공동생성적 대화가 중학생의 과학적 모델에 관한 이해와모델 구성에 미치는 영향 = The Effects of Cogenerative Dialogues on Scientific Model Understanding and Modeling of Middle School Students

국문 초록 (Abstract)

본 연구의 목적은 공동생성적 대화가 인식론적 측면에서 학습자의 과학 모델에 관한 이해와, 실행 과정의 측면에서 모델 구성에 미치는 영향을 살펴보는 것이다. 서울 소재 여자중학교 1학년 49명의 학생들에게 총 5차시 모델 구성 수업을 실시한 후 공동생성적 대화에 참여한 2개 조(8명)의 학생들과 참여하지 않은 2개 조(9명)의 학생들의 모델에 관한 이해와 모델 구성을 비교하였다. 모델에 관한 이해는 Upmeier zu Belzen and Krüger (2010)의 분석틀을 사용하였고, 모델 구성 과정은 Baek et al. (2011)의 분석틀을 수정 및 보완하여 분석하였다. 그 결과 전반적으로 공동생성적 대화에 참여한 학생들은 그렇지 않은 학생보다 과학적 모델에 관한 이해와 모델 구성 수준이 높게 나타났다. 공동생성적 대화에 참여한 조의 학생들은 모델을 새로운 현상을 설명할 수 있는 가설로 인식하였지만, 참여하지 않은 조의 학생들은 모델을 현상을 이해하는 수단으로 인식하였다. 본 연구는 학생들의 모델 구성 과정을 측정하는 분석틀을 마련하여 학교 현장에 유용하게 사용할 수 있게 하였다. 또한 새로운 학습 방법으로써 공동생성적 대화를 모델 구성 수업에 적용했다는 점에서 의의가 있다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to explore the effects of Cogenerative Dialogues embedded in a modelingcentered science learning and instruction on 7th grade female studentsí understanding of scientific models and modelling A total of 49 7th grade female students in two classrooms participated in a series of five modeling-centered science lessons, and 17 students volunteered to participate in this study. Participating students were divided into four groups, and two groups were randomly assigned to a treatment group who were asked to participate in Cogenerative Dialogues after each lesson, while the others, a control group, who did not. For data analysis, Upmeier and Krüger’s framework was used to explore participantsí understanding of model, and a revised Baekís framework was used to examine participantsí modeling process. Data analysis indicated that students who participated in Cogenerative Dialogues generally showed richer understanding of scientific models, as well as modeling, than the others who did not. This study suggests that Cogenerative Dialogues can be used as an educationally meaningful method for science educators to encourage students actively participate in a whole process of science instruction and learning, which assists them to increase their understanding not only of scientific models and modeling specifically but also of the nature and processes of scientific practice in general.

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