±¹Á¦Àû °úÇб³À°Çмú³í¹® ¿ä¾à°ú ¿Ü±¹ °úÇб³À° ¹× ±¹Á¦È
International Journal of Science Education, 29(3) March 2007
1. Personally-Seeded Discussions to Scaffold Online Argumentation
¿Â¶óÀÎ ³íÀïÀ» µÞ¹ÞħÇÏ´Â °³ÀÎ ¹ß»ó Åä·Ð
Douglas B. Clark a; Victor D. Sampson
International Journal of Science Education, Volume 29, Issue 3 February 2007 , pages 253 - 277
ÀÌ ¿¬±¸´Â °úÇÐÀû Áö½ÄÀÌ ¹ß°ß »Ó¸¸ ¾Æ´Ï¶ó ÀÇ»ç°áÁ¤ °úÁ¤À» ÅëÇؼµµ Çü¼ºµÈ´Ù´Â °ÍÀ», Áï ³íÀïÀÌ °úÇÐÀÇ ½ÇÁ¦¿¡¼ ÇÙ½ÉÀûÀÎ ´ãÈÀÇ ÇÑ À帣¶ó´Â °ÍÀ» º¸¿©ÁØ´Ù. ±×·¯¹Ç·Î Çлýµé¿¡°Ô °úÇÐ È°µ¿À¸·Î¼ º¯ÁõÀûÀÌ¸ç ¿õº¯ÀûÀÎ ³íÀï ¿¬½ÀÀÌ °úÇРŽ±¸ ÇнÀÀÇ ÇÑ ºÎºÐÀ̶ó´Â °ÍÀ» ÀÌÇؽÃÅ°µµ·Ï Áö¿øÇؾßÇÑ´Ù. ÀÌ ¿¬±¸´Â ¿Â¶óÀÎ ´ãÈ Ã¼Á¦¸¦ ÅëÇØ ±³½Ç¿¡¼ÀÇ °úÇÐÀû ³íÀïÀ» Á¦°øÇÏ´Â °Í¿¡ ÃÊÁ¡À» µÐ´Ù. ¡°°³ÀÎ ¹ß»ó Åä·Ð(personally-seeded discussion)¡±Àº Çлýµé·Î ÇÏ¿©±Ý °úÇÐ ³íÀï°ú Ž±¸ÀÇ ´ãÈ ¼ÓÀ¸·Î Âü¿©½ÃÅ°±â À§ÇÏ¿© ÇлýÀÇ »ý°¢À» ²ø¾î³»°í, °øÀ¯ÇÏ°í, ºñ±³ÇÏ´Â È°µ¿ ±¸Á¶¸¦ ÅëÇÏ¿© ÇнÀ°ú Çùµ¿À» Áö¿øÇÑ´Ù. ÇлýµéÀº ¿Â¶óÀÎ ÀÎÅÍÆäÀ̽º¸¦ »ç¿ëÇÏ¿© ±×µéÀÌ ¼öÁýÇÑ ÀڷḦ ±â¼úÇÏ´Â ¿ø¸®µéÀ» ¸¸µç´Ù. ÀÌ·¯ÇÑ ¿ø¸®µéÀº ¿Â¶óÀÎ Åä·ÐÀ» À§ÇÑ ¾¾¾ÑÀÇ°ß(seed comments)µéÀÌ µÈ´Ù. ¼ÒÇÁÆ®¿þ¾î¸¦ ÅëÇØ ´Ù¸¥ ¿ø¸®µéÀ» ±¸¼ºÇÑ ÇлýµéÀ» °¢°¢ ´Ù¸¥ Åä·ÐÁý´ÜÀ¸·Î ºÐ·ùÇÏ°Ô ÇÏ¿© °¢ Åä·Ð Áý´ÜÀº ´ÙÁßÀÇ °üÁ¡µéÀ» °í·ÁÇÏ°í ºñÆòÇÒ ¼ö ÀÖ°Ô µÈ´Ù. ÀÌ ¿¬±¸´Â ÀÌ·¯ÇÑ Á¢±ÙÀÇ È¿´ÉÀ» Ž»öÇϱâ À§ÇØ Toulmin °üÁ¡À¸·ÎºÎÅÍ ³íÀï ±¸Á¶¸¦ ºÐ¼®ÇÏ´Â Erduran, Osborne, ±×¸®°í SimonÀÌ °³¹ßÇÑ ÄÚµù ü°è¸¦ È°¿ëÇÏ¿´´Ù. ÀÌ Å½»öÀÇ ÀϺκÐÀ¸·Î¼ ¿¬±¸¿¡¼´Â °³ÀÎ ¹ß»ó Åä·ÐÀ» ºÐ¼®ÀÇ ´ë¸³ »ðÈ·Î ¼³¸íÇÏ´Â ¹æ½ÄÀÇ À±°ûÀ» Á¦½ÃÇÏ¿´°í, ºñµ¿±âÀû ¿Â¶óÀÎ Åä·Ð¿¡¼ÀÇ ³íÀïÀ» Áö¿øÇϱâ À§ÇÑ ¾ÕÀ¸·ÎÀÇ ¿¬±¸ ¹æÇâ¿¡ ´ëÇؼµµ ³íÀÇÇÏ¿´´Ù.
Research shows that scientific knowledge develops through a process of decision-making as well as discovery, and that argumentation is a genre of discourse crucial to the practice of science. Students should therefore be supported in understanding the scientific practices of dialectical and rhetorical argumentation as part of learning about scientific inquiry. This study focuses on supporting scientific argumentation in the classroom through a customized online discourse system. "Personally-seeded discussions" support learning and collaboration through an activity structure that elicits, shares, and contrasts students' own ideas to engage them in the discourse of science argumentation and inquiry. Students use an online interface to build principles to describe data they have collected. These principles become the seed comments for the online discussions. The software sorts students into discussion groups with students who have built different principles so that each discussion group can consider and critique multiple perspectives. This study explores the efficacy of this personally-seeded approach based on a coding scheme developed by Erduran, Osborne, and Simon that analyzes argument structure from a Toulmin perspective. As part of this exploration, the study outlines a method for parsing personally-seeded discussions into oppositional episodes for analysis, and discusses future directions for supporting argumentation in asynchronous online discussions.
2. Investigation into the Potential of Investigative Projects Involving Powerful Robotic Telescopes to Inspire Interest in Science
°·Â ·Îº¸Æ½ ¸Á¿ø°æÀ» È°¿ëÇϴ Ž»ç ÇÁ·ÎÁ§Æ®ÀÇ °úÇп¡¼ÀÇ Èï¹Ì ÁõÁø¿¡ ´ëÇÑ ÀáÀ缺 Á¶»ç
Richard Beare
International Journal of Science Education, Volume 29, Issue 3 February 2007 , pages 279 - 306
Faulkes ¸Á¿ø°æ ÇÁ·ÎÁ§Æ®¿Í ±× ±³À°Àû ¸ñÀû¿¡ ´ëÇÏ¿© °£·«È÷ ¿ä¾àÇÏ¿´´Ù. ¿¬±¸´Â ÀÌ ÇÁ·ÎÁ§Æ®°¡ ÇлýÀÇ Àç¹Ì¿Í Èï¹Ì¸¦ °í¾ç½ÃÅ°´Âµ¥ ÀÖ¾î¼ÀÇ ¿µÇâÀ» Æò°¡ÇÏ°í ÀÖ´Ù. ÇÏ¿ÍÀÌ¿¡ ÀÖ´Â Faulkes ¸Á¿ø°æÀº ÀºÇÏ°è¿¡ ´ëÇÑ µÎ °¡Áö ¡°±³À°/¿¬±¸¡± Faulkes ÇÁ·ÎÁ§Æ®¿¡ ±â¹ÝÇÑ ÇнÀ°úÁ¤À» À§ÇÑ ¿µ»óÀ» Á¦°øÇϱâ À§ÇÏ¿© »ç¿ëµÇ¾ú´Ù. ¸Á¿ø°æ ÀÌ¿ëÀÇ ´Ù¾çÇÑ Ãø¸é°ú µÎ ÀºÇÏ°è ÇÁ·ÎÁ§Æ®¿¡ ´ëÇÑ ÇлýÀÇ Åµµ´Â ¼³¹®°ú ÀÚÀ¯ÀÀ´äÀ» ÅëÇØ ¼öÁýµÇ¾ú´Ù. ÇлýµéÀº ¸Á¿ø°æÀÇ ¸ðµç Ãø¸é¿¡ ´ëÇؼ¿Í ±×µéÀÌ ¾òÀº ¿µ»ó¿¡ ±âÃÊÇÏ¿© Áß´ëÇÑ °úÇРŽ»ç¸¦ ¼öÇàÇÑ´Ù´Â »ý°¢¿¡ ´ëÇØ ¿±¤ÀûÀÎ °ÍÀ¸·Î µå·¯³µ´Ù.
The Faulkes Telescope Project and its educational aims are briefly summarised. Research to evaluate its impact in inspiring excitement and interest among students is described. The Faulkes Telescope in Hawaii was used to provide images for assessed coursework based on two of the Faulkes "education/research" projects on galaxies. Students' attitudes to various aspects of using the telescope and to the two galaxy projects were obtained using a questionnaire and free-response comments. The students were found to be enthusiastic about all aspects of the telescope and the idea of carrying out serious science investigations based on the images that they had obtained.
3. Scaffolded Problem-solving in the Physics and Chemistry Laboratory: Difficulties hindering students' assumption of responsibility
¹°¸® ¹× ÈÇÐ ½ÇÇè ¼ö¾÷¿¡¼ÀÇ scaffolded ¹®Á¦ ÇØ°á: Çлý Ã¥ÀÓÀÇ ÀüÁ¦¸¦ ¹æÇØÇÏ´Â ¾î·Á¿ò
Carlos Reigosa a; María-Pilar Jiménez-Aleixandre
International Journal of Science Education, Volume 29, Issue 3 February 2007 , pages 307 - 329
ÀÌ »ç·Ê ¿¬±¸´Â ¹°¸®ÇÐ ¹× ÈÇÐ ½ÇÇè¼ö¾÷¿¡¼ ¹®Á¦ ÇØ°á¿¡ °üÇÑ Çо÷À» ½ÇÇàÇÏ´Â °úÁ¤¿¡¼ 10Çгâ Çлý(³ªÀÌ15-16»ì) 18¸íÀÇ ¼ºÃ븦 »ìÆ캸¾Ò´Ù. ÀÌ ¿¬±¸´Â ±³»ç°¡ µµ¿ÍÁÖ´Â °Í¿¡¼ ÀÚÀ²ÀûÀ¸·Î ¹®Á¦ ÇØ°áÀ» ÇÏ´Â ¸Æ¶ô¿¡¼ ÇлýÀÇ Ã¥ÀÓ°¨ÀÌ ÀüÀ̵Ǵ °úÁ¤¿¡¼ ¹ß»ýÇÏ´Â ¹®Á¦ À¯Çü¿¡ ÃÊÁ¡À» µÎ¾ú´Ù. Çлý ´ëȸ¦ ³ìÀ½Å×ÀÌÇÁ¿Í ºñµð¿ÀÅ×ÀÌÇÁ¿¡ ±â·ÏÇß°í, ±×µéÀÇ °á°ú¹°µéÀ» ¼öÁýÇß´Ù. Áö³ªÄ£ °úÁ¦ÀÇ ¾î·Á¿ò, Áø½Ç·Î ¹®Á¦¸¦ ÇØ°áÇÏ´Â °Íº¸´Ù ÀýÂ÷»óÀÇ Àü½Ã¸¦ ¹Ý¿µÇϴ Ʋ¿¡ ¹ÚÈù Çб³ ¹®È, ±×¸®°í Áý´Ü ³»ºÎÀÇ »óÈ£ÀÛ¿ë°ú ¿ªÇÒ ¹®Á¦°¡ °ü·ÃµÇ¾î ÀÖ´Â °ÍÀ» ¹ß°ßÇÏ¿´´Ù. ¿¬±¸ °á°ú¸¦ ÇлýµéÀÌ ÀÚ½ÅÀÇ ÇнÀ¿¡¼ Á¡ÁøÀûÀ¸·Î Ã¥ÀÓÀ» °®µµ·Ï ÇÏ´Â °ÍÀ» ±³À°Àû ¸ñÇ¥·Î ÇÏ´Â °üÁ¡¿¡¼ ³íÀÇÇÏ¿´´Ù.
This case study examines the performances of 18 10th-grade students (age 15-16 years) in the process of performing problem-solving tasks in the physics and chemistry laboratory. The study focuses on different types of problems arising in the process of transferring responsibility to students in a context of teacher assistance to autonomous problem-solving. The students' conversations were audiotaped and videotaped, and their productions collected. Problems were found in relation to excessive task difficulty, to stereotyped school culture reflecting procedural display rather than genuine problem-solving, and to problems related to within-group interactions and roles. The findings are discussed in reference to the educational goal of students progressively assuming responsibility in their own learning.
4. Turkish Pre-Service Science Teachers' Views on Science-Technology-Society Issues
ÅÍÅ° ¿¹ºñ°úÇб³»çµéÀÇ °úÇÐ-±â¼ú-»çȸ ³íÁ¦¿¡ °üÇÑ °üÁ¡
Bugrahan Yalvac; Ceren Tekkaya; Jale Cakiroglu; Elvan Kahyaoglu
International Journal of Science Education, Volume 29, Issue 3 February 2007 , pages 331 - 348
±¹Á¦ °úÇб³À° »çȸ´Â ¿¹ºñ°úÇб³»çµéÀÇ °úÇÐ, ±â¼ú, »çȸ(STS)ÀÇ »óÈ£ÀÇÁ¸¼º¿¡ ´ëÇÑ °üÁ¡ÀÌ ¸ðµç À̸¦ °úÇÐÀû ¼Ò¾çÀ» ¼ºÃëÇϴµ¥ ÀÖ¾î¼ Áß¿äÇÑ ¿ªÇÒÀ» ÇÑ´Ù´Â °Í¿¡ ´ëÇØ ÀÎÁ¤ÇÏ°í ÀÖ´Ù. ÀÌ·± ¸Æ¶ô¿¡¼ ¿¹ºñ°úÇб³»çÀÇ STS °üÁ¡Àº °úÇб³À° Çõ½Å ¿îµ¿ÀÇ °Á¡°ú ¾àÁ¡À» ¾Ë¸®´Â ½ÅÈ£°¡ µÈ´Ù. ÅÍÅ°´Â, ±¹Á¦ °³Çõ ¿îµ¿ÀÇ È帧À» Ÿ°í ÀÖ´Â ÇÑ ±¹°¡·Î¼, ½Ã¹ÎÀÇ STS »óÈ£ÀÇÁ¸¼º¿¡ ´ëÇÑ ÀÌÇظ¦ ÁõÁø½ÃÅ´À¸·Î »ê¾÷ÈµÇ°í ¹ÎÁÖÈµÈ »çȸ¿¡ ±×µéÀÌ ÃæºÐÈ÷ Âü¿©ÇÒ ¼ö ÀÖµµ·Ï ÇÏ´Â °ÍÀ» ¸ñÇ¥·Î ÇÏ°í ÀÖ´Ù.
ÀÌ ¿¬±¸´Â ÅÍÅ° ¿¹ºñ°úÇб³»çµé(n=176)ÀÇ STS ³íÁ¦¿¡ ´ëÇÑ °üÁ¡À» Ž»öÇÏ°í, ¾ò¾îÁø ¿¬±¸ °á°ú ¸Æ¶ô ¾È¿¡¼ ÁøÇà ÁßÀÎ °³Çõ ³ë·ÂÀÇ °Á¡°ú ¾àÁ¡¿¡ ´ëÇؼ ³íÀÇÇÏ¿´´Ù. ÀÚ·á´Â VoSTS"(Views on Science-Technology-Society")¸¦ ä¿ëÇÏ¿© ¾ò¾ú´Ù. ºÐ¼® °á°ú ¸¹Àº Âü¿©ÀÚµéÀº °úÇÐ, ±â¼ú, »çȸÀÇ »óÈ£ÀÇÁ¸¼º¿¡ ´ëÇؼ Çö½ÇÀûÀÎ °üÁ¡À» °¡Áö°í ÀÖ¾úÀ¸³ª, ±â¼ú¿¡ ´ëÇÑ °üÁ¡°ú °úÇÐÀÇ º»¼º¿¡ ´ëÇÑ °üÁ¡Àº ´Þ¶ú´Ù. ÀϺδ ±â¼úÀ» °úÇÐÀÇ ÀÀ¿ëÀ¸·Î º¸¾Ò°í, ÀϺδ °úÇÐÀ» ÀÚ¿¬¿¡ ´ëÇÑ ÁÖ¼®À̳ª Çؼ®À¸·Î º¸¾Ò´Ù. ´ëºÎºÐÀº °úÇÐÀû Áö½ÄÀÌ ÀáÁ¤ÀûÀ̶ó´Â µ¥ µ¿ÀÇÇÏ¿´À¸³ª, ±×µéÀÌ °¡¼³, ¹ýÄ¢, ÀÌ·Ð °£ÀÇ Â÷ÀÌ¿¡ ´ëÇÑ ¸íÈ®ÇÑ ÀÌÇظ¦ ³ªÅ¸³»Áö´Â ¾Ê¾Ò´Ù.
The international science education community recognises the role of pre-service science teachers' views about the interdependence of Science, Technology, and Society (STS) in achieving scientific literacy for all. To this end, pre-service science teachers' STS views signal the strengths and the weaknesses of science education reform movements. Turkey, a country that follows the international reform movement, aims at improving citizen's understanding of the STS interdependence to enable them to fully participate in an industrialised, democratic society. This study explores the Turkish pre-service science teachers' views (n = 176) on STS issues and discusses the ongoing reform efforts' strengths and weaknesses within the context of the study findings. Data were collected through an adopted "Views on Science-Technology-Society" instrument. Analysis revealed that many participants held realistic views on science, technology, and society interdependence, while their views on technology and the nature of science were differed. Some viewed technology as an application of science, and some viewed science as explanatory and an interpretation of nature. Most agreed that the scientific knowledge is tentative but they did not present a thorough understanding of the differences between hypotheses, laws, and theories.
5. Mapping Gravitational and Magnetic Fields with Children 9-11: Relevance, difficulties and prospects
9-11»ìµÈ ¾ÆÀ̵éÀÇ Áß·ÂÀå°ú ÀÚ±âÀå Áöµµ ÀÛ¼º: °ü·Ã¼º, °ï¶õ ¹× °¡´É¼º
F. Bradamante; L. Viennot
International Journal of Science Education, Volume 29, Issue 3 February 2007 , pages 349 - 372
ÀÌ ¿¬±¸´Â 9-11»ì ¾ÆÀ̵éÀ» À§ÇØ Á¦½ÃµÈ Áß·ÂÀå°ú ÀÚ±âÀå¿¡ °üÇØ ¾È³»µÈ °³³äÀûÀÎ ¼ø¼¿¡ ÁßÁ¡À» µÐ Á¶»ç¸¦ ¼Ò°³ÇÑ´Ù. µÎ Àå(field)¿¡ ´ëÇÑ ¡®Áöµµ¸¸µé±â¡¯°¡ ±× ³ªÀÌ ¾ÆÀ̵鿡°Ô ¾ó¸¶³ª ÀÌÇØÇϱ⠽±°í È¿°úÀûÀÎÁö¸¦ Æò°¡ÇÏ´Â °ÍÀÌ ¸ñÇ¥ÀÌ´Ù. °³³äÀûÀΠǥÀûÀº ÀÚ±âÀû ±×¸®°í Áß·ÂÀûÀÎ ±Ù¿øµéÀ» °¢°¢ÀÇ ¿ª¼±(field line)À¸·Î ¿¬°á½ÃÅ°´Â °ÍÀÌ°í, ±×¸®°í ³ µÚ ÀÌ ¿¬°áÀ» ÀÌ¿ëÇÏ¿© µÎ Á¾·ùÀÇ »óÈ£ÀÛ¿ëÀ» ±¸ºÐÇϵµ·Ï ÇÏ´Â °ÍÀÌ´Ù. ÀÌ ¿¬±¸´Â Á¦½ÃµÈ ¡®Áöµµ¸¸µé±â¡¯¿Í Áöµµ °£ÀÇ Â÷ÀÌ°¡ ¸¹Àº ÇлýµéÀÌ ¹Þ¾Æ µéÀϸ¸ ÇÏ´Ù´Â °ÍÀ» º¸¿©ÁØ´Ù. ´ëÁ¶ÀûÀ¸·Î, ¿ÀÁ÷ ¼Ò¼ö¸¸ÀÌ µÎ À¯ÇüÀÇ »óÈ£ÀÛ¿ëÀ» ±¸º°ÇÒ ¼ö ÀÖ¾ú´Ù: ´Ü¼øÈ÷ ÀηÂÀ̶ó´Â »ý°¢ÀÌ Áö¹èÀûÀ¸·Î ³²¾Æ ÀÖ°í ¹æÇ⼺¿¡ ´ëÇÑ »ý°¢À» °¡¸®´Â °Í °°¾Ò´Ù. ¸¶Áö¸·À¸·Î, ¿ì¸®´Â ÀÌ Å½»ö °á°ú°¡ ¾î´À Á¤µµ·Î ±×·¯ÇÑ ±³¼ö ¸ñÇ¥¿Í °ü·ÃÀÖ´ÂÁö¸¦ È®ÀÎÇÏ´ÂÁö¿Í, ±× °á°ú°¡ ÀÌ ÁÖÁ¦¿¡ ´ëÇÑ ¿¬±¸ ±â¹Ý ±³¼ö ¼ø¼ ¼³°è¿¡ ´ëÇØ ¾î¶»°Ô ¾Ë·ÁÁÖ´ÂÁö¸¦ ³íÀÇÇÏ¿´´Ù.
This paper presents an investigation centered on a guided conceptual path concerning magnetic and gravitational fields, proposed for children aged 9-11. The goal is to appreciate to what extent the idea of "mapping" two fields of interaction is accessible and fruitful for children of that age. The conceptual target is to link magnetic and gravitational sources with their respective field lines, and then use this linkage to differentiate between the two kinds of interactions. This study shows that the proposed "mapping" and the differences between the maps are accessible to a large proportion of pupils. By contrast, only a minority can differentiate between the two types of interactions: the idea of mere attraction remains dominant and may screen the idea of orientation. Finally, we discuss to what extent these exploratory results confirm the relevancy of such teaching goals and how they inform the design of research-based teaching sequences concerning this topic.
÷ºÎ
ijse29(3).hwp
ÀÓ¼º¹Î
´ë±¸´ëÇб³
|