Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
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Information Flow During Individual Model Construction and Group Model Construction Type in the Sound Propagation Model Co-Construction Class

소리의 전달 모형구성 수업에서 나타난 개인모형 구성 단계 중 정보의 흐름과 모둠모형 구성의 유형

  • Received : 2018.02.22
  • Accepted : 2018.05.29
  • Published : 2018.06.30
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Abstract

In this study, we classified the group model construction types in the actual classroom situation implementing the instructional strategy mixed with individual model construction and group model construction types. The purpose of this study is to analyze the information flow and the individual construction types of each group model construction type to obtain implications for model co-construction in a real classroom environment. A two-session class on sound propagation was carried out for thirty-three 8th grade students in Seoul. A total of 65 individual model construction and 16 group model construction processes were collected and analyzed. The group model construction types were classified as unchanged, enumerated, and elaborated. The unchanged type was found in 8 groups, the enumerated type in 3 groups, and the elaborated type in 5 groups. The isolated individual and independent construction (i.I) were found mostly in the unchanged group construction type (50.0%) and enumerated group construction type (54.5%). In the unchanged type, the radial shape of flow in which one student's information is transmitted to all the members of the group appeared. In the enumerated type, the starting point of the information flow was observed from two individuals. In the elaborated type, linear information flow appeared and both the second dissemination and reflective construction (2d.R) contributed to the group model construction (58.3%). This study suggests a viewpoint that enables to understand the process of complex model construction in an actual classroom context rather than in an ideal situation. The result of this study suggests the necessity of a modeling strategy considering the characteristics of Korean small group culture. It is expected that the discussion will progress through further studies.

본 연구에서는 소리의 전달에 대해 개인모형 구성과 모둠모형 구성이 혼합된 수업 전략의 실행에서 나타나는 실제 교실 상황에서의 모둠모형 구성 유형을 분류하고 각 유형별 정보의 흐름을 분석하여 실제 교실 환경에서 모형의 공동 구성을 위한 시사점을 얻고자 하였다. 서울 소재 남녀 공학 중학교 2학년 1개 학급의 33명을 대상으로 소리전달에 대한 2차시 수업이 진행되었고 총 65개의 개인모형과 16개의 모둠모형 구성 과정이 분석되었다. 모둠모형 구성 유형은 정체형(Unchanged), 열거형(Enumerated), 정교형(Elaborated)으로 분류하였다. 정체형(Unchanged) 구성은 8개 모둠, 열거형(Enumerated) 구성은 3개 모둠, 정교형(Elaborated) 구성은 5개 모둠에서 나타났다. 정체형과 나열형 구성에서는 정보의 1차 전파자이며 개인 모형의 독자적 구성자(i.I)가 모둠모형에 기여하는 경우가 많이 나타났다(각 50.0%, 54.5%). 정체형 구성에서는 1명의 정보가 모둠원 전체에게 전달되는 방사형 흐름이 나타났으며, 나열형 구성에서는 정보 전파의 시작점이 두 군데에서 나타났다. 정교형 구성에서는 모둠 내 정보의 흐름이 선형으로 전달되는 '전달형' 흐름이 나타났으며, 정보의 2차 전파자이며 반성적 구성자(2d.R)가 모둠모형에 기여한 경우가 두드러지게 나타났다(58.3%). 본 연구는 이상적인 상황이 아닌 실제 교실 맥락에서 나타나는 복잡한 모형구성 과정을 이해할 수 있는 하나의 관점을 제안하였으며 이를 통한 실질적이고 구체적인 전략을 제안하였다. 본 연구의 결과는 한국 소집단 문화의 특징을 고려한 모형구성 전략의 필요성을 제안하며, 추후 연구를 통해 풍부한 논의가 진행될 수 있을 것으로 기대한다.

Keywords

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