WISE(Web-based Inquiry Science Environment) 프로그램을 활용한 과학수업에서 스캐폴딩 유형에 따른 학업성취도와 과학탐구능력의 차이 검증
The Difference between Two Scaffolding Types in Academic Achievement and Science Inquiry Skills for WISE-based science education
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본 연구는 웹기반 과학탐구수업 도구인 WISE(Web-based Inquiry Science Environment) 프로그램을 활용한 수업에서 교사가 사용하는 스캐폴딩 유형에 따라 학업성취도와 과학탐구능력이 어떠한 차이를 보이는지를 분석하기 위하여 서울 소재 H여고 2학년 학생 144명을 대상으로 3주 동안 실시되었다. 본 연구에서 스캐폴딩은 설명제공형과 단서제공형 두 유형으로 구분되었으며, 연구에 참여한 네 학급 중 두 학급에는 설명제공형 스캐폴딩이 제공되고, 다른 두 학급에는 단서제공형 스캐폴딩이 제공되었다. 연구결과, 설명제공형 집단과 단서제공형 집단의 학업성취도는 통계적으로 유의미한 차이를 나타내지 않았으나, 두 집단의 과학탐구능력에는 유의미한 차이가 나타났으며, 단서제공형 스캐폴딩이 설명제공형 스캐폴딩에 비해 높은 과학탐구능력을 창출하는 것으로 확인되었다. 또한, 탐구과정의 세부 요소별로 어떠한 차이를 가져오는지를 다변량분산분석을 통해 살펴본 결과, 과학탐구능력을 구성하고 있는 12개의 탐구과정 요소 중 가설설정, 실험설계, 추리, 결론, 일반화와 모델 형성, 평가 요소에서 스캐폴딩 유형에 따라 유의미한 차이가 발견되었다. 교사의 스캐폴딩 유형에 따라 학습자의 과학탐구능력 전반과 세부 요소에서 차이가 발생하였다는 결과는 향후 지속적인 연구로 검증되어야 하나, 본 연구에서는 WISE 프로그램을 활용한 과학탐구수업을 보다 성공적으로 진행하기 위해서는 효과적인 스캐폴딩 전략의 개발과 활용이 필요함을 확인하였다.
Abstract
The purpose of this study was to identify a proper type of scaffolding in WISE(Web-based Inquiry Science Environments)-based science education by examining the impact on academic achievement and the science inquiry skills. 144 high school students participated in this study and they were assigned in two groups : explanation scaffolding group and cue scaffolding group. The study lasted for 3 weeks and academic achievement and science inquiry skills were measured at the end of the class. Results of this study are summarized as below : First, there was no statistically significant difference in academic achievement between the explanation scaffolding group and the cue scaffolding group. Second, unlike the pre-test, there was a significant difference between two groups on the science inquiry skills at the post-test. It was revealed that the cue scaffolding is superior to the explanation scaffolding. Finally, it was shown that among the twelve elements of the science skills, the elements such as setting up a hypothesis, designing an experiment, reasoning, conclusion, generalizing and forming a model, evaluation significantly influenced the difference in science inquiry skills between two groups.
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