유전 문제 해결 활동에서 나타나는 중학교 3학년 학생들의 인지적 협력 과정
The Process of Cognitive Collaboration of Ninth-Grade Students in Genetic Problem Solving Activity
0
조회
0
다운로드
2
인용
0
참고문헌
키워드
초록
This study aims to explore the process of cognitive collaboration of ninth grade students in genetic problem solving. For the purpose of study, we developed the small group activities on Mendel's law of independent assortment, which were implemented following the Mendelian genetics lessons. Ninth-grade students from two middle schools participated in the activities, and their activities were videotaped and recorded. Cognitive collaborations in small groups were categorized into four levels according to the cognitive interaction between members. In the result, we explained the small group's process of reasoning focusing on five groups showing cognitive collaboration level Ⅰ, Ⅱ and Ⅲ. The results showed that conflicted opinion between members played an important role in facilitating the cognitive collaboration in group discussion. When conflicted opinion was revealed in the group, students attempted to explain the genetic phenomenon relating the concepts of meiosis by providing scientific concepts and making a rebuttal. In conclusion, students’ difficulties in connecting genetic concepts with meiosis concepts and teachers’ role to support the small group activity are discussed.
Abstract
This study aims to explore the process of cognitive collaboration of ninth grade students in genetic problem solving. For the purpose of study, we developed the small group activities on Mendel's law of independent assortment, which were implemented following the Mendelian genetics lessons. Ninth-grade students from two middle schools participated in the activities, and their activities were videotaped and recorded. Cognitive collaborations in small groups were categorized into four levels according to the cognitive interaction between members. In the result, we explained the small group's process of reasoning focusing on five groups showing cognitive collaboration level Ⅰ, Ⅱ and Ⅲ. The results showed that conflicted opinion between members played an important role in facilitating the cognitive collaboration in group discussion. When conflicted opinion was revealed in the group, students attempted to explain the genetic phenomenon relating the concepts of meiosis by providing scientific concepts and making a rebuttal. In conclusion, students’ difficulties in connecting genetic concepts with meiosis concepts and teachers’ role to support the small group activity are discussed.
참고문헌 (26)
- 강은희, "심장 혈액 흐름의 모형 구성 과정에서 나타난 소집단 상호작용과 소집단 규범", 한국과학교육학회지, 32(2), pp.372~387 (2012), 한국과학교육학회[DOI]
- 김영은, "문제 중심 학습(PBL)을 적용한 ｢무기화학실험｣수업의 효과", 대한화학회지, 54(6), pp.771~780 (2010), 대한화학회
- 김희백, "유전 개념의 이해를 위한 염색체 모형 이용 수업의 효과", 생물교육, 30(3), pp.282~288 (2002), 한국생물교육학회
- 민진선, "유전과 진화에 관한 학생의 대안 개념 분석-존재론적 속성을 중심으로-", 생물교육, 32(2), pp.158~172 (2004), 한국생물교육학회
- 박승재, "교수-학습이론과 과학교육" (1994), 교육과학사
- 서울대학교 과학교육연구소, "유전자 전달의 비밀을 밝혀라: 중학교 3학년 유전과 진화 탐구수업 지도자료", 64~69 (2006)
- Chin, C., "Students’ questions and discursive interaction : Their impact on argumentation during collaborative group discussions in science", Journal of Research in Science Teaching, 47(7), pp.883~908 (2010)
- Duncan, R. G., "Designing projectbased instruction to foster generative and mechanistic understandings in genetics", Science Education, 95, pp.21~56 (2011)
- Freidenreich, H, B., "Exploring middle school students’ understanding of three conceptual models in genetics", International Journal of Science Education, 33(11), pp.937~977 (2011)
- Hogan, K., "Discourse patterns and collaborative scientific reasoning in peer and teacher-guided discussions", Cognition and Instruction, 17(4), pp.379~432 (1999)
- Kumpulainen, K., "Classroom Interaction and Social Learning: From Theory to Practice", pp.170~ (2002), Routledge
- Kuhn, D., "The Skills of Argument" (1991), Cambridge University Press
- Lave, J., "Situated Learning : Peripheral participation" (1991), Cambridge University Press
- Lee, S., "Exploring the impact of students’ learning approach on collaborative group modeling of blood circulation", Journal of Science Education and Technology, 24, pp.234~255 (2015)
- Linn, M. C., "The Practice of Constructivism in Science Education", pp.91~119 (1993), AAAS Press
- Maloney, J. F., "Mapping children’s discussions of evidence in science to assess collaboration and argumentation", International Journal of Science Education, 28(15), pp.1817~1841 (2006)
- Oliveira, A. W., "Interactive patterns and conceptual convergence during student collaborations in science", Journal of Research in Science Teaching, 45(5), pp.634~658 (2008)
- 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)
- Sampson, V., "A comparison of the collaborative scientific argumentation practices of two high and two low performing groups", Research in Science Education, 41(1), pp.63~97 (2011)
- Sandoval, W. A., "The quality of students’ use of evidence in written scientific explanations", Cognition and Instruction, 23, pp.23~55 (2005)
- Stewart, J., "Students’ alternate views of meiosis", The American Biology Teacher, 52(4), pp.228~232 (1990)
- Stewart, J., "How Students Learn:Science in the Classroom", pp.515~565 (2005), National Research Council
- Takao, A. Y., "Assessment of evidence in university students’ scientific writing", Science & Education, 12, pp.341~363 (2003)
- Webb, N. M., "Handbook of Educational Psychology", pp.841~873 (1996), Macmillan
- Wynne, C. F., "High school students’ use of meiosis when solving genetics problems", International Journal of Science Education, 23(5), pp.501~515 (2001)
- Yager, S., "Oral discussion, group to individual transfer, and achievements in cooperative learning groups", Journal of Educational Psychology, 77, pp.60~66 (1985)