본문 바로가기
KERD
논문KCI 등재

소집단 모형구성 수업 진행에서 나타난 초임 과학 교사의 인식론적 프레이밍 변화 탐색 -‘빈칸 채우기’에서 ‘사회적 추론 구성’으로-

Changes in a Novice Teacher’s Epistemological Framing for Facilitating Small-Group Modeling: From “Filling in Blanks” to “Social Construction of Scientific Reasoning”

김희백|심수연|이은주
한국과학교육학회 (The Korean Association for Science Education)|2024.04|한국과학교육학회지 (Journal of the Korean Association for Science Education)|제44권 제2호|pp. 179-194|DOI http://dx.doi.org/10.14697/jkase.2024.44.2.179

1

조회

0

다운로드

0

인용

0

참고문헌

키워드

교사 교육teacher learning초임교사epistemological framingnovice teacher인식론적 프레이밍소집단 모형구성 활동협력적성찰small group modelingcogenerative reflection
주제분류교육학

초록

본 연구의 목적은 초임 과학 교사가 소집단 모형구성 활동을 운영하며 어떤 인식론적 프레이밍을 보였는지 탐색하고, 연구자와 함께수업을 설계, 진행, 성찰한 경험이 교사의 인식론적 프레이밍 변화에어떻게 기여했는지를 이해하는 것이었다. 우리는 경력 2년 차의 초임과학 교사 1명을 사례로 연구하였다. 교사는 약 4개월간 2개 학급에서소집단 모형구성 활동이 포함된 18차시의 수업을 운영하였으며, 교사의 수업 실행 전후에는 교사-연구자 사이의 협력적 성찰이 13회 이루어졌다. 교사의 수업 실행과 협력적 성찰은 모두 녹화 녹음되었으며전사되어 질적으로 분석되었다. 우리는 발화 단위로 인식론과 관련된요소들을 귀납적으로 추출하고, 이러한 발화가 일관성 있게 나타난부분을 찾아 교사의 인식론적 프레이밍을 유추하였다. 연구 결과, 교사의 인식론적 프레이밍은 단원 초반부에 ‘빈칸 채우기’ 프레이밍, 중반부에 ‘개인적 추론 구성하기’ 프레이밍, 후반부에 ‘사회적 추론구성하기’ 프레이밍으로 각각 다르게 나타났으며, 소집단 모형구성활동에서 교사와 학생의 역할에 대한 교사의 관점이 뚜렷하게 구분되었다. 이러한 변화는 교사가 연구자와 협력하여 모형구성 수업을 계획, 진행하고 성찰하며, 학생들의 가능성과 달라진 실행을 꾸준히 관찰하면서 나타났다. ‘빈칸 채우기’ 프레이밍에서 ‘개인적 추론 구성하기’ 프레이밍으로의 전환에는 교사가 소집단 모형구성 활동을 운영하고 협력적 성찰하는 과정에서 학생들을 관찰하며 학생들의 능력에대해 새로운 인식을 가지게 된 것이 중요했다. ‘개인적 추론 구성하기’ 프레이밍에서 ‘사회적 추론 구성하기’ 프레이밍으로의 전환에는 교사가 연구자와의 협업으로 교실에서 사회적 상호작용 장을 형성하여협력적 지식 구성의 가치를 인식하게 된 것이 중요한 역할을 했다. 이 연구 결과는 소집단 모형구성 활동을 운영하는 교사를 지원하는교사 교육 방안을 모색하는 데 시사점을 제공할 수 있을 것이다.

Abstract

The aim of this study was to explore how a novice science teacher’s epistemological framing, characterized from her modeling instruction, evolved over time. We observed that the teachers’ framing changed over time, as she collaborated with researchers to plan, facilitate, and reflect on a series of lessons to support students’ small-group scientific modeling. We tried to understand how such experiences contributed to the changes in her framing. One 8th grade science teacher with two years of teaching experience participated in the study. The teacher collaborated with researchers for four months to co-plan and facilitate 18 lessons that included small-group scientific modeling. She also engaged in cogenerative reflection on the lessons for 13 times. All of her lessons and reflections were video-recorded, transcribed, and qualitatively analyzed for the purpose of the study. Our findings showed that the teacher’s epistemological framing, characterized from her interactions with students during modeling lessons, evolved during the study period: transitioning from an emphasis on students merely “filling in blanks” to prioritizing “constructing personal reasoning” and ultimately to focusing on the “social construction of scientific reasoning.” The teacher’s perception about what students are capable of changed, as she observed students during the modeling lessons, and this led to the shifts in her framing. Furthermore, through her engagement in planning, implementing, and reflecting on modeling lessons with researchers, she came to recognize the value of student collaboration in knowledge-building processes. These results can offer implications for supporting and studying teachers’ epistemological framing and modeling-based teaching by partnering with them.

참고문헌 (80)

  1. Acher A., "Modeling as a teaching learning process for understanding materials : A case study in primary education", Science Education, 91(3), pp.398~418 (2007)
  2. Berland, L. K., "Framing for scientific argumentation", Journal of Research in Science Teaching, 49(1), pp.68~94 (2012)
  3. Berland, L. K., "Making sense of argumentation and explanation", Science Education, 93(1), pp.26~55 (2009)
  4. Bing, T. J., "Analyzing problem solving using math in physics : Epistemological framing via warrants", Physical Review Special Topics-Physics Education Research, 5(2), pp.020108~ (2009)
  5. Brockbank, A., "Facilitating reflective learning : Coaching, mentoring and supervision" (2012), Kogan Page
  6. Cheng, M. F., "Conceptual resources in self-developed explanatory models : The importance of integrating conscious and intuitive knowledge", International Journal of Science Education, 32(17), pp.2367~2392 (2010)
  7. Clement, J. J., "Creative model construction in scientists and students" (2008), Springer
  8. Crawford, B. A., "Embracing the essence of inquiry : New roles for science teachers", Journal of Research in Science Teaching, 37(9), pp.916~937 (2000)
  9. Crawford, B. A., "Engaging prospective science teachers in building, testing, and teaching about models", Paper presented at the Annual Conference of the National Association for Research in Science Teaching (2002)
  10. Cullin, M. J., "The interplay between prospective science teachers’ modeling strategies and understandings", Paper presented at the Annual Conference of the National Association for Research in Science Teaching (2004)
  11. Dewey, J., "How we think: A restatement of the relation of reflective thinking to the educative process" (1933), D. C. Heath & Co Publishers
  12. Driver, R., "Establishing the norms of scientific argumentation in classrooms", Science Education, 84(3), pp.287~312 (2000)
  13. Duschl, R. A., "Taking science to school: Learning and teaching science in grades K-8" (2007), National Academies Press
  14. Elby, A., "Personal epistemology in the classroom: Theory, research, and implications for practice", pp.409~434 (2010), Cambridge University Press
  15. Erduran, S., "Argumentation in science education. Perspectives from classroom-Based Research" (2008), Springer
  16. Gilbert, J. K., "Modelling-based teaching in science education", pp.97~120 (2016), Springer
  17. González-Howard, M., "Teachers’ framing of argumentation goals : Working together to develop individual versus communal understanding", Journal of Research in Science Teaching, 56(6), pp.821~844 (2019)
  18. Guy-Gaytán, C., "Tensions between learning models and engaging in modeling : Exploring implications for science classrooms", Science & Education, 28, pp.843~864 (2019)
  19. Ha, H., "Exploring the teachers’ responsive teaching practice and epistemological framing in whole class discussion after small group argumentation activity", Journal of the Korean Association for Science Education, 38(1), pp.11~26 (2018)
  20. Hammer, D., "Personal epistemolgy: The psychology of beliefs about knowledge and knowing", pp.169~190 (2002), Routledge
  21. Hammer, D., "Tapping epistemological resources for learning physics", Journal of the Learning Sciences, 12(1), pp.53~90 (2003)
  22. Hammer, D., "Transfer of learning from a modern multidisciplinary perspective", pp.89~119 (2005), Information Age Publishing
  23. Hofer, B. K., "Personal epistemology: The psychology of beliefs about knowledge and knowing" (2012), Routledge
  24. Hutchison, P., "Attending to student epistemological framing in a science classroom", Science Education, 94(3), pp.506~524 (2010)
  25. Jiménez-Aleixandre, M. P., ""Doing the lesson"or"doing science" : Argument in high school genetics", Science Education, 84(6), pp.757~792 (2000)
  26. Jo, A. R., "Understanding of pedagogical content knowledge on the middle school science teacher’s teaching practice in a co-construction of scientific models", Master, pp.2016
  27. Justi, R. S., "Science teachers’ knowledge about and attitudes towards the use of models and modelling in learning science", International Journal of Science Education, 24(12), pp.1273~1292 (2002)
  28. Justi, R. S., "Teachers’ views on the nature of models", International Journal of Science Education, 25(11), pp.1369~1386 (2003)
  29. Kademian, S. M., "Supporting beginning teacher planning of investigation-based science discussions", Journal of Science Teacher Education, 29(8), pp.712~740 (2018)
  30. 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)
  31. Kang, H., "Supporting preservice science teachers’ability to attend and respond to student thinking by design", Science Education, 99(5), pp.863~895 (2015)
  32. Kang, H., "Designing, launching, and implementing high quality learning opportunities for students that advance scientific thinking", Journal of Research in Science Teaching, 53(9), pp.1316~1340 (2016)
  33. Kang, N. H., "Secondary science teachers’ use of laboratory activities : Linking epistemological beliefs, goals, and practices", Science Education, 89(1), pp.140~165 (2005)
  34. Khishfe, R., "Influence of explicit and reflective versus implicit inquiry-oriented instruction on sixth graders’ views of nature of science", Journal of Research in Science Teaching, 39(7), pp.551~578 (2002)
  35. Kim, B., "Exploring Characteristics and Limitations of a Novice Teacher’s Responsive Teaching Practice in Small Group Scientific Argumentation : Focus on Framing", Journal of the Korean Association for Science Education, 39(6), pp.739~753 (2019)
  36. Lau, M., "Understanding the dynamics of teacher attention: Examples of how high school physics and physical science teachers attend to student ideas", Doctor, pp.2010
  37. LaVan, S. K., "Improving urban science education:New roles for teachers, students and researchers", pp.147~164 (2005), Rowan & Littlefield
  38. Lave, J., "Situated learning: Legitimate peripheral participation" (1991), Cambridge University Press
  39. Lederman, N. G., "Students’ and teachers’ conceptions of the nature of science : A review of the research", Journal of Research in Science Teaching, 29(4), pp.331~359 (1992)
  40. Lee, E. J., "Exploring small group argumentation and epistemological framing of gifted science students as revealed by the analysis of their responses to anomalous data", Journal of the Korean Association for Science Education, 35(3), pp.419~429 (2015)
  41. Lee, S., "A Qualitative Analysis of Individual and Collaborative Reflection", International Journal of Educational Technology, 1(1), pp.287~305 (1999)
  42. Lee, S., "Exploring the patterns of group model development about blood flow in the heart and reasoning process by small group interaction", Journal of the Korean Association for Science Education, 32(5), pp.805~822 (2012)
  43. Lehrer, R., "The Cambridge handbook of the learning sciences", pp.371~388 (2005), Cambridge University Press
  44. Levin, D. M., "Novice teachers’ attention to student thinking", Journal of Teacher Education, 60(2), pp.142~154 (2009)
  45. Lidar, M., "Teaching and learning in the science classroom : The interplay between teachers’ epistemological moves and students’ practical epistemology", Science Education, 90(1), pp.148~163 (2006)
  46. 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)
  47. Martin, S., "Where practice and theory intersect in the chemistry classroom : Using cogenerative dialogue to identify the critical point in science education", Cultural Studies of Science Education, 1(4), pp.693~720 (2006)
  48. Mortimer, E., "Meaning making in secondary science classrooms" (2003), Open University Press
  49. Neilson M., "Pre-service Elementary Teachers’ Evaluations of Elementary Students’ Scientific Models : An aspect of pedagogical content knowledge for scientific modeling", International Journal of Science Education, 34(12), pp.1~29 (2012)
  50. 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)
  51. Passmore, C. M., "Exploring opportunities for argumentation in modelling classrooms", International Journal of Science Education, 34(10), pp.1535~1554 (2012)
  52. Pimentel, D. S., "Conducting talk in secondary science classrooms : Investigating instructional moves and teachers’beliefs", Science Education, 97(3), pp.367~394 (2013)
  53. Pluta, W. J., "Learners’ epistemic criteria for good scientific models", Journal of Research in Science Teaching, 48(5), pp.486~511 (2011)
  54. Radoff, J., "Responsive teaching in science and mathematics", pp.189~202 (2015), Routledge
  55. Redish, "A theoretical framework for physics education research:Modeling student thinking", Proceedings of the Enrico Fermi Summer School, Course CLVI, pp.1~50 (2004), Italian Physical Society
  56. Richards, J., "Reframing the responsiveness challenge : A framing-anchored explanatory framework to account for irregularity in novice teachers’ attention and responsiveness to student thinking", Cognition and Instruction, 38(2), pp.116~152 (2020)
  57. Rosenberg, S., "Multiple epistemological coherences in an eighth-grade discussion of the rock cycle", The Journal of the Learning Sciences, 15(2), pp.261~292 (2006)
  58. Roth, W. M., "Coteaching", cogenerative dialoguing : Learning environments research as classroom praxis, 2002, pp.5, 1~28
  59. Russ, R. S., "Inferring teacher epistemological framing from local patterns in teacher noticing", Journal of Research in Science Teaching, 50(3), pp.284~314 (2013)
  60. Russ, R. S., "Framing in cognitive clinical interviews about intuitive science knowledge : Dynamic student understandings of the discourse interaction", Science Education, 96(4), pp.573~599 (2012)
  61. Sadler, T. D., "Informal reasoning regarding socioscientific issues : A critical review of research", Journal of Research in Science Teaching, 41(5), pp.513~536 (2004)
  62. Sampson, V., "The impact of collaboration on the outcomes of scientific argumentation", Science Education, 93(3), pp.448~484 (2009)
  63. Sandoval, W. A., "Understanding students’ practical epistemologies and their influence on learning through inquiry", Science Education, 89(4), pp.634~656 (2005)
  64. Schwarz, C. V., "Metamodeling knowledge : Developing students’ understanding of scientific modeling", Cognition and Instruction, 23(2), pp.165~205 (2005)
  65. 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)
  66. Shim, S. Y., "Exploring How a High School Science Teacher’s Understanding and Facilitation of Scientific Modeling Shifted through Participation in a Professional Learning Community", Journal of the Korean Association for Science Education, 40(1), pp.29~40 (2020)
  67. 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)
  68. Shulman, L. S., "Those who understand : Knowledge growth in teaching", Educational Researcher, 15(2), pp.4~14 (1986)
  69. Simon, S., "Learning to teach argumentation:Research and development in the science classroom", International Journal of Science Education, 28(2-3), pp.235~260 (2006)
  70. Simon, S., "Perspectives on scientific argumentation: Theory, practice, and research", pp.97~115 (2012), Springer
  71. Stansbury, K., "Lifelines to the Classroom:Designing Support for Beginning Teachers" (2000), Knowledge Brief. WestEd
  72. Tannen, D., "Framing in discourse" (1993), Oxford University Press
  73. Thompson, J., "Rigor and responsiveness in classroom activity", Teachers College Record, 118(5), pp.1~58 (2016)
  74. Tobin, K., "Learning to teach through coteaching and cogenerative dialogue", Teaching Education, 17(2), pp.133~142 (2006)
  75. Vygotsky, L. S., "Mind in society: Development of higher psychological processes" (1978), Harvard University Press
  76. Wendell, K. B., "Epistemological framing and novice elementary teachers’ approaches to learning and teaching engineering design", Journal of Research in Science Teaching, 56(7), pp.956~982 (2019)
  77. Windschitl, M., "Learning to teach science during the clinical experience : Agency, opportunity, and struggle", Science Education, 105(5), pp.961~988 (2021)
  78. Windschitl, M., "Ambitious pedagogy by novice teachers : Who benefits from tool-supported collaborative inquiry into practice and why?", Teachers College Record, 113(7), pp.1311~1360 (2011)
  79. Yang, H., "Learning opportunities in the discourse of a productive professional learning community : Focusing on types of inquiry cycles", Journal of the Korean Association for Science Education, 43(5), pp.445~458 (2023)
  80. Yun, S. M., "Understanding the establishment of small group norms in productive scientific argumentation", Doctor, pp.2016

관련 논문AI추천

소집단 모형구성 수업 진행에서 나타난 초임 과학 교사의 인식론적 메시지 변화와 이에 대한 소집단 학생들의 반응김희백, 심수연, 이은주한국과학교육학회 · 한국과학교육학회지2025 · 제45권 제6호교사학습공동체에 참여한 한 고등학교 교사의 과학적 모델링에 대한 이해 및 수업 실행 변화 탐색 -프레임 분석을 중심으로-심수연한국과학교육학회 · 한국과학교육학회지2020 · 제40권 제1호소집단 과학 논변 활동에서 초임 교사의 반응적 교수 실행의 특징과 한계 탐색 -프레이밍을 중심으로-김봉준, 김희백한국과학교육학회 · 한국과학교육학회지2019 · 제39권 제6호과학적 모형 구성 과정에서 나타난 사고 질문의 개념적 자원 활성화의 이해 -인식론적 프레이밍과 위치 짓기 프레이밍을 중심으로-김희백, 이차은한국과학교육학회 · 한국과학교육학회지2016 · 제36권 제3호소집단 논변 활동 후 전체 논의에서 이루어진 교사의 반응적 교수 실행과 인식론적 프레이밍 탐색김희백, 이영미, 하희수한국과학교육학회 · 한국과학교육학회지2018 · 제38권 제1호과학적 모델의 사회적 구성 수업에서 구현된 두 과학 교사의 실천적 지식의 내용김소정, 김찬종, 맹승호, 차현정, 최승언한국과학교육학회 · 한국과학교육학회지2013 · 제33권 제4호

이 간행물의 다른 논문 (6건)

과학중점학교 학생의 블록코딩 플랫폼 KNIME을 활용한 과학-AI 융합 수업 경험 분석홍의정, 장진섭, 채승철, 신은혜pp. 141-153초등 일반 학생과 과학영재 학생의 과학 탐구 학습 지향과 불일치 상황에 대한 대처 전략의 관계 비교윤지영, 강훈식pp. 155-166과학 관련 직업과 진로 교육에 대한 중학교 과학 교사의 인식송나윤, 노태희, 박선영pp. 167-178성취평가제로 인한 교수 실행 변화에 대한 고등학교 과학교사의 인식 탐색 -내신 석차등급 미반영 전후를 중심으로-전소현, 이현주pp. 195-2072015 개정 교육과정 생명과학Ⅱ와 공학일반에 제시된 생명공학기술 관련 학습 내용 분석심규철, 한화정pp. 209-217
원문 보기