과학 영재의 과학 본성과 탐구 관점 분석 = An Analysis on Views of Nature of Science and Science Inquiry of Science Gifted Students

국문 초록 (Abstract)

이 연구에서는 과학영재들이 과학개념을 잘 이해하는 데 필요한 과학의 본성과 과학탐구 관점의 인식률 위치를 파악하고자 하였다. 내용타당도 지수 97.0%, 신뢰도 지수 0.86인 총 19문항으로 구성된 과학의 본성과 과학탐구 관점 검사지를 40명의 과학영재집단과 35명의 일반학생집단에 투입하여 비교‧분석하였다. 과학의 본성 관점에 대한 과학영재집단의 인식률은 세부 논의 관점에 따라 다르나 20.0~97.5% 범위에 위치하고 있으며, 평균은 67.0%(일반학생 집단 50.0%)였으며, 특히 ‘과학자들의 의견이 다를 수 있다’는 하위 관점의 인식률은 여성과학영재가 높았다. 과학탐구 관점에 대한 과학영재집단의 인식률은 세부 논의 관점에 따라 다르나 27.5~77.5% 범위에 위치하고 있으며, 평균은 53.0%(일반학생집단 41.8%)이었으며, 하위 요소 ‘과학자들이 연구하는 방법’에 대한 인식률은 여성과학영재가 높았다. 과학영재들 중에서 과학의 본성 관점을 잘 못 인식하고 있는 비율은 33.0%였고, 과학탐구 관점을 잘 못 인식하고 있는 비율은 47.0%였다.

다국어 초록 (Multilingual Abstract)

This study aims to find out science talented students' percentage of cognition about the views of nature of science and science inquiry which are essential for having a good understanding with science concepts. Each group of 40 science gifted students and 35 ordinary students was tested with a test of views of nature of science and science inquiry which consisted of 19 items with index of content validity 97% and reliability index 0.86, then its results being compared and analyzed. A group of science gifted students' percentage of cognition about the views of nature of science ranges from 20% to 97.5% -although it differs according to detailed views-showing its mean of 67% (50% in a group of ordinary students). Especially, the percentage of cognition about the sub view that there can be different opinions among scientists was high among woman science gifted students. A group of science gifted students' percentage of cognition about the views of science inquiry ranges from 27.5% to 77.5% -although it differs according to detailed views- showing 53% in their mean (41.8% in a group of ordinary students). Especially, the percentage of cognition about the sub view that scientists can have different research methods was high among woman science gifted students. The percentage of mistaken cognition by science gifted students about views of nature of science and about views of science inquiry was 33%, 47% respectively.

참고문헌 (Reference)

1 서혜애, "국가과학교육기준" 교육과학사 2000

2 박현주, "과학적 소양의 관점에서 본 대학생들의 과학의 본성에 대한 이해" 한국과학교육학회 25 (25): 390-399, 2005

3 나지연, "과학의 본성에 대한 검사 도구를 활용한 연구의 개관과 분석 (1990~2009)" 한국초등과학교육학회 29 (29): 292-306, 2010

4 조희영, "과학론과 과학교육" 교육과학사 2001

5 소원주, "과학교사의 과학철학적 관점과 과학 서술 방식이 중학생들의 과학관의 변화에 미치는 영향" 한국교원대학교 1998

6 교육과학기술부, "과학과 교육과정" 대한교과서주식회사 2007

7 Driver, R. L, "Young people's images of science" Open University Press 1996

8 Lederman, N. G, "Views of natureof science questionnaire: Toward valid and meaningful assessment of learners'conceptions of nature of science" 39 (39): 497-521, 2002

9 Bell, R. L, "Understandings of the nature of science and decisionmaking in science and technology based issues" 87 (87): 352-377, 2003

10 McComas, W. G, "The nature of science in science education: Anintroduction" 7 (7): 511-532, 1998

11 McComas, W. F, "The nature of science in international scienceeducational standards documents. In The nature of science inscience education, rationales and strategies" Kluwer Academic Publisher 41-52, 1998

12 Ryan, A. G, "Students' preconceptions about the epistemology ofscience" 76 : 559-580, 1992

13 Lederman, N. G, "Students' perceptions of tentativeness in science:Development, use, and sources of change" 74 (74): 225-239, 1990

14 Lederman, N. G, "Students' and teachers' conceptions of the nature of science: A reviewof the research" 29 : 331-359, 1992

15 AAAS, "Sience for all Americans" Oxford University Press 1998

16 Duschl, R. A, "Restructuring science education" Reachers College Press 1990

17 Lin, H, "Promoting preservice chemistry teachers' understanding about thenature of science through history" 39 (39): 773-792, 2002

18 Bell, R. L, "Just do it? Impact of a scienceapprenticeship program on high school students' understandings of the nature of scienceand scientific inquiry" 40 (40): 487-509, 2003

19 Jones, D. R, "Instruction and classroom management preferences ofSecondary school science teachers-STIPS" 62 (62): 1-9, 1978

20 National Research Council, "Inquiry and the national science education standards" National Academic Press 2000

21 Meichtry, Y. J, "Influencing student understanding of the nature of science: Data from acase curriculum development" 29 (29): 389-407, 1992

22 Khishfe, R, "Influence of explicit and reflective versus implicitinquiry-oriented instruction on sixth graders' views of nature of science" 39 (39): 2-11, 2002

23 Metthews, M. R, "In defense of modest goals when teaching about the nature of science" 35 : 167-174, 1998

24 Abd-Ei-Khalick, F, "Improving science teachers' conceptions of thenature of science: A critical review of the literature" 22 : 665-701, 2000

25 Griffith, A. K, "High school students' view about the nature of science" 93 (93): 35-37, 1993

26 Sandoval, W. A., "Explanation-Driven inquiry: integrating conceptual andepistemic scaffolds for scientific inquiry" 88 : 345-372, 2004

27 Kang, S, "Examining students' views on the nature ofscience: Results from Korean 6th, 8th, and 10th graders" 89 (89): 314-334, 2005

28 AAAS, "Benchmarks for science literacy: A project 2061 report"

29 Bybee, R. W, "Achieving scientific literacy: From purposes to practices" Heineman 1997

30 Jongwon Park, "A Study of New Models for Scientific Inquiry Activity Understanding the Nature of Science (NOS): posal for a Synthetic View of the NOS -" 한국과학교육학회 27 (27): 153-167, 2007