과학 영재를 대상으로 한 명시적 과학의 본성 프로그램의 효과
The effects of explicit instructions on nature of science for the science-gifted
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본 연구의 목적은 과학 영재를 대상으로 한 명시적 과학의 본성(NOS) 프로그램의 효과를 알아보고자하는 것이다. 참가자들은 6개월 동안 8개의 명시적 NOS 프로그램에 참가하였다. 연구 분석 자료로는 20명의 과학영재 학생을 대상으로 활동지, 프로그램 전후로 수행된 개방형 질문지(VNOS), 인터뷰를 사용하였다. 연구 결과 명시적 NOS 프로그램은 과학의 잠정성, 과학에 대한 사회적 ․ 문화적 영향에 대한 인식 변화에 도움이 되었다. 그러나 법칙과 이론의 구분, 과학의 경험적 측면에서는 과학영재들은 여전히 현대적 관점을 갖지 못했고 몇몇 영역에서는 모순되는 관점과 오개념을 드러냈다. 이 연구는 과학 영재 프로그램 개발에 있어서 명시적 NOS 프로그램과 과학 탐구의 상보적 관계를 고려할 때 두 활동이 동시에 제공되어야 한다는 점을 제언하고 있다.
Abstract
The main purpose of this study is to examine the effects of explicit instructions on the nature of science (NOS) on the understanding of science-gifted students. Participants were engaged in 8 explicit NOS instructions spanning 6 months. Data were collected before and after the instructions from 20 science-gifted students using student worksheets, open-ended questionnaires (Views of Nature Of Science, VNOS), and in-depth interviews. The results of this study showed that explicit instructions were helpful in improving the understanding of the tentativeness in science and socially and culturally embedded aspects of science. However, participants not only still possess naive views on the nature of science about the distinction of law and theory and the empirical aspects of science, but also had conflicting views and misconceptions in some areas. The study has implication for development of science-gifted program that the explicit instructions on NOS and science inquiry should be provided concurrently, given the complementary relationship of the two activities.
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