Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
권호 표지
DOI QR코드

DOI QR Code

Middle School Students' Evaluation of Scientific Information: From the Perspective of Hypothetico-deductive Reasoning

가설-연역적 추론 관점에서 본 중학생의 과학적 정보 평가 양상

  • Received : 2014.05.14
  • Accepted : 2014.06.27
  • Published : 2014.06.30
Download PDF
⟨ Previous Next ⟩

Abstract

The purpose of this study is to find out how middle school students evaluate scientific information in terms of hypothetico-deductive reasoning. A total of 66 middle school students completed a paper-and-pencil test on scientific information evaluation and 14 of them were individually interviewed for triangulation. The test includes six topics related to scientific or pseudoscientific information, and questions about each topic were sequenced based on a hypothetico-deductive reasoning. The hypothetico-deductive process consists of three steps: identifying predictions made by explanations in the information, identifying data actually obtained, and determining the fit between predictions and data to judge the validity of the explanations. Data analyses have focused on students' response types at each step, whether students used hypoethetico-deductive reasoning, and students' preference to evidence types in making decisions. The middle school students in this study answered the questions in various ways based on how they used the information given or personal knowledge and beliefs. A small portion of students evaluated information based on hypothetico-deductive reasoning. These students tended to give priority to scientific data in determining the validity of the information. On the other hand, students who did not use hypoethetico-deductive reasoning tended to prefer first-hand experience in the decision. The results provide implications for science lessons and the curriculum for scientific literacy. Further research should include student evaluation of the validity of data and other types of reasoning.

이 연구는 대중매체에서 보고되는 과학 관련 정보에 관한 중학생들의 평가 양상을 가설-연역적 추론의 측면에서 분석하여 과학적 소양 함양을 위한 과학 교육에 시사점을 얻고자 하였다. 중학생 66명을 대상으로 정보평가 능력 검사지를 사용한 지필 검사와 개인 면담을 통해 자료를 수집하였다. 정보평가능력 검사지는 6개의 주제에 관해 각 주제별 질문을 가설-연역적 추론 과정에 따라 제시하였다. 가설-연역적 추론 과정에 따라 정보에서 설명하는 내용이 예측하는 것을 확인하고, 실측한 자료를 식별하여, 정보에서 설명하는 내용의 타당성을 판단하는 각 단계에 나타난 학생들의 응답 유형과 가설-연역적 추론 과정에 따라 정보를 평가하는지 여부 및 정보의 타당성 판단에 사용하는 근거에 대한 신념을 조사 분석하였다. 연구결과 정보평가 과정에서 중학생들은 주어진 정보와 개인의 사전 경험 및 지식의 조합에 따른 여러가지 유형을 보였고, 가설-연역적 추론 과정에 따라 정보를 평가한 사례는 적게 나타났다. 가설-연역적 추론을 한 학생의 경우 정보 판단에서 과학적 증거를 우선하는 경향을 보인 반면 가설-연역적 추론을 하지 않은 학생은 개인적 경험을 우선하는 경향을 보였다. 연구 결과는 과학적 소양을 위한 과학 수업 및 교육과정에 시사점을 제공하며 추후 연구에서 자료의 타당성에 관한 판단을 포함한 학생들의 평가 능력 측정 및 가설-연역적 추론 외 다른 형태의 추론 능력 역시 측정할 필요성을 제시한다.

Keywords

References

  1. AAAS (American Association for the Advancement of Science). (1993). Benchmarks for science literacy. New York, NY: Oxford University Press.
  2. Bell, R. L., & Lederman, N. G. (2003). Understandings of the nature of science and decision making on science and technology based issues. Science Eduation, 87(3), 352-377.
  3. Cho, H., Kim, H., Yoon, H., & Lee, K. (2011). Theory and application of science education. Seoul: Kyoyookbook Publication Co.
  4. Choe, I. (2005). A study on modelling readability formulas for reading instruction system. Journal of the Korean Society for Information Management, 22(3), 213-232. https://doi.org/10.3743/KOSIM.2005.22.3.213
  5. Chung, Y., & Choi, J. (2007). An assessment of the scientific literacy of secondary school students. Journal of the Korea Association for Science Education, 27(1), 9-17.
  6. Chung, Y., & Lee, J. (2010). The Scientific Literacy of Secondary School Students by TBSL(Test of Basic Scientific Literacy) and SLT(Scientific Literacy Test). Journal of the Research Institute of Curriculum Instruction, 14(3), 669-680. https://doi.org/10.24231/rici.2010.14.3.669
  7. DeBoer, G. E. (2000). Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 37(6), 582-601. https://doi.org/10.1002/1098-2736(200008)37:6<582::AID-TEA5>3.0.CO;2-L
  8. Elliott, P. (2006). Reviewing newspaper articles as a technique for enhancing the scientific literacy of student-teachers. International Jouran of Science Education, 28(11), 1245-1265. https://doi.org/10.1080/10670560500438420
  9. Gao, L., Kim, E., Moon, G., Kim, S., & Krajcik, J. (2012). Exploration of Science Teachers' Informal Mentoring Experience in their First Years and their Professional Development. Journal of the Research Institute of Curriculum Instruction, 16(2), 517-537. https://doi.org/10.24231/rici.2012.16.2.517
  10. Giere, R. N., Bickle, J., & Mauldin, R. F. (2006). Understanding scientific reasoning. Belmont, CA: Wadsworth.
  11. Hacking, I. (1983). Representing and Intervening. New York, NY: Cambridge University Press.
  12. Hogan, K., & Maglienti, M. (2001). Comparing the epistemological underpinning of students'and scientists' reasoning about conclusions. Journal of Research in Science Teaching, 38(6), 663-687. https://doi.org/10.1002/tea.1025
  13. Hong, S., & Woo, A. (2009). An assessment of the scientific literacy and pseudoscience belief of high school and university students. Journal of Learner-Centered Curriculum and Instruction, 9(3), 331-346.
  14. Korpan, C. A., Bisanz, G. L., Bisanz, J., & Henderson, J. M. (1997). Assessing literacy in science: evaluation of scientific news briefs, Science Education, 81(5), 515-532. https://doi.org/10.1002/(SICI)1098-237X(199709)81:5<515::AID-SCE2>3.0.CO;2-D
  15. Lee, M. (2009). Toward to the definition of 'Scientific Literacy'. Journal of the Korean Society of Elementary Science Education, 28(4), 487-494.
  16. Lee, M., & Kim, J. (2004). An international comparative study of science curriculum. Journal of the Korea Association for Science Education, 24(6), 1082-1093.
  17. McClune, B., & Jarman, R. (2010). Critical reading of science-based news reports: Establishing a knowledge, skills and attitudes framework. International Journal of Science Education, 32(6), 727-752. https://doi.org/10.1080/09500690902777402
  18. Millar, R. (2006). Twenty first century science: Insights from the design and implementation of a scientific literacy approach in school science. International Journal of Science Education, 28(13), 1499-1521. https://doi.org/10.1080/09500690600718344
  19. Millar, R., & Osborne, J. (1998). Beyond 2000: Science education for the future. London: King's College London.
  20. MEST (Ministry of Education, Science, & Technology). (2011). Science curriculum. MEST Notification No. 2011-361, Supplement 9.
  21. National Research Council (1996). National science education standards. Washington, DC: National Academy Press.
  22. National Research Council (2012). A framework for K-12 science education: Practice, crosscutting concepts, and core ideas. Washington, DC: National Academies Press.
  23. National Science Teacher Association (1982). Science, technology, society: Science education for the 1980's. Washington, DC: national Science Teachers Association.
  24. Norris, S., & Phillips, L. (1994). Interpreting pragmatic meaning when reading popular reports of science. Journal of Research in Science Teaching, 31, 947-967. https://doi.org/10.1002/tea.3660310909
  25. Norris, S., & Phillips, L. (2003). How literacy in its fundamental sense is central to scientific literacy. Science Education, 87(2), 224-240. https://doi.org/10.1002/sce.10066
  26. Organization for Economic Co-operation and Development (OECD) (2009). PISA 2009 assessment framework-Key competencies in reading, mathematics and science. Paris: Author.
  27. Park, J. (1998). The role of deductive reasoning in scientific activities. Journal of the Korea Association for Science Education, 18(1), 1-17.
  28. Phillips, L. M., & Norris, S. P. (1999). Interpreting popular reports of science. What happens when the reader's world meets the world on paper? International Journal of Science Education, 21(3), 317-327. https://doi.org/10.1080/095006999290723
  29. Ratcliffe, M. (1999). Evaluation of abilities in interpreting media reports of scientific research. International Journal of Science Education, 21(10), 1085-1099. https://doi.org/10.1080/095006999290200
  30. Ryu, H., & Choi, K. (2010). Perception survey on characteristics of scientific literacy for global science-technolodgy-society for secondary school students. Journal of the Korea Association for Science Education, 30(6), 850-869.
  31. Shin, D., & Ro, K. (2002). Korea students' achievement in scientific literacy. Journal of the Korea Association for Science Education, 22(1), 76-92.