Journal of Korean Elementary Science Education (한국초등과학교육학회지:초등과학교육)

The Korean Elementary Science Education Society (한국초등과학교육학회)
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Rethinking the Knowledge Viewpoint in Practice-Oriented Science Education and its Relationship with Scientific Modeling

실행-중심 과학교육을 위한 지식관의 재고와 과학적 모델링의 연관성

  • 이혜경 (서울대학교 교육종합연구원) ;
  • 이종혁 (서울대학교 교육종합연구원) ;
  • 최진현 (서울대학교 대학원) ;
  • 김관영 (서울대학교 대학원) ;
  • 이선경 (서울대학교 교육종합연구원)
  • Received : 2023.05.03
  • Accepted : 2023.05.10
  • Published : 2023.05.31
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Abstract

This study explored how scientific practice functions within practice-oriented science education and reviewed modeling as a unit of practice. Beginning with the questions "What is scientific practice and what is the nature of knowledge?" and "How does scientific practice work?" we reconsidered the language-centered view of knowledge and identified its relevance to scientific modeling. First, concentrating on the complexity and nonlinearity of scientific practice, scientific knowledge was considered to be the activity or action itself. We expanded the understanding of the nature of knowledge beyond the explicit and language-oriented dimension of activity or action to an implicit dimension that encompasses skills, connoisseurship, and judgment. Furthermore, we discussed the nature and meaning of scientific modeling as a unit of practice that accounts for the complexity and nonlinear dynamics of scientific practice; scientific modeling was one such unit that could contain complex practice and nonlinear dynamics. Additionally, the contextual properties and meanings of modeling that function were highlighted. Scientific modeling was understood as the process of mediating or autonomously referencing and adjusting theory and phenomena, including a layered and dynamic construction of related concepts, analogies, metaphors, skills, connoisseurship, and judgments as explicit or implicit knowledge. We suggest that "teaching and learning science as practice" should be a concrete modeling activity that is epistemologically and ontologically intertwined with actual science education practices.

본 연구는 실행-기반 과학교육을 위하여, 과학적 실행이 무엇이며 어떻게 작동하는가를 이해하고 실행의 단위로서 모델링을 검토하였다. 이를 위하여, '과학적 실행은 무엇이며, 이때 지식은 어떤 특징을 가지는가?'와 '과학적 실행은 어떻게 작동하는가?'라는 질문을 출발로 하여 언어 중심의 지식관을 재고하고 과학적 실행과 과학적 모델링의 연관성을 탐색하였다. 이를 위하여 먼저, 과학적 '실행'이 갖는 복잡성과 비선형성에 주목하면서 과학적 지식을 활동이나 행동 그 자체로서 바라보았다. 즉, 언어 중심의 명시적 차원을 넘어 솜씨와 감식력 그리고 판단을 포괄하는 암묵적 차원으로 확장하였다. 다음으로, 과학적 실행의 복잡성과 비선형적 역동성을 담아내는 실행의 단위로서 특정 목적과 맥락에서 구체적으로 작동하는 모델링의 속성과 의미를 논하고, 구조화된 모델링과 비구조화된 모델링의 양상을 살펴보았다. 모델링은 이론과 현상을 매개하거나 혹은 자율적으로 이론을 참조하고 조정하는 과정으로서, 그 내용으로는 명시적 및 암묵적 지식으로서 관련 개념, 비유, 은유, 솜씨, 감식력, 판단 등이 중층적이고 역동적으로 구성되는 과정이다. 최종적으로 '과학교과를 실행으로서 가르치고 배우는 것'이 실제 과학교육 현장에서 인식론적이고 존재론적으로 얽힌 구체적인 모델링 활동이 되어야 한다고 보았다. 이러한 과학적 실행에서의 지식관과 모델링에 관한 논의를 토대로 과학 교수·학습에의 실천적 지침을 제언하였다.

Keywords

Acknowledgement

이 논문은 2020년도 정부(교육부)의 재원으로 한국연구재단의 지원을 받아 수행된 기초연구사업임(NRF-2020R1I1A1A01066598)

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