일반물리실험에서 반성적 사고를 강조한 실험보고서 적용 가능성 탐색
A Study on Application of Reflective Thinking-Based Laboratory Report in General Physics Experiment
0
조회
0
다운로드
3
인용
0
참고문헌
키워드
초록
이 연구에서는 반성적 사고를 강조하는 실험보고서를 도입하여 이러한 실험보고서의 적용이 학습자의 메타인지능력과 탐구능력에 미치는 영향을 살펴보았다. 일반물리실험을 수강하는 대학교 1학년 학생을 대상으로 한 학기 동안 반성적 사고를 강조한 실험보고서 작성을 도입한 후 일반적인 실험보고서를 작성한 학생들과 메타인지능력과 탐구능력의 변화를 비교하고, 반성적 사고를 강조한 실험보고서를 사용한 학생들의 의견을 조사하였다. 반성적 사고를 강조한 실험보고서를 작성한 학생의 메타인지능력이 일반적인 실험보고서를 사용한 학생에 비해 유의미하게 상승하였으며, 이들의 탐구능력도 일반적인 실험보고서를 사용한 학생들과 마찬가지로 상승한 것으로 나타났다. 설문 결과, 설문 참여자들은 대체로 이러한 실험보고서가 복습과 메타인지능력 및 탐구능력의 향상에 도움이 되며, 향후 교사가 되면 이 보고서 양식을 사용할 의향이 있다고 응답하였다.
Abstract
The purpose of this study was to investigate the effects of reflective thinking-based laboratory report on learners' metacognition and inquiry skills. In a general physics experiment class consisting of 11 experiments, 20 college students used reflective thinking-based laboratory report, and then the changes of their metacognition and inquiry skills were compared with those of who used general laboratory report. The opinions of students used reflective thinking-based laboratory report were surveyed. The results showed that their metacognitions were increased more than those of comparison group that used common experiment report. Their inquiry skills also were increased as much as comparison group's. According to the survey results, they recognized that reflective thinking-based laboratory report helps to improve their performance, metacognitions, and inquiry skills.
참고문헌 (32)
- Abrahams, I., "Does Practical Work Really Work? A study of the effectiveness of practical work as a teaching and learning method in school science", International Journal of Science Education, 30(14), pp.1945~1969 (2008)
- Berg, C. A. R., "Benefiting from an open-ended experiment? A comparison of attitudes to, and outcomes of, an expository versus an open-inquiry version of the same experiment", International Journal of Science Education, 25(3), pp.351~372 (2003)
- Bringle, R. G., "Reflection in service learning : Making meaning of experience", Educational Horizons, 77(4), pp.179~185 (1999)
- Bybee, R. W., "Achieving science literacy", Science Teacher, 62(7), pp.28~33 (2000)
- Dewey, J., "How we think" (2011), Hakeesisub
- Driver, R., "Student’s conceptions and learning of science", International Journal of Science Education, 11(5), pp.481~490 (1989)
- Given, B. K., "Teaching to the brain’s natural learning systems" (2002), Association of Supervision and Curriculum Development
- Gupta, V., "Aims of laboratory teaching", CDTL Brief, 4(1), pp.1~3 (2001)
- Hofstein, A., "The role of the laboratory in science teaching : Neglected aspects of research", Review of Educational Research, 52(2), pp.201~217 (1982)
- Hofstein, I., "The laboratory in science education : Foundations for the twenty-first century", Science Education, 88(1), pp.28~54 (2004)
- Jeong, A. J., "The effects of metacognition strategy based on reflective self-assessment on the understanding of the genetic concept and metacognition ability of high school students", 석사, pp.2011
- 강명희, "WISE(Web-based Inquiry Science Environment) 프로그램을 활용한 과학수업에서 스캐폴딩 유형에 따른 학업성취도와 과학탐구능력의 차이 검증", 교육방법연구, 21(1), pp.1~19 (2009), 한국교육방법학회[DOI]
- Keys, C. W., "Using the science writing heuristic as a tool for learning from laboratory investigations in secondary science", Journal of Research in Science Teaching, 36(10), pp.1065~1084 (1999)
- Kim, J., "The problems which appeared in 13 year old pupils performing experiment of textbook: Pupils suggested aims, their identifying relevant variables, and the relations between the suggested aims and the drawn conclusions", Journal of the Korea Association for Research in Science Education, 18(1), pp.35~42 (1988)
- 김오범, "확인실험수업과 발견실험수업에서의 교사 발문 유형 분석", 한국과학교육학회지, 33(7), pp.1354~1366 (2013), 한국과학교육학회[DOI]
- Kim, S., "The effects of metacognitive ability and the question-generation strategy on the type of question and academic achievement in the blended learning environment", 석사, pp.2009
- Kwon, J., "The development of an instrument for the measurement of science process skills of the Korean elementary and middle school students", Journal of the Korea Association for Research in Science Education, 14(3), pp.251~264 (1994)
- Larson, A., ""Rerun" your labs", The Science Teacher, 58(6), pp.72~ (1991)
- Lee, E. J., "A study of direct teaching strategy of inquiry skills applying meta-cognition", 박사, pp.2010
- 이윤정, "실험 저널쓰기에서 나타난 예비과학교사들의 과학실험에 대한 반성적 사고 분석", 한국과학교육학회지, 31(2), pp.198~209 (2011), 한국과학교육학회
- Manen, M. V., "Linking ways of knowing with ways of being practical", Curriculum Inquiry, 6(3), pp.205~228 (1977)
- Marzin, P., "Students’design of a biometric procedure in upper secondary school", International Journal of Technology and Design Education, 23(2), pp.361~376 (2013)
- Millar, R., "The role of practical work in the teaching and learning of science", Paper prepared for the Committee: High School Science Laboratories: Role and Vision, National Academy of Sciences (2004)
- 박현주, "중학교 과학교사의 실험수업 실태 및 인식 조사", 과학교육연구지, 37(1), pp.79~86 (2013), 과학교육연구소[DOI]
- 박성주, "탐구적 과학 글쓰기 실험수업이중학생들의 창의적 사고와 비판적 사고에 미치는 영향", 한국과학교육학회지, 33(7), pp.1259~1272 (2013), 한국과학교육학회[DOI]
- Rozen, M. T., "Metacognition, motivation and emotions : Contribution of self-regulated learning to solving mathematical problems", Global Education Review, 1(4), pp.76~95 (2014)
- Schraw, G., "Assessing metacognition awareness", Contemporary Education Psychology, 19(4), pp.460~475 (1994)
- Sohn, E., "Reflective thinking and professionalism", Student Life Research, 28, pp.31~54 (2003)
- White, B. Y., "Inquiry, modeling, and metacognition : Making science accessible to all students", Cognition and Instruction, 16(1), pp.3~118 (1998)
- 양일호, "학교 과학수업에서 실험의 목적에 대한 고찰", 초등과학교육, 24(3), pp.268~280 (2005), 한국초등과학교육학회
- 양일호, "초·중등학교 과학 실험수업의 유형 분석", 한국과학교육학회지, 27(3), pp.235~241 (2007), 한국과학교육학회
- 김성하, "과학고 학생들의 창의력과 과학적 사고력 향상을 위한 생물 실험 모듈의 적용 효과", 한국과학교육학회지, 24(3), pp.556~564 (2004), 한국과학교육학회