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과학적 실행에서 학생들이 경험하는 불확실성에 대한 이론적 고찰

Understanding Students’ Engagement with Uncertainty in Scientific Practices: A Theoretical Review

심수연|이정화
한국과학교육학회 (The Korean Association for Science Education)|2024.12|한국과학교육학회지 (Journal of the Korean Association for Science Education)|제44권 제6호|pp. 603-615|DOI http://dx.doi.org/10.14697/jkase.2024.44.6.603

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참고문헌

키워드

인식적 감정불확실성 유형불확실성 관리(제기⋅유지⋅감소)types of uncertaintyuncertainty management (raising⋅maintaining⋅reducing)epistemic affect
주제분류교육학

초록

본 연구의 목적은 문헌 분석을 통해 과학 교육에서 불확실성의의미를 탐색하고, 학생들이 경험하는 불확실성의 과정을 고찰하여학교 과학에 불확실성을 도입하는 방안을 제시하는 것이다. 이에 따라 관련 선행 연구를 분석한 결과, 과학 탐구에 내재된 불확실성, 학생들이 불확실성을 관리하는 과정과 교수 지원 방안, 학생들의 인식적감정과 교사의 인식적 공감이라는 세 가지 주요 주제가 선정되었다. 첫 번째 주제는 과학 교육에서 불확실성의 의미를 파악한 것으로, 과학자들의 탐구에 내재된 속성으로서의 불확실성과 더불어 학생들이 경험하는 불확실성을 개념적, 인식적, 관계적 유형으로 나누어 고찰하였다. 두 번째 주제는 학생들이 불확실성을 관리하는 구체적인과정과 그에 따른 교수 지원 방안을 제시한다. 학생들은 불확실성을제기, 유지 및 감소하는 과정을 통해 관리하며, 이 과정에서 교사는‘교육적 통제와 물러서기’ 같은 이분법적 사고, 학생 개인의 아이디어를 따라가는 것과 학급 공동체의 학습 목표를 추구하는 것 사이의긴장감, 계획된 교육과정을 따르는 것과 학생 관점에서 의미 있는교육을 하기 위해 교육과정을 재구성하는 것 사이의 긴장감에서 비롯된 딜레마를 겪는다. 이에 따른 교수 지원 방안이 교육과정 설계와수업 계획 및 실연이라는 두 가지 측면에서 논의되었다. 세 번째 주제는 학생들의 불확실성 경험을 감정적 측면에서 조명하는 것으로, 학생들이 불확실성을 경험하며 느끼는 여러 인식적 감정을 탐색하고, 이에 공감할 줄 아는 교사의 전문성 함양이 필요함을 논의하였다. 본 연구는 학교 현장에 불확실성을 도입하여 안정적으로 정착시키고자 하는 향후 연구에 기여할 수 있으며, 이를 실행하는 예비 교사를비롯한 교사 및 교사 교육자들에게 구체적인 방향성을 제시한다.

Abstract

This study reviews the literature to explore the meaning of uncertainty in science education, how students navigate uncertainty in scientific practices, and how teachers can support students in these processes. We identified three key themes from our review of prior studies: 1) the nature of uncertainty inherent in both scientists’ and students’ inquiries, 2) how students manage uncertainty in collaborative knowledge-building and how teachers can support these processes, and 3) students’ epistemic affect and teachers’ epistemic empathy. Regarding the first theme, we discussed the meaning of uncertainty in science education as an inherent aspect of scientific knowledge and inquiry, and we explained three types of uncertainty that students express and navigate: conceptual, epistemic, and relational. For the second theme, we described the processes through which students manage uncertainty—raising, maintaining, and reducing it—and explained how teachers can productively support these processes. Teachers may face challenges in balancing how much to “step in” versus “step back,” addressing individual students’ queries and ideas while pursuing the learning goals of the whole classroom community, and reorganizing the curriculum to support students’ coherent sense-making while still achieving the intended outcomes. We proposed several instructional strategies for curriculum design, lesson planning, and implementation to address these challenges. The third theme explores the different types of epistemic affect that students experience while navigating uncertainty in scientific practices and highlights the importance of teachers cultivating epistemic empathy. This study can contribute to future research aimed at introducing uncertainty into school science and offers concrete implications for teachers and teacher educators involved in this effort.

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