과학 교수 학습을 위한 시각적 표상 능력의 교육목표 분류체계 개발 및 타당화
Development and Validation of Visual Representation Competence Taxonomy
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과학자들은 연구 과정에서 다양한 시각적 표상을 다양한 방식으로 활용한다. 과학 교수 학습 과정에서도 시각적 표상은 과학 개념을 가르 치거나 이해하기 위한 수단으로, 또 학생의 과학적 사고를 촉진하고, 탐구 능력을 증진시키기 위한 도구로 활용될 수 있다. 본 연구에서는 과학 교수 학습 과정에서 효과적인 시각적 표상 활용을 촉진하고, 체계 적인 과학교육 연구의 기초를 제공하고자 하는 목적으로 시각적 표상 능력의 교육목표 분류체계(visual representation competence taxonomy:VRC-T)를 개발하였다. VRC-T는 시각적 표상 유형과 인지 과정, 2개차원으로 구성하였고, 선행 연구를 고찰하여 초기 모형을 개발한 뒤교사 중심의 타당도 검토 결과, 전문가 중심의 타당도 검토 결과를 반영하여 최종 모형을 개발하였다. 최종 모형에서 시각적 표상 유형은 크게 ‘기술적 표상’, ‘과정적 표상’, ‘설명적 표상’으로 구분하였으 며, 시각적 표상의 인지 과정은 크게 ‘해석하기’, ‘통합하기’, ‘구성하 기’로 구분하였다. VRC-T의 타당화 과정과 각 세부 범주의 개요및 예시를 설명하였고 가능한 활용 방안을 제안하였다.
Abstract
Various forms of visual representations enable scientific discovery and scientific reasoning when scientists conduct research. Similarly, in science education, visual representations are important as a means to promote students’ understanding of science concepts and scientific thinking skills. To provide a framework that could facilitate the effective use of visual representations in science classroom and systemic science education research, a visual representation competence taxonomy (VRC-T) was developed in this study. VRC-T includes two dimensions: the type of visual representation, and the cognitive process of visual representation. The initial categories for each dimension were developed based on literature review. Then validation and revision was made by conducting teachers’ workshop and survey to experts. The types of visual representations were grouped into 3 categories (descriptive, procedural, and explanative representations) and the cognitive processes were grouped into 3 categories (interpretation, integration, and construction). The sub categories of each dimension and the validation process would be explained in detail.
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