Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
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Exploring Small Group Argumentation Shown in Designing an Experiment: Focusing on Students' Epistemic Goals and Epistemic Considerations for Activities

실험 설계에서 나타난 소집단 논변활동 탐색: 활동에 대한 인식적 목표와 인식적 이해를 중심으로

  • Received : 2015.11.26
  • Accepted : 2016.02.17
  • Published : 2016.02.29
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Abstract

The purpose of this study is to explore students' epistemic goals and considerations in designing an experiment task and to investigate how a shift in the students' epistemology affected their argumentation. Four 7th grade students were selected as a focus group. According to the results, when they designed their own experiment, their epistemic goal was 'scientific sense-making' and their epistemic considerations - the perception of the nature of the knowledge product was 'this experiment should explain how something happened', the perception of the justification was 'we need to use our interpretation of the data' and the perception of the audience was 'constructor' - contributed to designing their experiment actively. When students tried to select one argument, their epistemic goal shifted to 'winning a debate', showing 'my experiment is better than the others' with the perception of the audience, 'competitor'. Consequently, students only deprecated the limits of different experiment so that they did not explore the meaning of each experiment design deeply. Eventually, student A's experiment design was selected due to time restrictions. When they elaborated upon their result, their epistemic goal shifted to 'scientific sensemaking', reviewing 'how this experiment design is scientifically valid' through scientific justification - we need justification to make members accept it - acting as 'cooperator'. Consequently, all members engaged in a productive argumentation that led to the development of the group result. This study lays the foundation for future work on understanding students' epistemic goals and considerations to prompt productive argumentation in science classrooms.

본 연구는 탐구 과제에서 드러나는 학생들의 인식적 목표와 인식적 이해의 전환을 확인하고, 이러한 전환이 논변활동에 어떠한 영향을 미치는지를 알아보고자 하였다. 중학교 1학년 37명의 학생들이 연구에 참여하였고, 학생들의 인식론이 맥락에 따라 변한 1개 소집단을 선정하여 광합성 실험설계를 구성하는 논의 과정을 분석하였다. 학생들의 발화 및 행동을 통해 그들의 인식적 목표와 인식적 이해를 확인하였고 학생들의 실험설계 과정 및 결과를 분석하였다. 연구 결과, 학생들은 실험설계를 구성할 때 '과학적 의미 형성'이라는 인식적 목표에 초점을 두어 '이 실험이 어떻게 광합성에 이산화탄소가 필요한지를 알아볼 수 있는지'를 '과학 이론, 자료에 대한 자신의 해석에 기반을 두어 정당화'하였으며, 자기 자신을 '지식의 구성자'로 바라봄으로써 능동적으로 실험을 구성하였다. 그러나 다른 실험에 대해서는 '권위에 기반한 반박'을 보였으며 상대방 실험을 인정하지 않고 반박만을 제기하는 '평가자'로서의 태도를 보임으로써, 반박 과정에서 제기된 의견을 고려한 수정은 없었다. 하나의 실험을 선정하는 과정에서 인식적 목표는 '이기는 것'으로 전환되었고, '이런 실험이 좋다'라는 지식의 본성, '상대방을 이해시키기 위한 정당화를 할 필요가 없다' 혹은 '권위에 기반하여 정당화하는 것'이라는 정당화, '경쟁자'라는 청중에 대한 인식을 보였다. 이에 따라 학생들은 서로의 실험설계가 갖는 의미를 깊이 있게 탐색하지 못하였고 상대방 주장의 제한점만을 공격하여 인지적, 정서적 갈등 상황이 지속되었다. 시간 제한으로 인해 선택된 A의 실험설계를 정교화하는 과정에서 인식적 목표는 '과학적 의미 형성'으로 다시 전환되었고, '어떻게 그 실험이 과학적으로 타당한지'를 되짚어 보고 '납득할 만한 정당화가 이루어져야 한다'는 필요성을 바탕으로 과학적으로 옳은 정당화를 보였으며 학생들은 '협력자'의 관계에 놓였다. 이에 따라 구성원 모두가 의견을 제안하고 정당화하고 평가를 하는 생산적인 논변활동을 통해 발전된 소집단결과를 완성시켰다. 본 연구는 과학 수업에서 생산적인 논변활동을 지원하는 인식적 목표와 인식적 이해에 대한 기초 정보를 제공할 것으로 기대된다.

Keywords

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