Journal of The Korean Association For Science Education (한국과학교육학회지)

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

DOI QR Code

Exploring 'Wisdom of Science': Toward Wisdom-Oriented Science Education

'과학의 지혜'에 대한 탐색적 연구 -지혜 지향적 과학교육을 향하여-

  • Received : 2018.10.12
  • Accepted : 2018.11.05
  • Published : 2018.12.31
Download PDF
⟨ Previous Next ⟩

Abstract

This study, from a critical view on knowledge-centered science education, aims to explore the wisdom that can be acquired from science. In other words, to find the categories and examples of "Wisdom of Science(WOS)" that can be shared in science classroom is the purpose of this study. For the data collection, twelve hours of physics classes of three high schools were observed, together with teacher interviews and student interviews. Collected data were analyzed qualitatively based on the operational definition of WOS. In this study, WOS was defined in a limited sense to mean 'wise action such as behaviors, attitudes, methods, and thoughts that can be found in the process of formation and application of scientific knowledge'. The results of this study, i.e. three categories and six examples of WOS, can be summarized as follows. First category of WOS is 'wisdom as a scientific attitude'. The examples of this category are 'rational suspicion and open-minded attitude', and 'effort to find the best way in given situation'. Second category of WOS is 'wisdom as a method for problem solving'. The examples of this category are 'thinking with changing the conditions', and 'communication using the language of science'. Third category of WOS is 'wisdom as a reflection about science and human'. The examples of this category are 'understanding of the relationship between science and society', and 'perceiving the relationship between science and my life'. In conclusion, "Wisdom-oriented Science Education" as an alternative goal of future science education is suggested with its meanings and implications.

본 연구는 지식 중심의 과학교육에 대한 비판적 시각으로부터, 과학으로부터 배울 수 있는 지혜가 무엇인지 탐색하고자 하였다. 즉, 과학 과학수업 시간에 공유될 만한 '과학의 지혜'의 범주와 예시를 실제 수업 관찰과 면담을 통해 탐색하여 연구 결과로 제안하고자 하였다. 자료수집을 위해 3개 고등학교의 물리 수업을 관찰하고 교사 면담과 학생 면담을 각각 진행하였다. 수집된 자료는 본 연구에서 규정한 '과학의 지혜'의 의미에 기초하여 질적으로 분석하였다. 본 연구에는 '과학의 지혜'를 "과학지식의 형성 과정과 활용 과정에서 발견할 수 있는 지혜로운 행동, 태도, 방법, 생각 등의 행위"의 의미로 한정하여 사용하였다. 연구 결과, '과학의 지혜'의 3가지 범주와 6개의 예시를 도출하고 이를 연구자의 관점에서 해석 및 논의하였다. 첫 번째 범주는 '과학적 탐구에 필요한 태도'로서의 지혜이며, 이에 해당하는 예시는 '합리적 의심과 개방적 태도' 및 '최선의 대안을 찾는 노력'이다. 두 번째 범주는 '문제 해결에 유용한 방법'으로서의 지혜이며, 이에 해당하는 예시는 '조건을 변화시켜보는 사고방식'과 '과학의 언어를 사용하는 소통방식'이다. 마지막으로 세 번째 범주는 '과학과 인간의 관계에 대한 고찰'로서의 지혜이며, 이에 해당하는 예시는 '과학과 사회의 관계에 대한 이해'와 '과학과 나의 관계에 대한 인식'이다. 결론에서는 미래 과학교육의 대안적 목표로서 '지혜 지향적 과학교육'을 제안하고 그 의미와 시사점에 대해 논의하였다.

Keywords

GHGOBX_2018_v38n6_793_f0001.png 이미지

Figure 1. Research process

Table 1. Basic information of research participants –physics teachers

GHGOBX_2018_v38n6_793_t0001.png 이미지

Table 2. Basic information of research participants - students

GHGOBX_2018_v38n6_793_t0002.png 이미지

Table 3. Topics of the observed physics lesson

GHGOBX_2018_v38n6_793_t0003.png 이미지

Table 4. 1st analysis - categories and examples of ‘Wisdom of Science’

GHGOBX_2018_v38n6_793_t0004.png 이미지

Table 5. 2nd analysis - Categories and examples of ‘Wisdom of Science’

GHGOBX_2018_v38n6_793_t0005.png 이미지

Table 6. Final results - categories and examples of ‘Wisdom of Science’

GHGOBX_2018_v38n6_793_t0006.png 이미지

References

  1. AAAS(American Association for the Advancement of Science). (1989). Project 2061: Science for all Americans. New York: Oxford University Press.
  2. Ardelt, M. (2003). Development and empirical assessment of a three-dimensional wisdom scale. Research on Aging, 25, 275-324. https://doi.org/10.1177/0164027503025003004
  3. Arlin, P. K. (1990). Wisdom: The art of problem finding. In R. J. Sternberg (Ed.), Wisdom: its nature, origins, and development, (pp. 230-243). New York: Cambridge University Press.
  4. Baltes, P. B., & Smith, J. (1990). Toward a psychology of wisdom and its ontogenesis. In R. J. Sternberg (Ed.), Wisdom: its nature, origins, and development, (pp. 87-120). New York: Cambridge University Press.
  5. Betz, F. (2012) Societal dynamics - Understanding social knowledge and wisdom. Springer.
  6. Birren, J. E., & Fisher, L. M. (1990). The elements of wisdom: overview and integration. In R. J. Sternberg (Ed.), Wisdom: its nature, origins, and development, (pp. 317-332). New York: Cambridge University Press.
  7. Bluck, S., & Gluck, J. (2005). From the inside out: people's implicit theories of wisdom. In R. J. Sternberg & J. Jordan (Eds.), A handbook of wisdom, (pp. 84-109). New York: Cambridge University Press.
  8. Chandler, M. J., & Holliday, S. (1990). Wisdom in postapocalyptic age. In R. J. Sternberg (Ed.), Wisdom: its nature, origins, and development, (pp. 121-141). New York: Cambridge University Press.
  9. Csikszentmihalyi, M., & Rathunde, K. (1990). The psychology of wisdom: an evolutionary interpretation. In R. J. Sternberg (Ed.), Wisdom: its nature, origins, and development, (pp. 25-51). New York: Cambridge University Press.
  10. Clayton, V. P., & Birren, J. E. (1980). The development of wisdom across the life-span: A reexamination of an ancient topic. In P. B. Baltes & O. G. Brim (Eds.), Life-span development and behavior (Vol. 3), (pp. 103-135). New York: Academic Press.
  11. Darwin, F. (1887). The life and letters of Charles Darwin, including an autobiographical chapter. John Murray: London.
  12. Ha, E. (2008). A case analysis on the features and persistence factors of middle school students' science discourse during after-school group activities. Doctoral dissertation, Seoul National University, Seoul, Korea.
  13. Holder, C. F. (1892). Charles Darwin: his life and work. New York: G. P. Putnam's Sons.
  14. Hong, S-O., Seo, M. W., Chang, H. W., & Hyun, J. (2015). Science, technology and society. Namu+Namu: Goyang.
  15. Hong, S-O. (2004). Science and science studies. SNU Press: Seoul.
  16. Jeon, S., Koh, H. Y., Lee, Y. S., Kwak, Y., Choi, S-Y., Kang, H., & Park, M. (2017). Development for "Science for All Koreans". KOFAC Research paper.
  17. Kazuo, K. (2008). Science for all Japanese: wisdom of science and technology. (KOFAC Trans.). KOFAC.
  18. Kim, J. (2006). From knowledge to wisdom buddhist reflection of knowledge-based society. Journal of Korean Philosophical Society, 99, 109-131.
  19. Kim, S-J, & Kim, S-H. (2014). On an education to foster Aristotles's practical wisdom. Journal of Educational Innovation Research, 24(1), 33-49.
  20. Kim, S-D., & Moon, H-N. (2010). The concept of wisdom and its development. Philosophy of Education, 42, 1-26. https://doi.org/10.1111/j.1469-5812.2009.00634.x
  21. Kitchener, K. S., & Brenner, H. (1990). Wisdom and reflective judgement: knowing in the face of uncertainty. In R. J. Sternberg (Ed.), Wisdom: its nature, origins, and development, (pp. 212-229). New York: Cambridge University Press.
  22. Kramer, D. A. (1990). Conceptualizing wisdom: the primacy of affect-cognition relations. In R. J. Sternberg (Ed.), Wisdom: its nature, origins, and development, (pp. 279-313). New York: Cambridge University Press.
  23. Kupperman, J. J. (2005). Morality, ethics, and wisdom. In R. J. Sternberg & J. Jordan (Eds.), A handbook of wisdom, (pp. 245-271). New York: Cambridge University Press.
  24. Labouvie-Vief, G. (1990). Wisdom as integrated thought: historical and developmental perspectives. In R. J. Sternberg (Ed.), Wisdom: its nature, origins, and development, (pp. 52-83). New York: Cambridge University Press.
  25. Lacey, H. (1999). Is science value free? values and scientific understanding. London: Routledge.
  26. Lee, H. (2018). What is SSI education? PYMATE: Seoul.
  27. Lee, S., & Cho, S. H. (2012). The development and validity of the Korean wisdom scale. Korean Journal of Psychological and Social Issues, 18(1), 1-26.
  28. Lemke, J. (1998). Online article. Teaching all the languages of science: words, symbols, images and actions. Retrieved from http://www.jaylemke.com/science-education/ on 26, July, 2018.
  29. Lightman, B. (2010). The many lives of Charles Darwin: early biographies and the definitive evolutionist. Notes & Records of the Royal Society, 64, 339-358. https://doi.org/10.1098/rsnr.2009.0059
  30. Lim, I., & Song, J. (2017). The concept of ‘wisdom' and its perception according to a survey of science teachers. Journal of the Korean Association for Science Education, 37(4), 731-745. https://doi.org/10.14697/JKASE.2017.37.4.731
  31. Mach, E. (2014). The science of mechanics. (I, Ko Trans.) Hangilsa Publishing: Paju. (Original work published 1883, Original German title: Die Mechanik in ihrer Entwickelung historisch-kritisch dargestellt)
  32. Maxwell, N. (2007). From knowledge to wisdom: the need for an academic revolution. London Review of Education, 5, 97-115. https://doi.org/10.1080/14748460701440350
  33. Maxwell, N. (2010). The urgent need for an academic revolution from knowledge to wisdom. (Key note address at Conference at Poznan University of Technology in Poland. Published in the proceedings, pp. 19-30).
  34. Meacham, J. A. (1990). The loss of wisdom. In R. J. Sternberg (Ed.), Wisdom: its nature, origins, and development, (pp. 181-211). New York: Cambridge University Press.
  35. Murcia, K. (2009). Re-thinking the development of scientific literacy through a rope metaphor. Research in Science Education, 39, 215-229. https://doi.org/10.1007/s11165-008-9081-1
  36. Norris, S. P., & Phillips, L. M. (2003). How literacy in its fundamental sense is central to scientific literacy. Science Education, 87, 224-240. https://doi.org/10.1002/sce.10066
  37. Orwoll, L., & Perlmutter, M. (1990). The study of wise persons: integrating a personality perspective. In R. J. Sternberg (Ed.), Wisdom: its nature, origins, and development, (pp. 160-177). New York: Cambridge University Press.
  38. Park, Y-J. (2010). The way of originality/personality of education through cultivation of phronesis -based on Aristotle's Ethics-. Journal of Korean Elementary Moral Education, 33, 227-256.
  39. Pascual-Leone, J. (1990). An essay on wisdom: toward organismic processes that make it possible. In R. J. Sternberg (Ed.), Wisdom: its nature, origins, and development, (pp. 244-278). New York: Cambridge University Press.
  40. Robinson, D. N. (1990). Wisdom through the ages. In R. J. Sternberg (Ed.), Wisdom: its nature, origins, and development, (pp. 13-24). New York: Cambridge University Press.
  41. Russell, B. (1931). The scientific outlook. George allen & Unwin LTD: London
  42. Salloum, S. (2017). The place of practical wisdom in science education: what can be learned from Aristotelian ethics and a virtue-based theory of knowledge. Cultural Studies of Science Education, 12(2), 355-367. https://doi.org/10.1007/s11422-015-9710-8
  43. Solomon, J. L., Marshall, P., and Gardner, H. (2005). Crossing boundaries to generative wisdom: an analysis of professional work. In R. J. Sternberg & J. Jordan (Eds.), A handbook of wisdom, (pp. 272-296). New York: Cambridge University Press.
  44. Son, J-W., Lee, b., Moon, H-J., Park, S-H., Lee, S-Y., and Jeon, B-H. (2017). High school textbook: physics I. Visang Edu: Seoul.
  45. Song, J. (2016). Beyond knowledge - toward culture-sensitive science teaching and Science as Wisdom(SaW). (Plenary at 2016 KASE the 69th General Meeting & International Conference at Kyungpook National University in Korea. Published in the proceedings, pp. 40-49).
  46. Staudinger, U. M., Doner, J., and Mickler, C. (2005). Wisdom and persoanlity. In R. J. Sternberg & J. Jordan (Eds.), A handbook of wisdom, (pp. 191-219). New York: Cambridge University Press.
  47. Staudinger, U. M., & Gluck, J. (2011). Psychological wisdom research: commonalities and differences in a growing field. Annual Review of Psychology, 62, 215-241. https://doi.org/10.1146/annurev.psych.121208.131659
  48. Sternberg, R. J. (1990). Wisdom and its relations to intelligence and creativity. In R. J. Sternberg (Ed.), Wisdom: its nature, origins, and development, (pp. 142-159). New York: Cambridge University Press.
  49. Sternberg, R. J., Jarvin, L., & Reznitskaya, A. (2008). Teaching for wisdom through history: infusing wise thinking skills in the school curriculum. In M. Ferrari & G. Potworowski (Eds.), Teaching for wisdom, (pp. 37-58). Springer.
  50. Zeleny, M. (2006). From knowledge to wisdom: on being informed and knowledgeable, becoming wise and ethical. International Journal of Information Technology & Decision Making, 5(4), 751-762. https://doi.org/10.1142/S0219622006002222
  51. Zhang, H. (2012). Science and meta-science. Hyeonamsa: Seoul.