Journal of the Korean earth science society (한국지구과학회지)

The Korean Earth Science Society (한국지구과학회)
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Exploring Criteria of Evaluation of Climate Change Models by Preservice Earth Science Teachers

예비 지구과학교사들의 기후변화 모델 평가 기준 탐색

  • Ha, Yoon-hee (Department of Earth Science Education, Seoul National University) ;
  • Cha, Hyun-jung (Department of Earth Science Education, Seoul National University) ;
  • Shin, Hyeonjeong (Department of Earth Science Education, Seoul National University) ;
  • Kim, Chan-jong (Department of Earth Science Education, Seoul National University)
  • 하윤희 (서울대학교 지구과학교육과) ;
  • 차현정 (서울대학교 지구과학교육과) ;
  • 신현정 (서울대학교 지구과학교육과) ;
  • 김찬종 (서울대학교 지구과학교육과)
  • Received : 2021.12.15
  • Accepted : 2022.01.26
  • Published : 2022.02.28
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Abstract

This study explores the criteria of climate change model evaluation by preservice Earth science teachers. The participants in this study were 25 preservice Earth science teachers who attended lectures on modeling-based science learning for 3 weeks in an Earth science education major course. The evaluation criteria of climate change models were categorized inductively using reports written by preservice Earth science teachers and post-interviews. The results showed that preservice Earth science teachers used various epistemic and communicative criteria to evaluate climate change models. Implications for modeling-based climate-change learning were suggested based on these results.

본 연구의 목적은 예비 지구과학교사들이 학생에 의해 구성된 기후변화 모델을 평가하는 기준을 탐색하는 것이다. 대도시 소재 대학 지구과학교육과 전공 수업에서 3주간 모델링 기반 과학 학습에 대한 강의를 수강한 예비 지구과학교사 25명이 연구에 참여하였다. 예비 지구과학교사들이 작성한 고등학생들이 구성한 7개의 기후변화 모델을 평가하는 보고서와 사후 인터뷰 자료를 수집하여 기후변화 모델 평가 기준을 귀납적으로 범주화하였다. 연구 결과 예비 지구과학교사들이 기후변화 모델을 평가할 때 다양한 인식론적 기준과 의사소통 기준을 동원하였음을 확인하였다. 연구 결과를 바탕으로 모델링 기반 기후변화 학습에 대한 시사점을 도출하였다.

Keywords

Acknowledgement

이 논문은 2019년 대한민국 교육부와 한국연구재단의 지원을 받아 수행된 연구임(NRF-2019S1A5A2A03048062).

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