과학 관련 사회적 쟁점(Socio-Scientific Issues, SSI)을 활용한 국내 프로그램 분석

박현주,김나형 대한화학회 2018 대한화학회지 Vol.62 No.2

The purpose of this study was to analysis total number of 123 SSI programs by SSI criteria. The criteria was consisted of subject, school level, starting point, scientific evidence, social content, use of scientific knowledge, level of conflict of interest, and evaluation and reflection. The results of the analysis are as follows. First, elementary school programs were the most and middle school programs were relatively few. Second, starting point was mainly in the actual situation, the fiction and nonfiction situation, and the situation including the controversy and conflict was less than 10%. Third, it was based on scientific evidence but mainly influenced by individual values and perceptions. Fourth, social contents were developed mainly in ethics/ morality/value, political/social life/economy, environment contents. Fifth, the use of scientific knowledge mainly consisted of scientific decision making, scientific critical thinking, and information search. However, science inquiry, risk assessment, and cost effectiveness were less than 10%. Scientific inquiry is the essential factor of science education, and one of core competencies of national science curriculum. SSI program should be able to experience various kinds of conflicts, and to evaluate and reflect through reflection. 본 연구는 과학 관련 사회적 쟁점(Socio-Scientific Issues, SSI)의 국내 프로그램 123개를 SSI 준거틀에 따라 분석하였다. 준 거틀은 프로그램의 주제, 학교급, 도입, 과학적 증거, 사회적 내용, 과학적 지식의 사용, 갈등 수준, 평가와 성찰 등으로 구성된다. 분석한 결과에 따른 결론은 다음과 같다. 첫째, 우리나라 SSI 프로그램은 초등학교급 프로그램이 가장 많았고, 중학교급 프로그 램이 상대적으로 적게 나타났다. 둘째, SSI 프로그램의 도입은 실제 상황과 픽션과 논픽션 상황이 주된 것으로 나타났고, 논쟁과 갈등이 포함된 상황은 10% 미만으로 나타났다. 셋째, SSI 프로그램은 과학적 증거에 기반하지만 개인의 가치, 인식 등에 따라 영 향을 받는 내용이 주로 나타났다. 넷째, SSI 프로그램의 사회적 내용은 윤리/도덕/가치, 정치/사회생활/경제, 환경 내용이 주로 개 발되었다. 다섯째, SSI 프로그램에서 과학적 지식의 사용은 과학적 의사결정, 과학적 비판적 사고, 정보 탐색이 주로 나타났다. 그러나 과학 탐구, 위험평가, 비용 효과는 10% 미만으로 나타났다. 과학적 탐구는 과학교육의 핵심이며, 과학과 교육과정의 핵 심역량이다. SSI 교육을 통해 학생들의 다양한 이해당사자의 관점을 경험하고, 평가하고, 반성하는 학습 경험을 제공해야 한다.

과학 관련 사회적 문제(socio-scientific issue)에 대한 초등학교 교사들의 인식에 관한 현상학적 연구 : 후쿠시마 원전사고를 중심으로

위수민,장근영,임성만,양일호,김순미 대한지구과학교육학회 2013 대한지구과학교육학회지 Vol.6 No.3

The purpose of this study was to investigate the awareness of elementary school teachers on the socio-scientific issues. Fukushima Nuclear Power Plant Accident was used by concrete issue connected with SSI for this study. Participants in this study were twelve elementary school teachers studying at K University Graduate School of Education, located in the central region, who underwent a semi-structured interview. The study method was the phenomenological research method which is one of the qualitative research methods, and the interview papers had been examined by three scientific experts. As a result of the study, it was divided into twenty six themes, eight theme clusters, and two categories, and considered the thoughts on the Fukushima nuclear power plant accident, its influence on Korea, the relationship between science and society as a result of the Fukushima nuclear power plant accident, interested in social issues related to science, application in class, response from students and the influence on students. Teachers had a general understanding of science-related social issues, but did not have much interest in the subject. However, they mentioned that to apply the issues in the curriculum would have a positive influence and encourage scientific motivation in students and, furthermore, helped them to develop the awareness of science in their surroundings. A greater interest in socio-scientific issues need to require from teachers and, through including these issues in the curriculum, we should have positive influence in developing science education.

지역사회 연계 모의의회 참여 고등학생의 SSI(Socio-Scientific Issues) 논증활동 분석

김형미,강경희 한국생물교육학회 2019 생물교육 Vol.47 No.3

The Socio-Scientific Issues (SSI) education is a process centered on controversial topics that reveal the social and ethical aspects of science, and aims to cultivate the knowledge as a citizen through the recognition and moral development of students. This study sought the possibility of using SSI education based on the agenda submitted by high school students who participated in the high school simulated assembly contest held by the Jeju Special SelfgoverningCouncil and the discussion data. The simulated council contest is held from the first convention in 2013 to the 6th convention in 2018, and a total of 132 agendas were submitted during this period. Among them, 40 SSI-related items accounted for 30% of the total, and a wide range of items such as the activation of electric vehicles for carbon free islands, the protection of Jeju intertidal zone and the regulation of landfill of shared waterfront, the installation of companion animal crematoriums, and the ordinance on the acceptance of refugees in Jeju were submitted. In particular,23 SSI-related issues were extracted from 2016 to 2018 inthe last three years, and the argumentation activities on these agendas were analyzed through discourse elements and discourse cluster analysis framework focusing on how the argumentation activities in the SSI context unfolded. In the analysis of discourse elements, students were exchanging opinions on agenda through reasoning based on evidence inthe structure of approval and opposition, and they were arguingin the direction of collecting opinions from each other and strengthening opinions so that agendas could be passed in a better direction. High school students’ argumentation about social issues related to science in the actual community ismeaningful in that they have the experience of understanding the problems of the community themselves and deriving aplan for solving the problems. If the program related to the community is used more actively in connection with SSIeducation in the future, students will be able to directly experience the process of understanding various issues of the region and collecting opinions through discussions.

초등 교사의 과학 관련 사회적 쟁점에 대한 윤리적 민감성

박지선 ( Park Jisun ),송진웅 ( Song Jinwoong ) 한국초등과학교육학회 2016 초등과학교육 Vol.35 No.4

As curriculum statements require addressing ethical and social issues which are raised by modern science and technology, the ability to perceive ethical and social issues regarding science is necessary for teachers to introduce socio-scientific issues (SSI) in their science class. The purpose of this study is to explore elementary school teachers` ethical sensitivity on SSI and attempts to give implications for teacher education. To explore the ethical sensitivity in the context of SSI, the revised version of the Test for Ethical Sensitivity on Science (TESS) was used. Two socio-scientific issues (genetic engineering and radioactive waste) were provided to read and write down five possible questions they believed should be considered before reaching a decision. Data was collected from eighty-two elementary school teachers in Korea. To analyze the ethical sensitivity, the responses including ethical considerations were analyzed by situation and ethical issues. The result showed that 81 out of 82 teacher participants provided at least more than one ethical consideration on each scenario of this study. However, not many teacher could raise various ethical issues and situation that ethical issue might occur. There were only a few teaches who could consider all the situations, `process of scientific research`, `application of science and technology`, and `science influenced by society`, that ethical issues might occur. Especially, teachers failed to consider that the ethical issue can occur in the situation when science is influenced by society. Based on the results, we suggest that during teacher education teachers need to experience finding various ethical issues that can occur in the context of SSI and especially considering the ethical issues when science is influenced by society.

과학교육에서 ‘참여와 실천’을 추구하는 융복합 활동으로서SSI(과학기술관련 사회쟁점)의 교육적 접근 : ANT(행위자-네트워크 이론) 관점의 제안

이종혁(Lee Jonghyeok),유금복(Ryu Kumbok),이선경(Lee Sunkyung) 한국문화융합학회 2021 문화와 융합 Vol.43 No.10

이 연구에서는 과학교육에서 최근 강조되고 있는 ‘참여와 실천’의 교육적 의미를 과학교육 관련 문서로부터 탐색하고, ‘참여와 실천’이 추구하는 교육적 목표와 일맥상통하는 SSI(과학기술관련 사회쟁점)의 연구 흐름을 살펴보았다. 과학교육에서 ‘참여와 실천’은 기존의 ‘태도’를 학생들의 삶 속에서 구체화하고자 하는 교육의 목표이며, SSI(과학기술관련 사회쟁점)는 학생들의 학습이 인식론적 차원뿐 아니라 삶의 국면에 연결되는 존재론적 차원으로 확장하는 교육적 접근이다. 그러나 기존의 SSI(과학기술관련 사회쟁점) 연구 흐름은 대체로 언어활동이 주가 되는 논변-기반 활동으로 이루어져 있다는 점을 밝히고, SSI(과학기술관련 사회쟁점)가 갖는 복잡성을 드러내고 이해하는것이 논변 이전에 충분히 이루어져야 할 과정이라는 점을 제시하였다. 이에, 기존의 SSI(과학기술관련 사회쟁점) 교육 활동을 보완할 수 있는 새로운 관점으로서 ANT(행위자-네트워크 이론)를 제안하고 교육적 의미를 모색하였다. This study explored the educational meaning of ‘participation and action’ which is emphasizedrecently in science education from documents related to science education, and examined theresearch flow of ‘Socio-Scientific Issues’ which are in line with the educational goals pursued by‘participation and action’. In science education, ‘participation and action’ is the goal of educationto embody the existing ‘attitude’ in the lives of students. ‘Socio-Scientific Issues’ is an educationalapproach that expands students learning to the ontological level that is connected to the phaseof life as well as epistemological level. However, the existing research flow of ‘Socio- ScientificIssues’ is generally composed of argument-based activities that are mainly used for languageactivities, and it is suggested that revealing and understanding the complexity of ‘Socio- ScientificIssues’ is a process that should be done before the argument. Therefore, this study proposed theActor-Network Theory(ANT) as a new perspective to complement the existing educational activitiesof ‘Socio-Scientific Issues’ and sought educational meaning.

포스트모더니즘의 관점에서 본 과학 관련 사회적 쟁점에 대한 온라인 토론의 과학교육적 함의: 광우병 사례를 중심으로

송진웅 ( Jin Woong Song ),조헌국 ( Hun Koog Jho ) 한국과학교육학회 2010 한국과학교육학회지 Vol.30 No.8

이 연구는 과학 관련 사회적 쟁점의 온라인 토론의 특징을 드러내고 이를 포스트모더니즘의 관점에서 해석하여 그 시사점을 제공하고자 한다. 연구 내용은 광우병과 관련된 과학적 주장 및 사회, 경제, 정치적 쟁점 간의 연결 관계를 보여주며 텍스트의 독창성, 저자와 독자의 관계, 발화 목적에 따른 특징을 드러내는 것이다. 이에 따라 본 연구는 온라인을 통한 사회적 논쟁의 대표적 사례인, 2008년 수입 쇠고기 논쟁을 중심으로 포털 사이트의 토론 게시판 66개의 글을 분석하였다. 연구 결과, 텍스트는 광우병과 관련된 5가지 과학적 논쟁 - 광우병의 발병원인, 변형 프리온의 검출 위치, 변형 프리온 섭취량과 인간 광우병의 발병 관계, 광우병에 대한 한국인의 유전적 취약 여부, 치매환자 증가와 광우병 사이의 상관관계 - 을 담고 있었다. 각 주장은 국내 소고기 시장의 파급 효과, 수입소 위생 및 사육환경, 무역 보복 가능성 등 다양한 사회적, 경제적, 정치적 문제가 얽혀 있었다. 독창성의 관점에서 텍스트는 짜깁기와 ‘펌’, 독자에 의한 간섭을 통해 저자의 권한이 약화되고 집단적 특징의 글쓰기를 보여주었다. 나아가 저자와 독자 간의 거리를 좁히기 위해 저자의 정체성이나 개인적인 이야기들이 텍스트 속에 소개되었다. 발화 목적의 관점에서는 체계적인 논리와 정보의 전달보다는 감정 표현이나 행동의 변화가 중심이 되는 경향이 나타났다. This study aims to feature a socio-scientific issue debated on the Internet and to provide implications from a postmodernist perspective. This study concentrates on disentanglement of the relation to society, economy, politics and science and characterization of the given text centering on its originality, the relationship between writer and reader, and the purpose of utterance. Sixty-six most read articles on a web message board were chosen and analyzed as a typical case of a socio-scientific issue in the internet. In them, five scientific disputes were identified: the cause of mad cow disease (MCD), specified risk material and the incubation period, the cause of new variant Creutzfeld-Jakob disease (vCJD), vulnerability of vCJD and the relation of Alzheimer and vCJD in American patients. Each argument is intertwined with social, economic and political problems such as its impact on the domestic beef market, feeding environment of imported cattle and the retaliation against denial of importation. With regard to originality, it is found that the originality of an author is weakened but communal through repetitive quotation of `Peom`, cutting and pasting, and engagement of readers with their comments. Furthermore, in order to close the gap between writer and reader, identity and personal narrative of the writers are often introduced into their writing. In terms of purpose of utterance, these are intended to deliver one`s feelings or facilitate human behavior rather than inform through verification of a principle.

Views on the Orientation of Science in Decision-Making Revealed in Undergraduate Students` Discussion on Socio-Scientific Issues

( Hun Koog Jho ),( Jin Woong Song ),( Ralph Levinson ) 한국과학교육학회 2013 한국과학교육학회지 Vol.33 No.3

The aim of this study was to identify students` views on the orientation of science and to investigate the relationship between their views and decision-making on socio-scientific issues (SSI). In this study, 27 university students attending a science course were asked to discuss four controversial issues: the Toyota recall, the green car, the global warming and swine influenza (influenza A (H1N1)). The study was comprised of two stages. At the first stage, we examined students` views on the nature of science and on the orientation of science with the open-ended questionnaire based on VNOS and VOSTS. While they held relatively similar views on the nature of science, their views on the orientation of science were distinct as pragmatic, intrinsic, communal and ethical views. At the second stage, to examine the role of their views on the orientation of science in decision-making, we selected four students who had similar views on NOS but different views on the orientation of science. The four students were selected from each group of views on the orientation of science and their decision-making processes were analyzed following grounded theory. Across SSIs, they relied upon their views on the orientation of science as the strategies for decision, though considered different perception, and causal and contextual conditions. This study indicates that understanding students` views on the orientation of science would be helpful for achieving scientific literacy for informed decision.

SAQ 모델을 활용한 기후변화 교수학습에서 나타나는 고등학생들의 과학사회적 추론 유형 탐색

조규동,홍석영 한국현장과학교육학회 2024 현장과학교육 Vol.18 No.1

SAQ(socially acute questions) 모델은 과학과 관련된 사회적 문제에 대해 깊이 있는 생각을 하고 심층적인 질문을 만들어 내는 것을 강조한다. 본 연구에서는 SAQ 모델을 활용한 기후변화 주제의 교수학습 활동을 구성하고, 이를 적용한 교수학습에서 나타나는 고등학생들의 인식을 과학사회적 추론(SSR)의 관점에서 탐색하였다. 기후변화 주제의 교수학습 자료와 절차에 관한 내용을 개발하여 A 고등학교 1, 2학년 학생들 37명을 대상으로 10차시의 수업을 진행하였고, 수업 중 학생들이 작성한 자료를 과학사회적 추론의 영역으로 분류하여 범주화하였다. 연구 결과 학생들은 SAQ 모델을 적용한 기후변화 주제 수업을 통해 기후변화와 관련된 다양한 관점을 이해하고 기후변화를 복잡한 문제로 인식하고 있음을 알게 되었다. 특히 과학 사회적 추론의 유형인 복잡성, 관점 획득, 탐구, 고찰, 비판적 의심의 영역별 주요한 내용을 확인할 수 있었다. 학생들은 사회적 평등, 국가적 참여와 같은 측면에 대한 의문을 지니고 국가적 차원에서의 법률 규정, 범국가적 차원에서의 강력한 합의가 필요하다고 생각하고 있다. 또한, 기후변화 대응과 관련한 과학기술의 역할을 인식하고 이와 관련한 비용-편익 분석, 탄소 중립 효과 예측 등을 중요하게 인식하고 있었다. 한편, 과학사회적 추론의 요인들은 학생들이 자신의 견해를 주장하기 위한 논증의 요소로 활용된다는 것을 확인할 수 있었다. 학생들이 갖는 기후변화와 관련한 인식은 일종의 가치관의 역할을 한다는 점에서 매우 중요하다. 이러한 측면에서 연구 결과를 바탕으로 기후변화 주제의 후속 교육 연구에 대해 제언하였다. SAQ(socially acute questions) model aims to encourage students to engage in critical thinking and generate profound questions about socio-scientific issues. In this study, we designed Teaching and Learning(T-L) activities on climate change using the SAQ model, and explored high school students’ perceptions from the perspective of socio-scientific reasoning(SSR). For this purpose, we developed materials and procedures and conducted 10 lessons with 37 students from grades 1 and 2 at ‘A’ High school. The data generated by students during the lessons were classified into the domain of socio-scientific reasoning. Through the SAQ model, students gain an understanding of various perspectives related to climate change, perceiving it as a complex issue. In addition, we confirmed various aspects of SSR, including complexity, perspective- taking, inquiry, considerations, and skepticism across different domains. Students develop questions about social equity and national participation, and recognize the need for legal regulations at the national level as well as robust agreements at the international level. Furthermore, students recognize the role of science and technology in addressing climate change considering factors such as cost-benefit analysis and the prediction of carbon neutrality's effects as crucial. On one hand, factors of SSR were observed to be utilized as components for students to argue their viewpoints. Students' perception about climate change is very important, as it serves as a kind of values. Based on this study results, we suggested follow-up educational research about climate change.

초등 예비교사의 사회 속의 과학 쟁점에 대한 논변에서 나타나는 소집단 상호작용 분석

박지영,김희백 韓國生物敎育學會 2011 생물교육 Vol.39 No.4

This research aimed to explore the development process of group argumentation on socio-scientific issues based on the interactions between group members. Using the data from nine pre-service elementary school teachers, two groups' argumentation on six socio-scientific issues was qualitatively described based on the Grounded Theory approach. Through content analysis on argumentative discourse, the interactions among group members and their sophistication of group arguments were described. As the results of this study, it was found that the higher level of argumentation showed both active engagement and deep collaborative reasoning. Based on these results, it was discussed how can we, science educators, encourage argumentations on socio-scientific issues in school science classrooms.

과학교육에 대한 철학적 담론

조헌국(Jho, Hun-Koog) 강원대학교 인문과학연구소 2013 인문과학연구 Vol.0 No.38

오늘날 과학교육은 민주시민으로서의 과학적 소양 함양 외에도 사회 및 국가의 경제 성장과 발전을 위해서도 매우 필수적인 것으로 인식되고 있다. 특히 과학기술로 인해 야기된 다양한 문제들이 발생하면서 이를 비판적으로 인식하고 해결하기 위한 능력이 요구되고 있다. 이에 본 연구에서는 최근 나타나는 과학 관련 사회적 쟁점을 중심으로 과학교육을 둘러 싼 여러 가지 관점들이 가지는 철학적 특징에 대해 고찰하고, 이를 해결하기 위한 대안이 무엇인지 논의하고자 한다. 또한 새로운 과학교육의 움직임을 이해하고 뒷받침하기 위한 철학적 기반으로서 포스트모더니즘을 제안하고자 한다. 과학교육은 관찰 가능하거나 경험 가능한 사실 또는 현상에 대해 탐구하고 그 원리를 파악한다는 점에서 경험주의 또는 실증주의에 기반한다. 이는 과학이라는 객관적, 실증적 학문을 이해하고 전달하기 위한 목적으로서의 과학교육에 대한 인식을 말한다. 한편 과학교육은 개인 또는 사회의 지식이 합의되고 구성되며, 과학 지식 역시 여러 사회문화적 상황에 영향을 받는다는 점에서 구성주의에 기반한다. 이는 과학지식을 절대적이고 보편적인 것이 아닌 사회적 합의에 의해 구성된 맥락적이고 잠정적이라는 인식을 포함한다. 한편, 과학 지식이 절대적이고 보편적이지는 않으나 인간의 이성과 직관, 문화 등에 의해 이해되며 점차 이해의 폭과 깊이가 증가한다는 관점을 택하는 해석학적 입장이 존재한다. 각각의 관점은 과학자 또는 과학철학자, 과학교육자의 비판을 받고 있다. 실증주의적 입장의 경우, 쿤 (Kuhn), 라카토스 (Lakatos) 등의 과학철학자들이 주장하는 과학 지식의 변천 과정에 대한 설명과 일치하지 않으며, 구성주의는 과학 지식을 주관적으로 인식할 경우, 과학지식의 구성과정과 권위에 대해 부정하고 회의주의에 빠질 우려가 있다. 해석학적 관점 역시 실증주의적 입장에 의해 비판 받으며, 지식의 형성과 합의 과정을 해석학적 순환 및 해석의 지평의 만남과 확장으로 설명하고자 하는데, 이러한 과정은 반드시 과학적 추론과 방법이 주가 되지 않는다. 따라서 구성주의와 마찬가지로 과학 지식의 사회문화적 특성에 대한 비판을 피하기 어렵다. 이에 본 연구에서는 이와 같은 철학적 관점의 간극을 해소하고 통합하기 위해 과학 관련 사회적 쟁점을 활용한 교육의 특징을 서술하고 포스트 모더니즘에서의 탈구조성과 담론의 형성, 다양성 등의 측면에 따라 과학교육을 이해하고 다원주의적 과학교육의 새로운 흐름을 제시하였다. Nowadays, science education plays a crucial role in cultivating scientific literacy for citizenship as well as bringing about economic growth for societies and nations. However, various social issues caused by development in science and technology are emerging and individuals should be able to make critical judgment and have capabilities of informed problem-solving. Thus, this study aims to elucidate philosophical viewpoints about science education and discuss the solution to relieve the tension among them, centering on socio-scientific issues which become popular in science education community. Especially, this study suggests the fruitfulness of postmodernism as a philosophical foundation of science education. Science education is based on (post-)positivism on the ground of inquiries and examinations about observable or empirical phenomena. This is viewed science education as an instrument to deliver objective and comprehensive science knowledge. On the one hand, science education is connected with constructivism when accepting that science knowledge is socially constructed and culturally affected. This view entails that science knowledge is tentative and contextualized, but not absolute and universal. As well, science education can be understood as hermeneutics when stressing rationality, intuition, thought styles contributes to knowledge construction. The aforementioned views are criticized by scientists, philosophers and science educators: (post-)positivist viewpoint is not compatible with explanation about knowledge claims by Kuhn and Latakos; constructivist may fall into skepticism about science knowledge when concentrating on social embeddedness of science; and hermeneutics is not based on scientific inference and methods. Hence, this study suggests post-modernist perspective on science education in order to resolve the problems presented above and explain the philosophy of science education. Centering on socio-scientific issues, this study illustrates the nature of socio-scientific issues in regard to post-modernity such as permeability, plurality and others, and gives some implications of pluralistic science curriculum for the constructive future.