과학적 논의과정 활동을 통한 학생들의 논의과정 변화 및 논의상황에 따른 논의과정 특성
Enhaning the quality of students' argumentation and characteristics of students' argumentation in different contexts
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초록
이 연구에서는 중학교 과학 수업에서 논의과정 교수․학습 전략에 따라 과학적 상황에서의 논의과정 수업을 실시한 후, 학생들의 논의과정의 질에 있어서 향상이 있는지를 알아보고, 또한 논의상황에 따라 논의과정에 어떤 차이가 있는지 알아보고자 하였다. 이를 위해 남녀공학 중학교 1학년 2개 반 학생을 3-4명이 한 조를 이루도록 8개조로 나누고 논의전략과 상황을 달리하여 논의과정 수업을 실시하였다. 그 결과 학생들의 논의과정은 논의과정의 구조와 설명적, 대화적 논의과정 요소의 사용 비율에 있어서는 논의상황에 따른 차이를 보이지 않았으나, 전체 논의과정 요소의 사용 빈도와 일부 논의과정 요소의 사용에 있어서는 논의상황에 따른 차이를 나타내었다. 즉, 전체 논의과정 요소의 사용 빈도는 사회과학적 상황에서 더 높은 것으로 나타났고, 반증과 근거반박의 경우는 사회과학적 상황에서 높은 비율을 보였으나 요청과 요청응답의 경우는 과학적 상황에서 높게 나타났다. 이상의 연구 결과로 볼 때, 학생들의 논의과정이 과학적 상황과 사회과학적 상황의 특성에 따라 차이를 나타내지만 계획된 논의과정 수업에 의해 질적으로 향상이 가능한 것으로 보인다.
Abstract
The purpose of this study was to investigate middle school students' processes of argumentation in science lessons and to compare students' argumentation in different argumentation contexts(socioscientific context/scientific context). Argumentation-based teaching-learning strategy with was used to enhance quality in students argument in science lessons. Data were collected from 5 lessons by video- and audio-recording eight groups of four students in engaging in argumentation. The quality and frequency of students' argumentation was analyzed using an assessment framework based on the work of Toulmin. The findings showed that: (a) there was improvement in the quality of students' argumentation: (b) there were no differences in the structure of argumentation and percentage of explanatory argumentation components and dialogic argumentation components in different argumentation contexts. The results of this study showed that students' argumentation can be enhanced by strategic argumentation teaching-learning.
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