집단지성을 강조한 과학기술 관련 사회쟁점 수업이 중학교 영재학급 학생들의 역량 함양에 미치는 효과
Effects of Collective Intelligence-Based SSI Instruction on Promoting Middle School Students’ Key Competencies as Citizens
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초록
본 연구에서는 ‘집단지성 촉진 전략을 활용한 SSI 수업모형(CI기반SSI 수업모형)’을 중학교 영재학급 학생들을 대상으로 적용하여 그효과를 탐색해 보았다. 특히, 집단지성의 원리를 적용했을 때 더욱향상될 것으로 기대되는 역량 즉, 협업능력, 정보 기술 및 미디어 활용능력, 비판적 사고력과 문제 해결력, 의사소통 능력에 초점을 맞추어살펴보았다. 또한 학생들이 CI기반 SSI 수업모형에 적용된 집단지성의 원리의 효과를 어떻게 인식하는지도 함께 살펴보았다. 본 연구는서울에 위치한 중학교 영재학급 학생 20명을 대상으로 하였으며, 이학생들은 약 1년에 걸쳐 토요일마다 격주로 수업에 참여하였다. 학생들은 과학기술 사회에서 요구되는 시민역량 검사지에 수업 전, 중간, 후에 응답하였으며, 수업이 진행되는 동안 수업관찰 및 학생들과의그룹면담을 실시하였다. 연구결과, CI기반 SSI 수업은 학생들의 과학기술 사회 시민으로서 갖추어야 할 핵심 역량의 여러 요소들이 향상될수 있는 가능성을 보여주었다. 비록 통계적으로 유의미한 차이는 아니었으나, 수업 및 면담자료에 대한 추가 분석은 이 가능성에 대해 어느정도 뒷받침해주었다. 첫째, 학생들은 웹 플랫폼을 활용하여 조원들과활발하게 정보공유를 함으로써 생각의 확장을 경험하였다. 둘째, 학생들은 수업에 참여하면서 다양한 관점에 대한 포용력이 다소 향상되었다. 셋째, 학생들은 토의주제에 대해 미리 자료를 수집하고 스스로독립적인 시간을 가짐으로써 조별 토의에 보다 적극적으로 참여하게되었으며, 조원간의 소통도 더 원활해졌다고 응답하였다. 마지막으로, 학생들은 협업의 가치에 대해 인지하게 되고, 협업을 통해 더 나은산출물을 낼 수 있다는 경험을 하게 되었다.
Abstract
SSI instruction can be an effective tool to promote key competencies for future citizens. Our assumption of the study is that applying the concept of collective intelligence in the context of SSI learning would facilitate the learning. Thus, we designed and implemented Collective Intelligence-based SSI instruction over almost a year and observed the effects of the instruction on enhancing students’ collaboration, information management, critical thinking, and communication skills. Twenty 9th grade students enrolled in a science-gifted program voluntarily participated. Data was collected by administering a questionnaire to examine the skills before, in the middle of, and after the instruction, and by conducting classroom observations and focus student group interviews. The results indicated some degree of improvement in their targeted skills. First, they experienced the expansion of their thoughts by actively sharing information and ideas using the web platform. Second, they became more flexible and open to different points of views in order to accomplish a common goal. Third, they appreciated having independent time and space to explore their own positions on the issues and to search necessary information, and believed that the process encouraged them to more pro-actively participate and communicate in the group debates. Lastly, they positively perceived the values that collaboration with diverse group members could produce.
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