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과학적 글쓰기를 활용한 논의-기반 모델링 전략의 개발

The Development of Argument-based Modeling Strategy Using Scientific Writing

이동원|남정희|조혜숙
한국과학교육학회 (The Korean Association for Science Education)|2014.08|한국과학교육학회지 (Journal of the Korean Association for Science Education)|제34권 제5호|pp. 479-490|DOI http://dx.doi.org/10.14697/jkase.2014.34.5.0479

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참고문헌

키워드

모델링글쓰기writingmodelmodeling모델argumentation논의논의-기반 모델링Argument-based Modeling (AbM)multimodal representation다중 표상
주제분류교육학

초록

이 연구는 과학교육에서 의사소통을 위해 글쓰기와 논의를 활용한 논의-기반 모델링 전략의 개발을 목적으로 하였다. 논의-기반 모델링 전략은 모델링의 목적인 의사소통을 위해 자신이 만든 모델을 논의와 글쓰기를 통해 과학적 언어를 사용하여 스스로 정리하거나 표현하고, 다른 사람의 의견을 듣고 교환하는 과정을 통해 모델을 평가하고 수정하는 일련의 과정을 의미한다. 이 전략은 과학교육에서 모델링에 어려움을 느끼는 학생과 교사를 지원하기 위한 것으로 다음 네 가지 요소의 발달에 초점을 맞추었다. 첫째 여러 문제 상황을 관찰하여 문제를 연관지어 인식하는 문제인식이다. 둘째는 과학적 설명을 위해 충분한 과학개념을 구조화하여 제시하는 과학개념 구조화이며, 셋째는 주장에 대해 적절한 표상을 증거로 제시하는 주장-증거 적절성이다. 마지막은 증거제시에서 다양한 표상의 사용과 이 표상들을 전환하고 통합하는 다중표상 지수이다. 이 네 가지 요소의 발달을 위해 세 가지 stage를 구성하였다. ‘인지 과정’은 다중표상에 대한 이해를 위한 것이고, ‘해석 과정’은 다중표상 활동을 통해 증거 제시의 중요성을 인식하는 것이며, ‘적용 과정’은 학생들이 논의-기반 모델링을 직접 접해보는 것이다. 이 적용 과정에서는 질문 또는 문제 만들기-실험 설계 및 수행하기-관찰 통한 조사하기-자료의 분석 및 해석하기-임시 모델 설계하기-논의하기-되돌아보기-모델 평가하기-모델 수정하기의 아홉 개의 단계로 이루어진다. 논의-기반 모델링 전략은 학생들이 자신이 설계한 임시 모델을 다른 사람과 공유하기 위해 증거를 바탕으로 발표하고 반박하는 논의과정을 통해 증거 제시의 필요성을 인식할 수 있다. 논의과정 후 학생들은 주장과 증거를 다중표상으로 나타내는 것에 대해 되돌아보는 과정을 거치면서 주장-증거 적절성을 높이게 된다. 또한 모델을 평가하기 위한 기준을 만들고, 이를 바탕으로 자신의 모둠이나 다른 모둠의 모델을 평가하고 그 결과를 피드백 받으면서 수정하게 된다. 이러한 일련의 과정을 거치면서 관찰한 자연세계의 현상에 대한 자신의 설명체계를 만듦으로써 과학적 지식을 형성할 수 있는 기회를 제공받을 수 있다.

Abstract

The purpose of this study is to develop an argument-based modeling strategy, utilizing writing and argumentation for communication in science education. We need to support students and teachers who have difficulty in modeling in science education, this strategy focuses on development of four kinds of factors as follows: First, awareness of problems, recognizing in association with problems by observing several problematic situations. Second is science concept structuralization suggesting enough science concepts by organization for scientific explanation. The third is claim-evidence appropriateness that suggests appropriate representation as evidence for assertions. Last, the use of various representations and multimodal representations that converts and integrates these representations in evidence suggestion. For the development of these four factors, this study organized three stages. 'Recognition process' for understanding of multimodal representations, and 'Interpretation process' for understanding of activity according to multimodal representations, 'Application process' for understanding of modeling through argumentation. This application process has been done with eight stages of 'Asking questions or problems - Planning experiment - Investigation through observation on experiment - Analyzing and interpreting data - Constructing pre-model - Presenting model - Expressing model using multimodal representations - Evaluating model - Revising model'. After this application process, students could have opportunity to form scientific knowledge by making their own model as scientific explanation system for the phenomenon of the natural world they observed during a series of courses of modeling.

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