DOI QR코드

DOI QR Code

과학고등학교 학생들이 R&E 참여 과정에서 드러내는 과학적 실행 및 인식 변화 -실행공동체 내에서의 합법적 주변 참여의 관점에서-

Science High School Students' Shift in Scientific Practice and Perception Through the R&E Participation: on the Perspective of Legitimate Peripheral Participation in the Community of Practice

  • 투고 : 2016.03.21
  • 심사 : 2016.05.05
  • 발행 : 2016.06.30

초록

과학자 바로 곁에서 경험하는 진정한 연구에의 참여는 학습자의 과학에 대한 이해와 과학적 실행을 증진시키는 교육적 접근의 하나로 지속적으로 확대되고 있다. 본 연구에서는 고등학교 학생들을 대상으로 수행되는 R&E 활동 참여를 통해 과학고등학교 학생들은 과연 무엇을 얻을 수 있으며, 어떠한 인식 및 과학적 실행의 변화를 겪게 되는지에 대해 R&E 팀이라고 하는 실행공동체 내에서의 합법적 주변 참여의 관점에서 알아보고자 하였다. 이를 위해 R&E 활동에 참여한 과학고등학교 1학년 학생들을 대상으로 18개월에 걸친 참여 관찰을 실시하였으며, 근거이론에 기반한 지속적 비교분석법을 이용하여 수집된 자료를 범주화하고, 관련된 요인들을 추출하여 분석하였다. 연구 결과 학생들은 R&E 연구팀이라고 하는 실행 공동체의 초심자로 출발하여 이행기의 참여를 거쳐 점차 완전한 참여자로 이행하는 가운데 과학에 대한, 과학자 및 과학자 공동체에 대한, 그리고 자신에 대한 인식을 제고하고 연구 역량을 증진시키며, 과학자의 그것에 근접한 실행을 보이는 것으로 드러났다. 이들은 특히 장기간에 걸친 진정한 연구 참여를 통해 연구 활동의 본성, 과학자 및 과학자 사회의 실질적인 모습을 인식할 수 있었으며, 이와 같은 인식을 바탕으로 보다 진지한 진로에의 탐색, 역량있는 과학 학생 및 초보적이지만 연구자로서의 정체성 발달을 보였다. R&E 공동체 내에서의 학습자 참여를 통해 학생의 과학적 실행, 인식 변화 및 정체성 발달의 동적인 과정을 심층적으로 조명한 본 연구의 결과는 지속적으로 확대되고 있는 연구 중심 교육과정의 설계와 운영에 실질적인 단초를 제시할 수 있다는 점에서 그 의의를 찾을 수 있다.

키워드

실행 공동체;합법적 주변 참여

참고문헌

  1. Barab, S. A., & Hay, K. (2001). Doing science at the elbow of experts: Issues related to the science apprenticeship camp. Journal of Research in Science Teaching, 38(1), 70-102. https://doi.org/10.1002/1098-2736(200101)38:1<70::AID-TEA5>3.0.CO;2-L
  2. Bell, R. L., Crawford, B. A., & Lederman, N. G. (2003). Just do it? Impact of a scientific apprenticeship program on highschool students' understanding of the nature of science and scientific inquiry. Journal of Research in Science Teaching, 40(5), 487-509. https://doi.org/10.1002/tea.10086
  3. Carlone, H. B., & Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44(8), 1187-1218. https://doi.org/10.1002/tea.20237
  4. Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. London: Sage Publications.
  5. Comeaux, p., & Huber, R. (2001). Students as scientists: Using interactive technologies and collaborative inquiry in an environmental science project for teachers and their students. Journal of Science Teacher Education, 12(4), 235-252. https://doi.org/10.1023/A:1014226110211
  6. Donahue, T. P., Lewis, L. B., Price, L. F., & Schmidt, D. A. (1998). Bringing science to life through community-based watershed education. Journal of Science Education and Technology, 7(1), 15-23. https://doi.org/10.1023/A:1022528030956
  7. Gazley, J. L., Remich, R., Naffiziger-Hirsch, M. E., Keller, J., Campbell, P. B., & McGee, R. (2014). Beyond preparation: Identity, cultural capital, and readiness for graduate school in the biomedical sciences. Journal of Research in Science Teaching, 51(8), 1021-1048. https://doi.org/10.1002/tea.21164
  8. Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25(1), 99-125.
  9. Glaser, B. G. (1965). The constant comparative method of qualitative analysis. Social Problems, 12(4), 436-445. https://doi.org/10.2307/798843
  10. Goulart, M., I., & Roth, W. M. (2010). Engaging young children in collective curriculum design. Cultural Studies of Science Education, 5(3), 533-562. https://doi.org/10.1007/s11422-009-9196-3
  11. Hazari, Z., Sonnert, G., Sadler, P. M., & Shanahan, M.. C. (2010). Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: A gender study. Journal of Research in Science Teaching, 47(8), 978-1003.
  12. Holland, D., Lachicotte, W. Jr., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.
  13. Houseal, A. K., Abd-El-Khalick, F., & Destefano, L. (2014). Impact of a student-teacher-scientist partnership on students' and teachers' content knowledge, attitudes toward science, and pedagogical practices. Journal of Research in Science Teaching, 51(1), 84-115. https://doi.org/10.1002/tea.21126
  14. Hsu, P. L., Eijck, M., & Roth W. M. (2010). Students' representations of scientific practice during a science internship: Reflections from an activity-theoretic perspective. International Journal of Science Education, 32(9), 1243-1266. https://doi.org/10.1080/09500690903029563
  15. Hunter, A., Laursen, S. L., & Seymour, E. (2007). Becoming a scientist: The role of undergraduate research in students' cognitive, personal, and professional development. Science Education, 91(1), 36-74. https://doi.org/10.1002/sce.20173
  16. Johnson, A., Brown, J., Carlone, H., & Cuevas, A. K. (2011). Authoring identity amidst treacherous terrain of science: A multiracial feminist examination of the journeys of the three women of color in science. Journal of Research in Science Teaching, 48(4), 339-366. https://doi.org/10.1002/tea.20411
  17. Jung, H. C., Chae, Y., & Ryu, C. R. (2012a). Study on research and education (R&E) programs in science high schools and science academies: Focusing on the differences of perceptions between students and mentors. Journal of the Korean Association for Research in Science Education, 32(7), 1139-1156. https://doi.org/10.14697/jkase.2012.32.7.1139
  18. Jung, H. C., Ryu, C. R., & Chae, Y. (2012b). Research and education (R&E) programs in science high schools and gifted high schools: Based on the interview results with R&E coordinators. Journal of Gifted and Talented Education, 22(2), 243-264. https://doi.org/10.9722/JGTE.2012.22.2.243
  19. Kang, S. J., Kim, H. J., Lee, G. J., Kwon, Y. S., Kim, M. H., Kim, Y. S., Kim, Y. H., Shin, H. S., Lim H. Y., & Ha, J. H. (2009). A study of scientifically gifted high school students' perceptions on the research and education program. Journal of Korean Association for Research in Science Education, 29(6), 626-638.
  20. Kim, K., & Sim, J. Y. (2008). Scientifically gifted students' perception on the impact of R&E program based on KAIST freshmen survey. Journal of Korean Association for Research in Science Education, 28(4), 282-290.
  21. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.
  22. Lee, M., & Kim, H. B. (2011). Exploring middles school students' learning development through science magazine project with focus on the perspective of participation. Journal of the Korean Association for Research in Science Education, 31(2), 256-270.
  23. Lee, M., & Kim, H. B. (2014). Funds of knowledge and features of teaching and learning in the hybrid space of middle school science class: Focus on 7th grade biology. Journal of the Korean Association for Research in Science Education, 34(8), 731-744. https://doi.org/10.14697/jkase.2014.34.8.0731
  24. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury PA, CA: Sage Publications.
  25. Malone, K. R., & Barabino, G. (2009). Narrations of race in STEM research setting: Identity formation and its discontents. Science Education, 93(3), 485-510. https://doi.org/10.1002/sce.20307
  26. Moss, D. M., Abrams, E. D., & Kull, J. A. (1998). Can we be scientists too? Secondary students' perceptions of scientific research from a project-based classroom. Journal of Science Education and Technology, 7, 149-161. https://doi.org/10.1023/A:1022564507639
  27. Oh, P. S. (2006). Participation metaphor for learning and its implication for science teaching and learning. Journal of Korean Earth Science Society, 27(2), 140-148.
  28. O'Neill, D. K., & Polman, J. L. (2004). Why educate ‘little scientist?' Examining the potential of practice-based scientific literacy. Journal of Research in Science Teaching, 41(3), 234-266. https://doi.org/10.1002/tea.20001
  29. Park, J., Jang, K., & Kim, I. (2009). An analysis of the actual processes of physicists' research and the implications for teaching scientific inquiry in school. Research in Science Education, 39(1), 111-129. https://doi.org/10.1007/s11165-008-9079-8
  30. Sadler, T. D., Burgin, S., McKinney, L., & Ponjuan, L. (2010). Learning science through research apprenticeships: A critical review of the literature. Journal of Research in Science Teaching, 47(3), 235-256.
  31. Seymour, E., Hunter, A. B., Laursen, Sl. L., & Deantoni, T. (2004). Establishing the benefits of research experiences for undergraduates in the science: First findings from a three year study. Science Education, 88(4), 493-534. https://doi.org/10.1002/sce.10131
  32. Sfard, A. (1998). On two metaphor for learning and the dangers of choosing just one. Educational Researcher, 27(2), 14-11. https://doi.org/10.3102/0013189X027005014
  33. Sfard, A. & Prusak, A. (2005). Telling identities: In search of an analytic tools for investigating learning as a culturally shaped activity. Educational Researcher, 34(4), 14-22.
  34. Tan, E. & Barton, A. C., Kang, H., & O'Neill, T. (2013). Desiring a career in STEM-related fields: How middle school girls articulate and negotiate identities-in-practice in science. Journal of Research in Science Teaching, 50(10), 1143-1179. https://doi.org/10.1002/tea.21123
  35. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York: Cambridge University Press.
  36. Wenger, E., Mcdermott, R., & Synder, W. M. (2002). Cultivating communities of practice: A guide to managing knowledge. Boston: Harvard Business School Press.
  37. Wormstead, S. J., Becker, M. L., & Congalton, R. G. (2002). Tools for successful student-teacher-scientist partnership. Journal of Science Education and Technology,11(3), 277-284. https://doi.org/10.1023/A:1016076603759
  38. Yoon, S. (2006). A study of the process by which online school students move from legitimate peripheral participants to full participants. Journal of Educational Technology, 22(3), 57-93. https://doi.org/10.17232/KSET.22.3.57

과제정보

연구 과제번호 : BK21플러스

연구 과제 주관 기관 : 서울대학교