순위 선다형 문항을 이용한 천문 시스템 학습 발달과정 개발 및 타당화 연구
Development and Validation of a Learning Progression for Astronomical Systems Using Ordered Multiple-Choice Items
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함하는 천체의 구조와 운동을 종합한 천문 시스템(astronomicalsystems)의 학습 발달과정(learning progressions)을 조사하기 위하여,순위 선다형 평가 문항을 개발하고 이를 초등/중학생들에게 적용한검사 결과에 기반하여 학습 발달과정 해석의 타당성 검증의 근거를제시하였다. 연구의 과정은 ‘구인특화, 평가문항 개발, 평가결과 기술,측정 모델’로 이루어진 4 단계의 구인 모델링 방식(construct modelingapproach)에 기반하여 진행되었다. 천문 시스템의 내용적 평가 구인으로 천체의 운동과 구조를 선정하였고, 탐구실행적 평가 구인으로 공간적 사고와 시스템 사고와 같은 천문학적 사고를 선정하였다. 이 연구에서 개발된 순위 선다형 평가 문항들은 천문 시스템에 대한 학습 발달과정을 조사하기 위한 검사 도구로서 적절하였다. 즉, item fit 분석 결과는 학생들의 문항 반응 결과가 Rasch 모델로 측정한 결과와 부합하였다. 그리고 Wright map 분석 결과는 이 연구의 평가 문항들이 천문시스템에 대한 학생들의 가설적 발달 경로를 조사하는데 매우 효과적임을 보여주었다. 학습 발달과정의 하위 정착점에서 학생들은 천체들의 위치와 운동 방향의 변화를 지구에서 보는 관점에서 2차원 평면으로 해석하는 공간적 사고 수준을 보였으며, 지구-달 계의 모델에서천체의 위치와 변화를 부정확하게 연결하거나, 태양계 행성들과 은하수에 대한 단순한 패턴을 인식하는 시스템 사고 수준을 보였다. 학습발달과정의 중간 단계에서 학생들은 우주에서 내려다 본 지구 및 지구-달 계, 태양계의 모델을 근거로 천체의 운동을 해석하는 공간적 사고의수준을 나타냈으며, 천체의 구조를 구성하는 요소들을 이 모델들과연관시키는 시스템 사고를 보였다. 학습 발달과정의 상위 정착점에서학생들은 우주에서 내려다 본 관점에서 형성된 천체의 운동 모델을지구에서 바라 본 관점에서 얻은 자료와 서로 연관시키는 관점 전환의공간적 사고를 지구의 운동, 지구-달 계의 운동, 태양계 행성의 운동,은하와 우주의 운동에 적용할 수 있었다. 또한 상위 정착점에 도달한학생들은 천문 시스템의 설명 모델을 구성하는 하위 요소들 간의 상호연관성을 파악하고 이를 설명 모델에 적용할 수 있는 시스템 사고를나타냈다.
Abstract
This study sought to investigate learning progressions for astronomical systems which synthesized the motion and structure of Earth, Earth–Moon system, solar system, and the universe. For this purpose we developed ordered multiple-choice items, applied them to elementary and middle school students, and provided validity evidence based on the consequence of assessment for interpretation of learning progressions. The study was conducted according to construct modeling approach. The results showedthat the OMCs were appropriate for investigating learning progressions on astronomical systems, i.e., based on item fit analysis, students’ responses to items were consistent with the measurement of Rasch model. Wright map analysis also represented that the assessment items were very effective in examining students’ hypothetical pathways of development of understanding astronomical systems. At the lower anchor of the learning progression, while students perceived the change of location and direction ofcelestial bodies with only two-dimensional earth-based view, they failed to connect the locations of celestial bodies with Earth-Moon system model, and they could recognized simple patterns of planets in the solar system and milky way. At the intermediate levels, students interpreted celestial motion using the model of Earth rotation and revolution, Earth-Moon system, and solar system with space-based view, and they could also relate the elements of astronomical structures with the models. At the upper anchor, students showed the perspective change between space-based view and earth-based view, and applied it to celestial motion of astronomical systems, and they understood the correlation among sub-elements of astronomical systems and applied it to the system model.
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