한국과학교육학회지 (Journal of The Korean Association For Science Education)

  • 제41권2호
  • /
  • Pages.83-92
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  • 2021
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  • 1226-5187(pISSN)
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  • 2288-8489(eISSN)
한국과학교육학회 (The Korean Association for Science Education)
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초등학생의 과학 탐구의 특징에 대한 이해 -VASI-E를 바탕으로-

Korean Elementary Students' Understanding about Scientific Inquiry using VASI-E Questionnaire

  • Yoo, Hye-jin (Ewha Womans University) ;
  • Park, Jisun (Ewha Womans University) ;
  • Lederman, Judith S. (Illinois Institute of Technology) ;
  • Lederman, Norman G. (Illinois Institute of Technology) ;
  • Bartels, Selina (Valparaiso University) ;
  • Jimenez, Juan (Illinois Institute of Technology)
  • 투고 : 2021.02.02
  • 심사 : 2021.04.07
  • 발행 : 2021.04.30
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초록

본 연구는 과학 탐구에 대한 초등학생들의 이해를 조사하기 위하여 초등학교 4학년 119명을 대상으로 VASI-E 검사지를 실시하고, 21명의 학생을 대상으로 응답 결과에 대한 반구조화된 면담을 실시하였다. VASI-E는 VASI를 초등학생용으로 수정한 검사지로, VASI가 포함하고 있는 8개의 과학 탐구 특성 중 5개만 포함하고 있다. 과학 탐구의 시작, 과학 탐구 방법의 다양성, 탐구 절차와 결과의 관련성, 자료와 결론도출의 일관성, 과학적 설명에 관련된 다섯 개의 측면이 VASI-E에서 다루어지고 있다. VASI-E에서 살펴보고 있는 과학 탐구의 특징에 대해 학생들의 이해는 다음과 같았다. 첫째, '과학 탐구의 시작'의 경우, 과도기적 관점을 가진 학생(53.8%)이 가장 많았다. 학생들은 과학 탐구가 과학적 질문에서 시작한다는 특징에 대해 간과하였다. 둘째, '과학 탐구 방법의 다양성'에 대해서는 초보자적 관점(54.6%)이 가장 많았다. 실험을 과학 탐구의 유일한 방법으로 알고 있거나, 실험과 관찰을 동일한 것으로 인식하고 있었다. 셋째, '질문과 탐구 절차'에 대해서는 '전문가적 관점'(47.9%)과 '초보자적 관점'(34.5%)을 가진 학생들로 양극화되었다. 과학적 질문을 생성할 수 있는지와 질문에 따른 탐구 절차의 적합성을 결정할 수 있는지 여부에 따라 수준이 나뉘었다. 넷째, '자료와 결론 도출의 일관성' 및 '자료와 선행 지식에서 기인한 과학적 설명'에 대해서는 과도기적 관점(55.5%)이 가장 많았고, 다음으로 전문가적 관점(42%)이 뒤를 이었다. 학생들은 데이터로부터 과학적 설명이 도출된다는 것을 알고는 있지만, 그 과정을 잘 설명하지 못하였다. 이러한 연구 결과를 바탕으로 초등학교 과학 탐구 지도에 대한 시사점을 제시하고자 하였다.

The purpose of this study is to investigate elementary school students' understandings about scientific inquiry. Data were collected from 119 elementary students who are in the 4th grade using the Views About Scientific Inquiry questionnaire for elementary students (VASI-E). We also conducted semi-structured interviews of 21 students from 119 students who responded to VASI-E. Students' responses were analyzed as naive, mixed, or informed views on each aspect of scientific inquiry that VASI-E includes. We found that, first, 53.8% of students have mixed views, and 30.3% of students have informed views, and 16% of students have naive views on the knowledge 'investigation begin with a question'. Second, 54.6% of students have naive views, 37.8% of students have mixed views, and 7.6% of students have informed views on the knowledge 'scientists use many methods to answer their questions.' Third, 47.9% of students have informed views, 34.5% of students have naive views, and 17.6% of students have mixed views on 'procedures guided by question asked.' Fourth, 55.5% of students have mixed views, 42% of students have informed views, and only 2.5% of students have naive views on 'conclusions must be consistent with data and explanations come from data and prior knowledge.' Based on the results, implications for teaching and learning scientific inquiry at elementary level in Korea were discussed.

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