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초등 일반 학생과 과학영재 학생의 과학 탐구 학습 지향과 불일치 상황에 대한 대처 전략의 관계 비교

The Relationship between Orientations toward Scientific Inquiry Learning and Coping Strategies for Anomalous Situations in Elementary Students: A Comparison between General and Science-Gifted Students

강훈식|윤지영
한국과학교육학회 (The Korean Association for Science Education)|2024.04|한국과학교육학회지 (Journal of the Korean Association for Science Education)|제44권 제2호|pp. 155-166|DOI http://dx.doi.org/10.14697/jkase.2024.44.2.155

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키워드

coping strategy불일치 상황anomalous situation대처 전략science-gifted elementary student과학 탐구 학습 지향초등 과학영재학생orientation toward scientific inquiry
주제분류교육학

초록

이 연구에서는 초등 일반 학생과 과학영재 학생의 과학 탐구 학습지향을 조사하여 비교했다. 또한 이들의 과학 탐구 학습 지향과 불일치 상황에 대한 대처 전략의 관련성도 조사하여 비교했다. 이를 위해서울특별시에서 초등 일반 학생 61명과 과학영재 학생 53명을 선정한뒤, 과학 탐구 학습 지향을 조사하는 설문과 불일치 상황에 대한 대처전략을 조사하는 설문을 실시했다. 또한 일부 일반 학생 및 과학영재학생을 대상으로 반구조화된 심층 면담을 개별로 실시했다. 연구 결과, 학년과 관계없이 과학 탐구 학습 지향 중에서 초등 일반 학생은‘개념이해’ 지향이 가장 많이 나타났으며, ‘과학적 실천’ 지향이 두번째로 많이 나타났다. 반면 초등 과학영재 학생은 ‘과학적 실천’ 지향의 빈도가 가장 높았으며, ‘개념이해’와 ‘복합’ 지향도 비교적 자주나타났다. ‘활동’ 지향은 일부 일반 학생에게서만 나타났고, ‘공학적실천’ 지향은 일부 과학영재 학생에게서만 나타났으며, ‘과정기능’ 지향은 나타나지 않았다. 과학 탐구 학습 지향과 불일치 상황에 대한대처 전략 사이에 명확한 관련성을 확인하지는 못했다. 그러나 같은과학 탐구 학습 지향을 가진 경우라도 불일치 상황에 대한 대처 전략을선택하는 양상은 초등 일반 학생과 과학영재 학생 사이에 약간의 차이가 있음을 발견할 수 있었다. 이에 대한 교육적 시사점을 논의했다.

Abstract

This study investigated and compared orientations toward scientific inquiry learning among general and science-gifted elementary students. It also investigated and compared the relationship between their orientations toward scientific inquiry learning and their coping strategies for anomalous situations. To realize this, 61 general elementary students and 53 science-gifted elementary students in Seoul were selected, and questionnaires were administered to investigate their orientations toward scientific inquiry learning and coping strategies for anomalous situations. In addition, semi-structured in-depth interviews were conducted individually with some of the general and science-gifted students. The results showed that among orientations toward scientific inquiry learning, regardless of grade level, the general students were most likely to possess ‘concept understanding’ and second most likely to exhibit ‘scientific practice’. On the other hand, the science-gifted students demonstrated the highest frequency of ‘scientific practice’, with ‘concept understanding’ and ‘complexity’ also being relatively common. ‘Activity driven’ was found only among some of the general students and ‘engineering practice’ was found only among some of the science-gifted students. ‘Process skills’ were not found. No clear relationships between orientations toward scientific inquiry learning and coping strategies for anomalous situations were found. However, some differences in the choice of coping strategies for anomalous situations between the general and science-gifted students were discovered, even when they had the same orientations toward scientific inquiry learning. The educational implications of these findings were discussed.

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