과학논술능력향상을 위한 과학글쓰기수업모형개발

다국어 초록 (Multilingual Abstract)

The education of nowadays is moving away from an education that is purely based on knowledge, to an education that allows the students to acquire and develop language skills using higher mental ability and creative thinking. Now in school education, it is desirable to instruct students in order not to convey knowledge but to improve logical, critical and creative thinking ability, and accordingly evaluation should be focused on the learners' capability to reorganize and apply the knowledge. Thus, instead of objective test such as multiple-choice or true or false test for checking whether students have learnt by heart or not, it is necessary to adopt inquiries of essay writing test which will enhance students' logical, critical and creative thinking.
It was reported that essay test will mostly affect success in 2008 university entrance examination. Now that subject matters are extended to integrated curriculums with the social phenomena, science principles and mathematics, it is not appropriate to commit teaching essay composition to language teachers.
Therefore, this research aims for proposing teaching methods of science essay writing which teachers can use in science class, and examining whether suggested methods would be effective for science essay writing ability or not. The model used here adopts STS class model because science essay class is student-centered and deals with practical and social matters, and these characteristics are in accord with purpose of STS class model; it enhances problem-solving ability.
Essay writing class model consists of three steps; ‘invitation to the questions→exploration→Application.’ In first step, four questions are ordered from low level to high level so as for students to draw contents of each unit out of real life. In second step, students perform four kinds of essay writing activities that are respectively for four kinds scientific thinking abilities -inductive, deductive, creative and critical thinking abilities. In third step, students can choose one of two questions that are combined with two types of scientific thinking and then write essay with the chosen question.
Selected two groups -a control group, and an experimental group- which are identical got the normal science class. Next, only experimental group got science essay writing class with suggested science essay writing activity sheets. Physics of 10th grade in 7th curriculum is divided into four categories and science essay writing activity sheets were developed in each category. Essay writing activities were carried out for 50 minutes at the end of each unit. A teacher gave each student feedbacks on their working sheets after science essay writing activities. After the activity in experimental group, both groups got tested with exam paper for checking science essay writing abilities(과학논술검사표) and their results were graded with a criterion of science essay writing ability(과학논술채점기준표). The results show that experimental group had meaningful improvement in science essay writing

국문 초록 (Abstract)

구성주의에 의하면 학습은 교사의 일방적인 교수에 의한 것이 아니라 학습자가 새로운 지식이나 기술을 경험하면서 이것들을 기존의 사고틀에 받아들이거나 변화시켜나감으로써 일어나는 것으로 보아야 한다는 것이다. 그러므로 평가체제 역시 학습자가 얼마나 잘 지식을 재구성하고 조직하고 활용할 수 있느냐 하는 능력을 평가하는 데 관심을 가져야 한다는 것이다. 그러므로 지금까지 단순한 암기력만을 평가하던 객관식, 단답형 평가 문항은 지양하고 학생의 논리적, 비판적, 창의적 사고력을 키울 수 있는 논술형 평가문항의 도입이 시급하다. 그래서 실제 과학시간에도 이러한 논술을 대비할 수 있는 과학글쓰기 수업이 꼭 필요하다고 판단하였다. 그러나 많은 과학교사들이 실제 과학글쓰기의 당위성은 인정하지만 방법면에서 어려움을 겪으므로 이 연구는 과학수업시간에 할 수 있는 과학글쓰기 수업모형을 제시하였다.
그리고 이 수업모형으로 과학글쓰기 훈련을 받은 학생들의 과학논술능력이 향상된 것을 확인할 수 있었다.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 2
• 3. 용어의 정의 3
• 4. 연구의 제한점 5
• Ⅱ. 이론적 배경
• 1. 과학글쓰기와 과학글쓰기유형 6
• 2. STS 교수학습모형 7
• 3. 논술 8
• Ⅲ. 연구방법 10
• 1. 연구절차 10
• 2. 연구대상 11
• 3. 실험설계 12
• 4. 측정도구 13
• 5. 실험처치 15
• 6. 채점도구 15
• Ⅳ. 연구결과 및 논의 18
• Ⅴ. 결론 및 제언 25
• 참고문헌 28
• 부록 30
• 부록 Ⅰ. 사전검사지(과학적 사고력검사지) 30
• 부록 Ⅱ. 과학글쓰기 활동지 32
• 부록 Ⅲ. 과학글쓰기 활동지 학생답변 51
• 부록 Ⅳ. 과학논술문제지 56
• 부록 Ⅴ. 과학논술 학생답변 58