예비 초등 교사들의 과학 모델 평가 기준
Criteria for Evaluating Scientific Models Used by Pre-service Elementary Teachers
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참고문헌
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초록
본 연구의 목적은 예비 초등 교사들이 여러 가지 전기회로를 설명하기 위한 모델을 개발하고 선택하는 과정에서 동원하는 모델 평가 기준들을 탐색하는 것이었다. 한 교육대학교에서 과학교육 강좌를 수강하는 30명의 3학년 학생들이 연구에 참여하였다. 이들을 위한 수업은 표현적, 실험적, 평가적 모델링을 포함하는 순환적 계열에 따라 조직되었다. 예비 교사들에게 다섯 개의 전기회로를 차례로 제공하고, 그것을 설명할 수 있는 모델을 개발하고 동료들 간의 토론을 통해 점차 모델을 개선해 가도록 하였다. 예비 교사들의 모델링 활동을 모두 녹음 또는 녹화하였고, 모델 평가 기준의 분석틀을 이용하여 녹음 또는 녹화된 것과 전사본을 분석하였다. 그 결과 모델을 개발·개선하는 상황과 모델을 선택하는 상황에 동원되는 모델 평가 기준의 유형과 빈도에 차이가 있음을 알 수 있었다. 즉, 경험적 기준과 이론적 기준이 두 상황에서 모두 주된 평가 준거의 역할을 하였지만, 예비 교사들이 여러 가지 대안적인 모델들 중 하나를 선택하는 상황에서 좀 더 다양한 평가 기준들이 사용되었다. 본 연구가 과학 교육과 과학 교육 연구에 시사하는 점들을 제안하였다.
Abstract
The purpose of this study is to explore evaluation criteria that pre-service elementary teachers employ as they evaluate and select models to explain electric circuits. Thirty junior students in a university of education have participated in the study as a part of the science education course in which they were enrolled. The lessons for the participants have been organized as a cyclic sequence of different modeling pedagogies including the expressive, experimental, and evaluative modeling. The pre-service teachers have been given five electric circuits in order and asked to create models and further develop them through peer discussion. Their modeling activities have been video- or audio-recorded, and the recordings and their transcripts have been analyzed using a framework of model evaluation criteria. It reveals that the types and frequencies of evaluation criteria used are different between situations of model development and model selection. While empirical and theoretical criteria have been used dominantly in both situations, more various criteria have been employed in the situation where the pre-service teachers selected one model among alternatives. Implications for science education and science education research have been suggested.
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