탐구 실험을 활용한 과학교사 논변 과제 개발과정에서 드러난 쟁점 및 수정 효과: 기체에 대한 샤를의 법칙 실험 사례
Issues and Effects in Developing Inquiry-Based Argumentation Task for Science Teachers: A Case of Charles’ Law Experiment
0
조회
0
다운로드
5
인용
0
참고문헌
키워드
초록
본 연구의 교사 전문성 신장을 위한 논변 과제 개발에서 나타난 세 가지 쟁점은 논변 주제의 구조화, 인지 갈등 유발과 의견 수렴의 연계, 다양한 증거의 활용과 활용 방법 결정이다. 논변 주제를 과학적인 접근을 할 수 있는 형태의 문항으로 구성하고, 의견 수렴을 위한 전략을 사용한 결과 논변 구조가 질적, 양적으로 발전했으며, 논변 양상도 복잡하게 나타났다. 실험 활동의 사용 여부는 논변 양상에는 큰 영향이 없었으나, 문항의 특성에 따라 실험 결과의 관찰이 논의의 가장 핵심적 근거로 사용됨을 확인하였다. 앞으로 과학교사에게 논변활동의 경험을 갖게 하는 보다 다양한 프로그램이 개발될 필요가 있으며, 본 연구의 결과는 이러한 프로그램 개발에 실질적인 시사점을 줄 수 있다.
Abstract
The purpose of this study is to develop an inquiry-based argumentation task for use in science teachers’ professional development by providing them with the substantial experience of argumentation. To do so, the study has developed an argumentation task by utilizing the experiment on the Charles’ Law of gas and revised by applying to eight teachers three times. We have revised the questions by analyzing three issues that have been revealed throughout this process in ways that facilitated teachers’ argumentation. The effects of revision have been confirmed by the improvements in teachers’ argumentation pattern. Three issues have been identified in developing argumentation tasks for science teachers’ professional development and they are as follows: determining the openness of the structure of a question, achieving cognitive conflict and convergence of opinions at the same time, and ways of utilizing various evidence. As the task has been revised in ways that enabled scientific approach to the inquiry topic and facilitated the convergence of various opinions, the participants’ argumentation patterns have improved both quantitatively and qualitatively. Meanwhile, the inclusion of an actual experiment has not influence their argumentation, while the observation of experimental data has been used as the core evidence according to the character of the problem. Based on the study’s result, we suggest practical implications for developing argumentation tasks for science teachers in more varying contexts.
참고문헌 (39)
- Azevedo, R., "Online process scaffolding and students' self-regulated learning with hypermedia", A paper presented at the annual conference of the American Educational Research Association (2003)
- Bransky, J., "Reasoning fallacies in preservice elementary school teachers", Research in Science &Technological Education, 10(1), pp.83~92 (1992)
- Clark, D., "Assessing dialogic argumentation in online environments to relate structure, grounds, and conceptual quality", Journal of Research on Science Teaching, 45(3), pp.293~321 (2008)
- Driver, R., "Establishing the norms of scientific argumentation in classroom", Science Education, 84(3), pp.287~312 (2000)
- Erduran, S., "Argumentation in science education: Perspectives from classroom-based research", pp.3~28 (2008), Springer
- Erduran, S., "TAPping into argumentation:Developments in the application of Toulmin’s argument pattern for studying science discourse", Science Education, 88(6), pp.915~933 (2004)
- Jiménez-Aleixandre, M. P., "Research and the quality of science education", pp.419~431 (2005), Springer
- Kelly, G. J., "Students’ reasoning about electricity : Combining performance assessment with argumentation analysis", International Journal of Science Education, 20(7), pp.849~871 (1998)
- Keogh, B., "Concept cartoons, teaching and learning in science : An evaluation", International Journal of Science Education, 21(4), pp.431~446 (1999)
- 김희경, "학생의 논변활동을 강조한 개방적 과학탐구활동 모형의 탐색", 한국과학교육학회지, 24(6), pp.1216~1234 (2004), 한국과학교육학회
- Kirschner, P. A., "Why minimal guidance during instruction does not work : An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching", Educational Psychologist, 41(2), pp.75~86 (2006)
- Kuhn, D., "The skills of argument" (1991), Cambridge University Press
- Kuhn, D., "Education for thinking" (2005), Cambridge University Press
- 이효녕, "학교과학교육에서의 논증활동 활용에 대한 교사들의 인식", 한국과학교육학회지, 29(6), pp.666~679 (2009), 한국과학교육학회
- 이선경, "예비 초등교사의 과학 탐구 글쓰기 활동에서 나타난 이론과 증거의 조정 과정 분석", 한국과학교육학회지, 32(2), pp.201~209 (2012), 한국과학교육학회[DOI]
- 맹승호, "논증 담화 분석 연구의 방법론적 고찰: 논증활동의 협력적 구성과 인식적 실행의 분석을 중심으로", 한국과학교육학회지, 33(4), pp.840~862 (2013), 한국과학교육학회
- McNeill, K. L., "Teachers’ Pedagogical content knowledge of scientific argumentation : The impact of professional development on K-12 teachers", Science Education, 97(6), pp.936~972 (2013)
- Millar, J. D., "The measurement of civic scientific literacy", Public understanding of science, 7(3), pp.203~223 (1998)
- National Research Council(NRC), "Inquiry and the national standards in science education" (2000), National Academic Press
- Nersessian, N., "Should physicists preach whet they practice?", Science and Education, 4(3), pp.203~226 (1995)
- Osborne, J., "Enhancing the quality of argumentation in school science", Journal of Research in Science Teaching, 41(10), pp.994~1020 (2004)
- Park, J., "Middle school student’s evidence evaluation about light and shadow", Journal of the Korean Association for Science Education, 13(2), pp.135~145 (1993)
- Young-Shin Park, "Claim-Evidence Approach for the Opportunity of Scientific Argumentation", 한국과학교육학회지, 26(5), pp.620~636 (2006), 한국과학교육학회
- 박영신, "Analyzing Science Teachers’ Understandings about Scientific Argumentation in terms of Scientific Inquiry", 한국과학교육학회지, 28(3), pp.211~226 (2008), 한국과학교육학회
- 박영신, "Exploring Scientific Argumentation from Teacher-Student Interaction with Epistemological and Psychological Perspectives", 한국지구과학회지, 31(1), pp.106~117 (2010), 한국지구과학회
- Sadler, T., "Promoting discourse and argumentation in science teacher education", Journal of Science Teacher Education, 17(4), pp.323~346 (2006)
- Sampson, V., "Science teachers and scientific argumentation : Trends in views and practice", Journal of Research in Science Teaching, 49(9), pp.1122~1148 (2012)
- Sandoval, W. A., "The quality of students’ use of evidence in written scientific explanations", Cognition & Instruction, 23(1), pp.23~55 (2005)
- Sandoval, W. A., "Explanation-driven inquiry : Integrating conceptual and epistemic supports for scientific inquiry", Science Education, 88(3), pp.345~372 (2004)
- 신호심, "문제해결형 탐구실험에서 나타난 영재학생들의 논의 양상 및 논의활동에 대한 인식", 한국과학교육학회지, 31(4), pp.567~586 (2011), 한국과학교육학회
- Simon, S., "Learning to teach argumentation: Research and development in the science classroom", International Journal of Science Education, 28(2), pp.235~260 (2006)
- Simon, S., "Professional learning portfolios for argumentation in school science", International Journal of Science Education, 30(5), pp.669~688 (2008)
- Toulmin, S., "The uses of argument" (1958), Cambridge University Press
- Verheij, B., "Evaluating arguments based on Toulmin’s scheme", Argumentation, 19(3), pp.347~371 (2005)
- Watson, J., "Students’ discussions in practical scientific inquiries", International Journal of Science Education, 26(1), pp.25~45 (2004)
- Weinberger, A., "A framework to analyze argumentative knowledge construction in computer-supported collaborative learning", Computers & Education, 46(1), pp.71~95 (2006)
- Yoo, J., "Design-based research for teacher professional development program on scientific argumentation", Paper presented at the World Conference on Physics Education (2012)
- 윤선미, "소집단의 논변활동을 위한 과학 탐구 과제의 개발과 적용", 한국과학교육학회지, 31(5), pp.694~708 (2011), 한국과학교육학회
- Zembal-Saul, C., "Scaffolding preservice teachers’ evidence-based arguments during an investigation of natural selection", Research in Science Education, 32(4), pp.437~463 (2002)