한국수학교육학회지시리즈A:수학교육 (The Mathematical Education)

  • 제59권4호
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  • Pages.405-420
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  • 2020
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  • 1225-1380(pISSN)
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  • 2287-9633(eISSN)
한국수학교육학회 (Korean Society of Mathematical Education)
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수학 및 과학 간 지적 자원의 사용: 이론적 모형에 대한 실증 연구

A theoretical model for the utilization of intellectual resources between science and mathematics: An empirical study

  • 투고 : 2020.10.19
  • 심사 : 2020.11.18
  • 발행 : 2020.11.30
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초록

학생들이 수학과 과학을 배울 때 개발 및 사용하는 지적 자원의 이론적 모형을 구성하였다. 9,300명의 미국 4학년 학생들의 수학 과학 성취도 평가의 응답을 통계적으로 분석하여 이 이론적 모델을 검증하였다. 그 결과는 이론적 모형이 타당함을 보여주며, 4학년 학생들의 과학 학습에서 인식적 실천은 수학 학습에서 인식적 실천의 발달에 영향을 준다.

There have been mixed reports about the idea of utilization of resources developed from one discipline across disciplinary areas. Grounded with the argument that critical thinking is not domain-specific (Mulnix, 2012; Vaughn, 2005), we developed a theoretical model of intellectual resources (IR) that students develop and use when learning and doing mathematics and science. The theoretical model shows that there are two parallel epistemic practices students engage in science and mathematics - searching for reasons and giving reasons (Bailin, 2002; 2007; Mulnix, 2012). Applying Confirmatory Factor Analysis and Structural Equation Model to the data of 9,300 fourth grade students' responses to standardized science and mathematics assessments, we verified the theoretical model empirically. Empirically, the theoretical model is verified in that fourth graders do use the two epistemic practices, and the development of parallel practices in science impacts the development of the two practices in mathematics: A fourth grader's ability to search for reasons in science affects his or her ability to search for reasons in mathematics, and the ability to give reasons in science affects the same ability use in mathematics. The findings indicate that educators need to open ideas of sharing development of epistemic practices across disciplines because students who developed intellectual resources can utilize these in other settings.

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