Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
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The Features of Intuitive Thinking Emerged During Problem Solving Activities About Thermal Phenomena: When Intuitive Thinking Appears and How it is Related to Logical Thinking

열 현상에 대한 초등학생들의 문제해결 과정에서 나타나는 직관적 사고의 특징 -발현의 맥락 및 논리적 사고와의 관계를 중심으로-

  • Received : 2017.05.12
  • Accepted : 2017.06.27
  • Published : 2017.06.30
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Abstract

The purpose of this study is to investigate the features of elementary students' intuitive thinking emerged during problem solving activities as it related to thermal phenomena, focusing on when intuitive thinking appears and how it is related to logical thinking. For this, we presented a problem related to thermal phenomena to nine 5th-grade students, and examined how students' thinking emerged in the activities. We conducted clinical interviews to investigate the thinking process of students. The results of this study are as follows. First, students made their own solutions and justified it later during the emergence process of intuitive thinking. It was also found that students connected concrete materials and abstract concepts intuitively. They solved the problem by making predictions even when information is insufficient. Second, it was shown that intuitive thinking can emerge through the intended strategies such as drawing a mental image, thinking from a different perspective, and integrating methods. These results, which are related to the students' intuitive thinking has received little attention and will be the basis for helping students in the context of discovery of their problem solving activities.

본 연구의 목적은 초등학생들이 열 현상과 관련된 문제를 해결하는 과정에서 나타나는 직관적 사고의 특징을 '발현의 맥락'과 '직관적 사고와 논리적 사고의 관계'를 중심으로 살펴보는 것이다. 이를 위해 초등학교 5학년 학생 9명에게 열 현상과 관련된 문제를 제시하고, 학생들의 문제해결 과정에서 나타나는 사고를 살펴보았다. 특히 본 연구에서는 학생의 설명 기저에 있는 사고의 맥락을 총체적으로 탐색 할 수 있는 임상면담 기법을 활용하여 학생의 사고 과정을 분석하였다. 분석 결과, 직관적 사고의 특징을 '발현 과정의 특징'과 '발현의 촉진' 측면에서 발견할 수 있었다. 첫째, 직관적 사고의 발현 과정에서 학생들은 직관적 사고를 통해 해결방법을 먼저 떠올리고 논리적으로 해결방법을 정당화하였으며, 문제 상황과 관련된 구체물과 추상적 개념을 직관적으로 연결 짓는 모습을 보였다. 또한 초등학생들은 충분하지 않은 정보 속에서 직관적인 예감을 통해 문제를 해결해갔다. 둘째, 직관적 사고는 의도적인 사고 전략을 통해 발현되는 경우도 있었다. 이러한 전략으로 그림으로 그려보기, 다른 관점이나 반대로 생각해 보기, 방법을 통합하기가 발견되었다. 이와 같은 문제해결 과정에서의 직관적 사고에 대한 본 연구결과는 그동안 주목받지 못하였던 학생들의 직관적 사고를 드러내어 탐색하고, 학생들의 문제해결 과정을 새로운 관점에서 조력할 수 있는 방안을 제안할 수 있다는 점에서 의미가 있겠다. 또한 본 연구의 결과를 통해 문제해결 상황에서의 과학학습에서 나타난 시사점에 대하여 논의하였다.

Keywords

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