Learning and Instruction in Science", pp.23~43 (2008), Springer
  38. Redish, E. F., "Proceedings of the Enrico Fermi Summer School, Course CLVI", pp.1~63 (2004), Italian Physical Society
  39. Richmond. G., "Making meaning in classrooms: Social processes in small group discourse and scientific knowledge building", Journal of Research in Science Teaching, 33(8), pp.839~858 (1996)
  40. Rop, C., "The meaning of student inquiry questions: A teacher’s beliefs and responses", International Journal of Science Education, 24(7), pp.717~736 (2002)
  41. Russ, R., "Inferring teacher epistemological framing from local patterns in teacher noticing", Journal of Research on Science Teaching, 50(3), pp.284~314 (2013)
  42. Sampson, V., "The impact of collaboration on the outcomes of scientific argumentation", Science Education, 93(3), pp.448~484 (2009)
  43. Schwarz, C. V., "Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners", Journal of Research in Science Teaching, 46(6), pp.632~654 (2009)
  44. Shim, S., "Framing negotiation: Dynamics of epistemological and positional framing in small groups during scientific modeling", Science Education, 102(1), pp.128~152 (2018)
  45. Spillane, J. P., "Distributed leadership", The Educational Forum, 69, pp.143~150 (2005)
  46. Stamovlasis, D., "A study of group interaction processes in learning lower secondary physics", Journal of Research in Science Teaching, 43(6), pp.556~576 (2006)
  47. Tannen, D., "Framing in Discourse" (1993), Oxford University Press
  48. van de Sande, C. C., "Achieving alignment of perspectival framings in problem-solving discourse", Journal of the Learning Sciences, 21(1), pp.1~44 (2012)
  49. Yoon, S., "Modeling activity on blood filtration in the nephron", American Biology Teacher, 79(9), pp.774~777 (2017)

관련 논문AI추천

과학적 모형 구성 과정에서 나타난 사고 질문의 개념적 자원 활성화의 이해 -인식론적 프레이밍과 위치 짓기 프레이밍을 중심으로-김희백, 이차은한국과학교육학회 · 한국과학교육학회지2016 · 제36권 제3호초등학교의 협력적 과학 모델링 수업에서 나타난 리더의 행위주체성 탐색김희백, 엄장희한국과학교육학회 · 한국과학교육학회지2021 · 제41권 제4호중학생들의 생물분류에 대한 소집단 논변활동의 이해 -리더의 역할을 중심으로-김희백, 윤선미, 이경현한국생물교육학회 · 생물교육2012 · 제40권 제1호과학탐구활동의 도구조작 맥락에서 탈중심화된 협력과 공유리더십에 관한 사례 분석박지영, 이선경, 최취임교과교육연구소 · 교과교육학연구2020 · 제24권 제2호소집단 모형구성 수업 진행에서 나타난 초임 과학 교사의 인식론적 프레이밍 변화 탐색 -‘빈칸 채우기’에서 ‘사회적 추론 구성’으로-김희백, 심수연, 이은주한국과학교육학회 · 한국과학교육학회지2024 · 제44권 제2호소집단 모형구성 수업 진행에서 나타난 초임 과학 교사의 인식론적 메시지 변화와 이에 대한 소집단 학생들의 반응김희백, 심수연, 이은주한국과학교육학회 · 한국과학교육학회지2025 · 제45권 제6호

이 간행물의 다른 논문 (10건)

과학사 학습과 과학사를 활용한 수업실연이 과학의 본성에 대한 예비 생물교사의 인식에 미치는 영향강경희pp. 155-167fMRI 분석을 활용한 두뇌 연결망 기반 생물 분류 학습 모형 개발변정호, 권용주pp. 188-202교사학습공동체에서 이루어지는 생산적, 비생산적 탐구의 특성에 관한 사례연구심수연pp. 203-214예비 생물교사들의 생물 이미지의 객관성 인식 - 이미지 재현 방식을 중심으로 -신세인, 하민수, 이준기pp. 215-227국립과천과학관의 생물 전시물 관람에서 초등학생들의 안구운동 분석신동훈, 신원섭, 이소영pp. 228-241
원문 보기