본문 바로가기
KERD
논문KCI 등재

Apt-AIR 기본틀로 본 초등학생의 과학적 모델링 수업에서 지식구성의 인지과정 실행 양상

The Aspects of Epistemic Cognition Formed in Elementary Students’ Scientific Modeling: An Examination through the Apt-AIR Framework

맹승호|김서연
한국과학교육학회 (The Korean Association for Science Education)|2024.08|한국과학교육학회지 (Journal of the Korean Association for Science Education)|제44권 제4호|pp. 325-341|DOI http://dx.doi.org/10.14697/jkase.2024.44.4.325

0

조회

0

다운로드

0

인용

0

참고문헌

키워드

scientific modelingepistemic cognition과학적 모델 구성지식구성의 인지과정Ambitious Science TeachingApt-AIR framework
주제분류교육학

초록

이 연구는 초등학교 3학년 과학의 지표의 변화 단원에서 ‘강 주변의 모습을 알아볼까요?’ 소단원 수업에 대해 초등학생의 모델링 활동에서 형성된 지식구성의 인지과정의 실행 양상의 특징을 Apt-AIR 기본틀에 근거하여 조사하였다. 설명모델 구성을 촉진하는 수업 전략으로서 Ambitious Science Teaching (AST)를 적용하였으며, AST의핵심 교수활동의 흐름에 맞추어 총 7차시 수업을 진행하였고, 초등학교 3학년 1개 학급의 초등학생 29명이 연구에 참여하였다. 수집한7차시의 수업을 초기모델 구성, 탐구 활동, 모둠별 모델 구성, 공유및 최종모델 완성 단계로 구분하고, 각 단계의 수업 활동을 Apt-AIR 기본틀의 지식구성에 관한 목표와 가치(A), 과학 지식구성을 위한성취 준거(I), 과학 지식구성을 위한 신뢰할 만한 과정(R) 및 적절한지식구성 수행의 다섯 가지 측면에 따라 측면에 따라 분석하였다. 연구 결과, AST의 핵심 교수활동을 근간으로 하여 모델링을 강조한과학 수업에서 초등학생들은 현상을 단순히 묘사하는 초기모델 구성, 모형실험 탐구에서 수집한 데이터를 활용하여 초기 설명모델을 보완, 모둠별 모델을 공유하고 평가하는 논의 참여 등과 같이 모델링과 관련된 다양한 과학적 실행을 경험하면서 점진적으로 강의 상류와 하류의 지형 차이의 원인에 대한 인과 관계를 포함하는 더 높은 수준의설명모델을 구성할 수 있었다. 또한, 초등학생들이 모델링 활동에서구현했던 지식구성의 인지과정 양상은 Apt-AIR 기본틀의 관점에서볼 때, 지식구성을 위한 목표와 가치, 성취 준거, 신뢰할 만한 과정에대한 인지적 참여 측면은 적절하였으나, 나머지 네 측면은 충분하게적절한 지식구성 수행을 진행하지는 못하였으며, 특히 지식구성을위한 신뢰할 만한 과정에 관한 실행은 부족하였다.

Abstract

This study examined how specific aspects of epistemic cognition are developed in elementary students during modeling activities, using the Apt-AIR framework. The study focused on a class unit titled 'Shall We Find Out What the Landscape of a Riverside Looks Like?' which is part of the land chapter in the third-grade Korean elementary science curriculum. Ambitious Science Teaching (AST) was applied as a teaching strategy to enhance students’ model construction. Seven science classes were conducted in line with the core practices of AST, with 29 elementary school students participating in the study. The classes were organized into four stages: initial model composition, inquiry activity, group model composition-sharing, and final model construction. The class activities at each stage were analyzed using both the AIR model, i.e., epistemic aim and value (A), epistemic ideals (I), and reliable epistemic processes (R), and the multi-faceted framework for epistemic thinking from the Apt-AIR framework. The results of the study revealed that in science classes emphasizing modeling activities based on the core practices of AST, the elementary students progressively developed more sophisticated explanatory models that included causal relationships explaining the topographic differences between the upstream and downstream sections of a river. This result was due to their engagement in constructing initial models to describe phenomena, supplementing the initial models using data collected in the model experiment, and participating in discussions to share and evaluate group models. Additionally, from the perspective of the Apt-AIR framework, the aspects of epistemic cognition demonstrated by the elementary students in their modeling activities were appropriate for engaging with cognitive processes related to epistemic aims and values, epistemic ideals, and reliable processes. The other four aspects of the Apt-AIR framework, however, were not performed as effectively. In particular, the application of reliable epistemic processes for knowledge construction required more improvement.

참고문헌 (55)

  1. Andrade, V., "Constructing scientific explanations : A system of analysis for students’ explanations", Science Education, 49, pp.787~807 (2019)
  2. Barzilai, S., "On the goals of epistemic education : promoting apt epistemic performance", Journal of the Learning Sciences, 27(3), pp.353~389 (2018)
  3. Barzilai, S., "Handbook of epistemic cognition", pp.409~424 (2016), Routledge
  4. Battaly, H., "Virtue epistemology", Philosophy Compass, 3(4), pp.639~663 (2008)
  5. Böschl, F., "Investigating scientific modeling practices in U. S. and German elementary science classrooms : A comparative, cross-national video study", Science Education, 107, pp.368~400 (2023)
  6. Bråten, M., "Working toward a stronger conceptualization of scientific explanation for science education", Science Education, 95, pp.639~669 (2011)
  7. Chinn, C. A., "Handbook of epistemic cognition", pp.460~478 (2016), Routledge
  8. Chinn, C. A., "Expanding the dimensions of epistemic cognition : Arguments from philosophy and psychology", Educational Psychologist, 46(3), pp.141~167 (2011)
  9. Chinn, C. A., "Processing inaccurate information", pp.425~454 (2014), MIT Press
  10. Clement, J., "Creative model construction in scientists and students:The role of imagery, analogy, and mental simulation" (2008), Springer
  11. Clement, J. J., "Model-based learning as a key research area of science education", International Journal of Science Education, 22(9), pp.1041~1053 (2000)
  12. Coll, R., "The role of models and analogies in science education : implications from research", International Journal of Science Education, 27(2), pp.183~198 (2005)
  13. Giere, R. N., "How models are used to represent reality", Philosophy of Science, 71(5), pp.742~752 (2004)
  14. Gilbert, S. W., "Understanding models in earth and space science" (2003), NSTA Press
  15. Greene, J. A., "Handbook of epistemic cognition" (2016), Routledge
  16. Guy-Gaytán, C., "Tensions between learning models and engaging in modeling", Science & Education, 28, pp.843~864 (2019)
  17. Harrison, A. G., "A typology of school science models", International Journal of Science Education, 22(9), pp.1011~1026 (2000)
  18. Herman, B. C., "Association between experienced teachers’ NOS implementation and general reform-based science teaching practices", Journal of Science Teacher Education, 24(7), pp.1077~1102 (2013)
  19. Kang, E. H., "Small group interaction and norms in the process of constructing a model for blood flow in the heart", Journal of the Korean Association for Science Education, 32(2), pp.372~387 (2012)
  20. Kang, H., "Creating opportunities for students to show what they know : the role of scaffolding in assessment tasks", Science Education, 98(4), pp.674~704 (2014)
  21. Khan, S., "Model-based inquiries in chemistry", Science Education, 91(6), pp.877~905 (2007)
  22. Kim, K., "Characteristics of modeling of experiment in case analysis of students’ open inquiry and its meaning on science education", Journal of the Korean Association for Science Education, 42(2), pp.201~214 (2022)
  23. Kloser, M., "Identifying a core set of science teaching practices : A delphi expert panel approach", Journal of Research in Science Teaching, 51(9), pp.1185~1217 (2014)
  24. Knuuttila, T., "Models, representation, and mediation", Philosophy of Science, 72(5), pp.1260~1271 (2005)
  25. Knuuttila, T., "Modelling and representing : An artefactual approach to model-based representation", Studies in History and Philosophy of Science Part A, 42(2), pp.262~271 (2011)
  26. Lee, H., "Rethinking the knowledge viewpoint in practice-oriented science education and its relationship with scientific modeling", Elementary Science Education, 42(2), pp.343~366 (2023)
  27. Lehrer, R., "Handbook of child psychology" (2006), John Wiley and Sons
  28. Lehrer, R., "Handbook of Child Psychology and Developmental Science", pp.1~44 (2015), Wiley
  29. Louca, L. T., "In quest of productive modeling-based learning discourse in elementary school science", Journal of Research in Science Teaching, 48(8), pp.919~951 (2011)
  30. Louca, T. L., "Towards a competence‐based view on models and modeling in science education", pp.237~256 (2019), Springer
  31. Ministry of Education, "Science Education Curriculum" (2015), Ministry of Education in Korea
  32. Nicolaou, C. T., "Assessment of the modeling competence : A systematic review and synthesis of empirical research", Educational Research Review, 13, pp.52~73 (2014)
  33. Osborne, J., "What"ideas-about-science"should be taught in school science? A delphi study of the expert community", Journal of Research in Science Teaching, 40(7), pp.692~720 (2003)
  34. Parnafes, O., "Developing explanations and developing understanding : students explain the phases of the moon using visual representations", Cognition and Instruction, 30(4), pp.359~403 (2012)
  35. Passmore, C., "A modeling approach to teaching evolutionary biology in high schools", Journal of Research in Science Teaching, 39(3), pp.185~204 (2002)
  36. Pierson, A. E., "Learning progressions in context : Tensions and insights from a semester-long middle school modeling curriculum", Science Education, 101(6), pp.1061~1088 (2017)
  37. 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)
  38. Reith, M., "Scientific reasoning and views on the nature of scientific inquiry : testing a new framework to understand and model epistemic cognition in science", International Journal of Science Education, 42(16), pp.2716~2741 (2020)
  39. Russ, R. S., "Recognizing mechanistic reasoning in student scientific inquiry : a framework for discourse analysis developed from philosophy of science", Science Education, 92(3), pp.499~525 (2008)
  40. Sandoval, W., "Conceptual and epistemic Aspects of students’scientific explanations", The Journal of the Learning Sciences, 12(1), pp.5~51 (2003)
  41. Schwarz, C. V., "Developing preservice elementary teachers’knowledge and practices through modeling-centered scientific inquiry", Science Education, 93(4), pp.720~744 (2009)
  42. 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)
  43. Shim, S. Y., "Framing negotiation : Dynamics of epistemological and positional framing in small groups during scientific modeling", Science Education, 102(1), pp.128~152 (2018)
  44. Sins, P. H. M., "The difficult process of scientific modelling : An analysis of novices’reasoning during computer-based modelling", International Journal of Science Education, 27(14), pp.1695~1721 (2005)
  45. Strauss, A., "Handbook of qualitative research", pp.273~285 (1994), Sage Publications, Inc
  46. Svaricek, R., "The role of the teacher in supporting students’ epistemic thinking in dialogic argumentation. A case study", Studia paedagogica, 24(4), pp.144~171 (2019)
  47. Tang, K. S., "Constructing scientific explanations through premise-reasoning-outcome(PRO) : An exploratory study to scaffold students in structuring written explanations", International Journal of Science Education, 38(9), pp.1415~1440 (2016)
  48. Treagust, D. F., "Students’understanding of the role of scientific models in learning science", International Journal of Science Education, 24(4), pp.357~368 (2002)
  49. Upmeier zu Belzen, A., "Towards a competence‐based view on models and modeling in science education", pp.3~19 (2019), Springer
  50. Windschitl, M., "Ambitious Science Teaching" (2018), Harvard University Press
  51. Windschitl, M., "Proposing a core set of instructional practices and tools for teachers of science", Science Education, 96, pp.878~903 (2012)
  52. You, Y. J., "Effects of Modeling-Based Science Inquiry Instruction on Elementary Students’ Learning in the Unit of Seasonal Changes", Elementary Science Education, 35(2), pp.265~276 (2016)
  53. Yu, H., "Model creation and model developing process of science gifted students in scientific model constructing class for phase change of the Moon", Journal of Gifted, 2012, pp.22(2), 291~315
  54. Zangori, L., "Exploring the effect of embedded scaffolding within curricular tasks on third-grade students’ model-based explanations about hydrologic cycling", Science & Education, 24, pp.957~981 (2015)
  55. Zembal-Saul, C. L., "What’s your evidence?: Engaging k-5 children in constructing explanations in science" (2013), Pearson

관련 논문AI추천

다양한 모델링 도구를 활용한 초등학교 모델 기반 탐구 수업의 개발 및 적용강남화, 유숙정한국현장과학교육학회 · 현장과학교육2025 · 제19권 제5호초등과학 모델링 수업의 구성과 속성 및 교사 역량 요인에 대한 질적 메타 분석김현주, 이기영, 임채성한국초등과학교육학회 · 초등과학교육2023 · 제42권 제3호과학적 모델의 사회적 구성 수업을 통한 과학 영재 학생들의 모델링 능력 변화김찬종, 김희백, 박희경, 유준희, 장신호, 최승언, 최종림한국과학교육학회 · 한국과학교육학회지2016 · 제36권 제1호Analysis of Model Development and Usage Patterns in Geological, Astronomical, and Atmospheric Domains in Korean Elementary School Science Textbooks김한솔, 양일호뇌·AI기반교육연구소 · Brain, Digital, & Learning2024 · 제14권 제2호초등학생들의 계절의 변화 단원의 학습에서 모델링 중심 과학 탐구 수업의 효과오필석, 유연준한국초등과학교육학회 · 초등과학교육2016 · 제35권 제2호구름 발생 실험에 관한 초등학생의 증거 기반 설명구성 활동에서 생산적 과학학습 참여의 양상김아림, 맹승호한국초등과학교육학회 · 초등과학교육2025 · 제44권 제1호

이 간행물의 다른 논문 (3건)

과학 모델링 활동에 나타난 교사의 담화 분석 -지구과학 교사 연수 사례-심현진, 엄흥진pp. 301-311과학기술관련 사회쟁점 (SSI)과 위험교육의 통합적 접근의 필요성 및 교육 모형 탐색이현주, 박영신, 문공주, 이현옥, 황요한pp. 313-323한국의 선도적 과학자가 경험한 어려움과 과학교육에의 시사점김중복, 정연수pp. 343-360
원문 보기