야외지질답사와 과학적 모델링에서 중학생들의 표상적 능력에 관한 이해

국문 초록 (Abstract)

이 연구는 과학적 모델을 적용한 두 차례 야외지질 학습(관악산과 한탄강 형성과정)에서 학생들이 보여주 는 표상적 능력에 대한 이해를 목적으로 하였다. 수도 권 소재 대학부설 영재원 10명의 학생들이 자발적으로 참여하였다. 야외학습환경과 교실학습환경에서 학생 들이 작성한 서면 자료, 수업 과정에 대한 모든 영상 녹음 및 음성 녹음 자료, 수업 종료 후 면담 자료를 수 집하였다. 표상적 능력 수준을 구분하는 분석틀로 학 생들의 표상 능력의 단계를 구분하고 과학적 모델 형 성 과정에서 표상적 능력의 수준과 최종모델과의 결과 론적인 해석을 덧붙였다. 그 결과 학생들의 표상적 능 력은 1~6수준까지 다양하게 나타났다. 다만, 학생들은 야외학습환경에서 교실학습환경보다 상대적으로 낮은 수준의 표상적 능력을 보였다. 즉, 야외학습환경에서 상대적으로 낮은 수준의 표상적 능력으로부터 시작되 어 교실학습환경에서 학생들이 표상적 능력의 수준을 높인 것을 결과론적으로 보였다. 궁극적으로 학생들의 표상적 능력을 이해하는 것은 과학적 모델 형성과정에 서 현상을 설명하기 위한 도구로써 학술적인 의미를 지녔다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to understand students’ representational competence while they engaged in learning in geological field trips with scientific models and modeling(Mt. Gwanak and the Hantan-river were formed). Ten students agreed to participate in this study voluntarily. They were attending the Institute of Gifted Education in the Seoul Metropolitan area. The data were collected for all students’ activities during field trips and modeling activities using simultaneous video and voice recording, the interview after classes, written data(note) made by the students. The analysis framework that distinguished levels of representational competence and added the resulting interpretation with the final models in the process of scientific models. Results suggested that representational competence levels varied from one to six. However, students showed relatively low levels of representational competence in outdoor learning environments than indoor learning environments. In other words, it began with a relatively low level of representational competence in outdoor class. Then students developed a higher level of representational competence indoor class. Ultimately, we need to understand students’ representational competence implies a tool to explain phenomena in the process of modeling activities.

목차 (Table of Contents)

• ABSTRACT
• Ⅰ. 서론
• Ⅱ. 연구 방법
• 1. 연구 절차 및 연구 참여자
• 2. 야외지질답사 프로그램 개발 및 수정 : 관악산과 한탄강
• 3. 과학적 모델 및 모델링 수업 : 관악산과 한탄강
• 4. 용어 정리
• 5. 자료 수집
• 6. 자료 분석
• Ⅲ. 연구 결과
• 1. 야외지질학습에서 학생들의 표상적 능력 수준은 어떠한가
• 2. 학생들의 표상적 능력 수준은 과학적 모델 형성과 어떤 연관성을 보이는가
• Ⅳ. 결론 및 제언
• 국문요약
• References

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