Journal of The Korean Association For Science Education (한국과학교육학회지)

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

DOI QR Code

A Case Study of Undergraduate Students majoring in Science/Engineering and Humanities/Social Sciences who Solved the Convergence Problem based on History and Philosophy of Science in Problem-Based Learning Program

문제기반학습(Problem-Based Learning) 프로그램에서 과학사 및 과학철학 기반 융합 문제를 해결한 이공계열과 인문사회계열 대학생들의 사례연구

  • Received : 2019.05.21
  • Accepted : 2019.07.24
  • Published : 2019.08.31
Download PDF
⟨ Previous Next ⟩

Abstract

History and philosophy of science has been consistently emphasized in science education for various purposes. In accordance with the introduction of the 2015 revised curriculum, history of science could be implemented for the curriculum; designing well-organized learning strategies is required. This study examines the case of undergraduate students who solved the convergence problem based on history and philosophy of science in the problem-based learning program. In particular, this study tries to find strategies for integrated education by comparing the problem structuring process and the meaning of problem solving experience of science/engineering and humanities/social sciences students. Participants were three students majoring in science/engineering and humanities/social sciences. Participants constructed and solved their own convergence problems by integrating the domains that were familiar to them into history and philosophy of science. While the process of structuring the problems and the use of history and philosophy of science were similar, there were differences between the science/engineering and humanities/social sciences students' point of view on history and philosophy of science and the other domain which they choose. Moreover, there were differences between the two group's meanings of problem solving experience. Finally, based on the results of this study, history and philosophy in science provided some implications in the context of science education and integrated education.

오랜 기간 과학사 과학철학은 과학교육 분야에서 다양한 목적을 위해 중요성이 강조되어왔다. 특히 새로운 2015 개정 교육과정에는 '과학사' 교과가 교육과정 내에 별도의 교과목으로 편성되었으므로 학교 교육 상황에서 과학사 과학철학 내용을 다양하게 활용할 수 있는 방안을 모색할 필요가 있다. 본 연구는 문제기반학습 프로그램에서 과학사 과학철학 기반 융합 문제를 해결한 대학생들의 사례를 살펴보았다. 특히 이공계열 학생들과 인문사회계열 학생들의 문제 구조화 과정과 해결 경험의 의미를 비교함으로써 문 이과 통합 교육을 위한 전략을 모색해보았다. 연구참여자는 각각 3명의 이공계열과 인문사회계열 대학생들이며, 이들은 한 학기 동안 대학의 문제기반학습 프로그램에 참여하여 과학사 과학철학 분야의 내용 기반의 융합 문제를 구성하고 해결하는 활동을 했다. 참여자들이 활동하는 동안 작성한 신청서, 계획서, 포스터, 보고서를 살펴보고, 두 차례의 면담을 통해 그들의 사례를 분석했다. 연구결과는 우선 이공계열 학생과 인문사회계열 학생들의 과학사 과학철학에 대한 관점을 파악하고, 이들과 융합할 소재를 선정한 이유와 이후에 융합 문제가 구조화되는 과정에 초점을 두었다. 그리고 과학사 과학철학 내용을 기반으로 자신들이 직접 구성한 융합 문제를 해결해본 경험이 참여자들에게 어떤 의미로 다가왔는지 살펴보았다. 끝으로 본 연구결과를 바탕으로 과학사 과학철학이 과학교육 맥락에서, 그리고 문 이과 통합 교육의 맥락에서 제공하는 몇 가지 시사점을 제시하였다.

Keywords

References

  1. Baek, J. (2016). An analysis on the characteristics of problem-finding and the aspects of using science and technology of undergraduate students' convergence problem solving activity. Journal of Korean Association for Science Education, 36(6), 867-876. https://doi.org/10.14697/jkase.2016.36.6.0867
  2. Barrows, H. S., & Tamblyn, R. M. (1980). Problem-based learning: An approach to medical education. Springer Publishing Company.
  3. Butterfield, H. (1957). The Origins of Modern Science (rev. ed.). New York, NY: Free Press.
  4. Cho, S. S. (2018). An Inquire into the organization and operate of optional subjects following the 2015 revised curriculum system (Report No. 11-1342000-000359-01). Ministry of Education.
  5. Cho, Y. (2001). An Examination of Problem-Based Learning (PBL) as a Teaching-Learning Model for Infusing Creative, Critical Thinking with Knowledge of Subjects. The Journal of Elementary Education, 14(3), 295-316.
  6. Cho, Y. (2006). 문제중심학습의 이론과 실제: 문제로 시작하는 수업[Theory and Practice of Problem-Based Learning: Classes that Start with Problems], Seoul: Hakjisa.
  7. Choi, K., & Cho, H.. (2003). Ethical teaching/learning methods of science. Journal of Korean Association for Science Education, 23(2), 131-143.
  8. Conant, J. B. (1953). On understanding science: An historical approach. New Haven, CT: Yale University Press.
  9. Helmane, I., & Briska, I. (2017). What is developing integrated or interdisciplinary or multidisciplinary or transdisciplinary education in school? Signum Temporis, 9(1), 7-15. https://doi.org/10.1515/sigtem-2017-0010
  10. Hung, W. (2015). Problem-Based Learning: Conception, Practice, and Future. In Y. H. Cho, I. S. Caleon, & M. Kapur. (Eds.), Authentic problem solving and learning in the 21st century: Perspectives from Singapore and beyond (Ch. 5, pp. 75-92). Singapore: Springer.
  11. Jeong, J. Y., & Noh, S. G. (2017). The effect of the open inquiry education program using science history on elementary school students' variable controlling abilities and hypothesis generating abilities. Journal of Learner-Centered Curriculum and Instruction, 17(4), 193-214. https://doi.org/10.22251/jlcci.2017.17.4.193
  12. Jonassen, D. H. (1997). Instructional design models for well-structured and ill-structured problem-solving learning outcomes. Educational Technology Research and Development, 45(1), 65-94. https://doi.org/10.1007/BF02299613
  13. Kang, S., Kim, Y., & Noh, T. (2004). The influence of small group discussion using the history of science upon students' understanding about the nature of science. Journal of Korean Association for Science Education, 24(5), 996-1007.
  14. Kang, Y.-M., & Shin, Y.-J. (2011). The effects of various instructional activities using the history of science on science learning motivation of elementary school students. Journal of Korean Elementary Science Education, 30(3), 330-339. https://doi.org/10.15267/KESES.2011.30.3.330
  15. Kaufman, D., Moss, D. M., & Osborn, T. A. (2003). Beyond the boundaries: A transdisciplinary approach to learning and teaching. Praeger. Westport, CT.
  16. Kim, H,. (2012). A Study on Categorizing Learning Outcomes and Learning Affections According to Learning Process in PBL Class (Unpublished doctoral dissertation). Kyung Hee University, Seoul, Republic of Korea.
  17. Kim, H.-J., & Kim, S.-W. (2013). The characteristics of perceptual change of high school of the arts students through explicit instructions on the nature of science. Journal of Korean Association for Science Education, 33(2), 266-283. https://doi.org/10.14697/jkase.2013.33.2.266
  18. Kim, Y., Seo, H.-A., & Park, J. (2013). An analysis on problem-finding patterns of well-known creative scientists. Journal of Korean Association for Science Education, 33(7), 1285-1299. https://doi.org/10.14697/jkase.2013.33.7.1285
  19. Lederman, N. G. (1999). Teachers' understanding of the nature of science and classroom practice: factors that facilitate or impede the relationship. Journal of Research in Science Teaching, 36(8), 916-929. https://doi.org/10.1002/(SICI)1098-2736(199910)36:8<916::AID-TEA2>3.0.CO;2-A
  20. Lee, B., & Shin, D. (2011). Professionals' opinion of science education using history of science. Journal of Korean Association for Science Education, 31(5), 815-826. https://doi.org/10.14697/JKASE.2011.31.5.815
  21. Lee, J., & Shin, D. (2015). Possibilities of integrated HOS (history of science) cases as a subject of environmental education. The Environmental Education, 28(4), 242-261.
  22. Lim, Y., & Shin, Y. (2014). An analysis of students' difficulty on science stories in elementary school science textbooks - Focusing on 6th grade science. Journal of Science Education, 38(3), 525-542. https://doi.org/10.21796/jse.2014.38.3.525
  23. Matthews, M. R. (2014). 과학교육: 과학사와 과학철학의 역할 [Science teaching: The role of history and philosophy of science] (권성기, 송진웅, 박종원, Trans.). Seoul: Bookshill. (Original edition 1994).
  24. Ministry of Education (2015). 2015 revised science curriculum. (p. 225). Ministry of Education 2015-74 [issue 9]. Retrieved from http://ncic.re.kr
  25. Oh, H., Kim, H., Bae, H. J., Seo, D. I., & Kim, H. (2012). What drives convergence? The Journal of Research in Education, 43, 51-82.
  26. Parnes, S. J. (1992). Source Book for Creative Problem Solving. Buffalo: Creative Foundation Press.
  27. Park, G.-S. & Yoo, M.-H. (2013). The effects of ‘science history based chemist inquiry program' on the understanding toward nature of science, scientific attitudes, and science career orientation of scientifically gifted high school students. Journal of the Korean Chemical Society, 57(6), 821-829. https://doi.org/10.5012/jkcs.2013.57.6.821
  28. Park, S., Chung, W., & Park, Y. (2016). Analysis on the utilization of history of science and STEAM and elementary school teachers' perceptions about design-based STEAM instruction applying the history of science in science class. Journal of Science Education, 40(2), 166-188. https://doi.org/10.21796/jse.2016.40.2.166
  29. Schmidt, H. G., & Moust, J. (2000). Towards a taxonomy of problems used in problem-based learning curricula. Journal on Excellence in College Teaching, 11(2/3), 57-72.
  30. Seo, D. H., Lee, Y. H., & Jho, H. (2017). Development and implementation of the history of science and technology program for understanding of technical high school students about the nature of science. Journal of Science Education, 41(1), 60-79. https://doi.org/10.21796/jse.2017.41.1.60
  31. Shin, D., & Shin, H. (2012). Development of a teaching-learning model for science ethics education with history of science. Journal of Korean Association for Science Education, 32(2), 346-371. https://doi.org/10.14697/jkase.2012.32.2.346
  32. Solomon J., Duveen, J., Scott, L., & McCarthy, S. (1992). Teaching about the nature of science through history: Action research in the classroom. Journal of Research in Science Teaching, 29(4), 409-421. https://doi.org/10.1002/tea.3660290408
  33. Song, J.-W., & Kwon, S. (1992). The change of postgraduate students' conceptions towards the nature of science through the course related to philosophy of science. Journal of Korean Association for Science Education, 12(1), 1-9.
  34. Tsai, C. C., & Liu, S. Y. (2005). Developing a multi-dimensional instrument for assessing students' epistemological views toward science. International Journal of Science Education, 27(13), 1621-1638. https://doi.org/10.1080/09500690500206432
  35. Yang, I-H., Han, K-G., Choi, H-D., Oh, C-H., & Cho, H-J. (2005). Investigation of the relationship between beginning elementary teachers' beliefs about the nature of science and science teaching and learning context. Journal of Korean Elementary Science Education, 24(4), 399-416.
  36. Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Thousand Oaks, CA: Sage.
  37. Yoo, M.-H., Yeo, S.-I., & Hong, H.-G. (2007). The effect of science history program developed by genetic approach on student's conception toward particulate nature of matter and understanding about the nature of science. Journal of the Korean Chemical Society, 51(2), 213-222. https://doi.org/10.5012/jkcs.2007.51.2.213

Cited by

  1. 과학자의 연구 사례에 관한 비네트 개발 및 효과 탐색 vol.40, pp.1, 2019, https://doi.org/10.15267/keses.2021.40.1.81