과학담화에서 과학자와 중학생의 제스처 비교 -분자운동과 물질의 상태변화를 중심으로-
The Difference of Gestures between Scientists and Middle School Students in Scientific Discourse: Focus on Molecular Movement and the Change in State of Material
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과학 담화에 동반되는 제스처는 정신 모형의 구성과 모델에 기반한 추론에 중요한 역할을 한다. 체화된 인지의 관점에서 제스처는 학생의 내면에 기저한 정신모형을 유추하는 근거인 동시에 학생의 불완전한 과학적인 사고의 변화에 도움을 줄 수 있다. 이 연구는 과학 교육의 맥락에서 제스처의 역할을 탐색해보고자 과학적 담화에서 제스처의 특징을 살펴보고 과학자와 중학생의 제스 처를 비교하였다. 각각 10명의 과학자와 중학생이 본 연구에 참여했 으며, 일대일 면담에서는 ‘분자운동과 상태 변화’에 관한 세 가지 면담과제가 제시되었고 면담은 반구조화된 clinical interview의 방식 으로 진행되었다. 과학자와 중학생의 제스처는 모두 비디오로 녹화하 였으며, 근거 이론(grounded theory)에 기반하여 4명의 연구자가 반복 적으로 비교 분석하였다. 연구 결과, 과학자와 중학생의 제스처는 4가지 측면(제스처의 특징, 제스처의 사용, 제스처의 내용, 제스처의 기능)에서 상이한 특성을 보였다. 과학자는 다양하고 정교한 제스처를 보다 빈번하게 체계적으로 사용했으며, 중학생 또한 과학적 사고와 소통의 도구로 제스처를 과학담화에서 사용했으나, 중학생의 제스처는 과학자의 제스처에 비해 과학적인 근거가 부족했으며 기능적인 특징에서도 상당한 차이점이 있었다. 이 결과는 제스처가 과학적 사고를 강화하는 데 도움이 될 수 있으며, 내면에서 일어나는 인지활동을 알아보는 수단이 될수 있다는 것을 보여준다. 앞으로 학생들이 제스처를 과학 개념의 이해와 추론을 돕는 도구로 사용할 수 있도록 지원할 필요가 있다.
Abstract
Gestures accompanied by scientific discourses play an important role in constructing mental models and making model-based inferences. According to embodied cognition literature, gestures can be a source of recognition of the mental models of students and help them in changing naive beliefs about science. This study intends to compare the gestures of scientists with that of middle school students in explaining scientific phenomena and to explore the relationship between gestures and scientific discourse. In the study, 10 scientists and 10 middle school students participated in clinical interviews and the tests of knowledge and self-efficacy. Participants engaged in one-on-one clinical interviews with semi-structured questions about three tasks regarding the molecular movement and the state change of matter. Four researchers carried out open coding and applied a constant comparison method in order to analyze video-recorded gestures. This study found four themes (feature of gesture, use of gesture, content of gesture, function of gesture) about the differences of gestures between scientists and middle school students. Scientists used more diverse and elaborate gestures systematically and frequently in the interview. Although students used gestures in their scientific talk and reasoning, the gestures of students were not well grounded on scientific knowledge and had different functions from those of scientists. The findings revealed that gestures can represent underlying cognition and strengthen scientific thinking. We should encourage students to use gestures as a tool to understand scientific concepts and make inferences.
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