Journal of The Korean Association For Science Education (한국과학교육학회지)

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

DOI QR Code

Pedagogical Characteristics Supporting Gifted Science Students' Agentic Participation in the Scientist-led Research and Education (R&E) Program: Focusing on the Positioning of Instructors and Students

전문가 사사 R&E에서 과학영재의 행위주체적 연구 참여를 지원하는 교수적 특성 -교수자와 학생의 위치짓기를 중심으로-

  • Minjoo Lee (Seoul National University.Daejeon Science High School for the gifted) ;
  • Heesoo Ha (Center for Educational Research, Seoul National University)
  • 이민주 (서울대학교.대전과학고등학교) ;
  • 하희수 (서울대학교 교육종합연구원)
  • Received : 2023.06.16
  • Accepted : 2023.08.17
  • Published : 2023.08.30
⟨ Previous Next ⟩

Abstract

The scientist-led Research and Education (R&E) program aims to strengthen gifted science students' research capabilities under the guidance of scientists. Students' actual research experiences in scientist-led R&E activities range from understanding how scientists conduct research to actively participating in research. To develop R&E that promotes student agency, i.e., student participation, this study aimed to identify the pedagogical characteristics that supported gifted science students' agentic participation in the scientist-led R&E program. We conducted interviews with learners and scientists in three teams undertaking R&E activities every three months. The interview covered their perceptions of R&E activities, student participation, and scientists' support for the activities. The recordings and transcripts of the interviews were used as primary data sources for the analysis. The trajectory of each team's activities, as well as the learners' and scientists' dynamic positioning were identified. Based on this analysis, we inductively identified the pedagogical characteristics that emerged from classes in which the scientists supported the students' learning and engagement in research. Regarding agency, three types of student participation were identified: 1) the sustained exercise of agency, 2) the initial exercise and subsequent discouragement of agency, and 3) the continuous non-exercise of agency. Two pedagogical characteristics that supported the learners' agentic participation were identified: 1) opportunities for students to take part in research management and 2) scientist-student interactions encouraging learners to present expert-level ideas. This study contributes to developing pedagogies that foster gifted science students' agentic participation in scientist-led R&E activities.

R&E 활동은 과학영재 학생이 이공계 전문 연구자의 지도를 받으며 연구 역량을 강화하는 것을 목표로 한다. 하지만 실제 전문가 사사 R&E 활동에서 학생의 연구 경험은 과학자 주도의 연구 이해부터 직접적인 연구 참여까지 다양하게 나타난다. 본 연구에서는 후자와 같은 R&E 활동 참여를 학생의 행위주체적 연구 참여로 보는 관점하에서, 과학영재의 행위주체적 연구 참여를 지원한 교수적 특성을 밝히고자 하였다. 이를 위해 영재학교에서 운영된 R&E 활동에서 형성된 4개 팀에 속한 학생, 교수, 조교를 대상으로 면담을 약 3개월 간격으로 실시했다. 면담에서는 R&E 활동에 대한 인식, R&E 활동에서의 학생 활동, 지도 교수 및 조교의 지원 등을 다루었고, 면담 내용은 녹음 및 전사하여 분석 자료로 활용했다. 분석 과정에서는 면담 항목들에 대한 연구참여자들의 응답을 바탕으로 각 팀의 활동 과정을 정리하고, 활동 과정에서의 교수자와 학생의 위치짓기 변화 과정과 행위주체성의 발현 양상을 도출했다. 그리고 학생의 행위주체적 연구 참여를 지원한 교수 에피소드로부터 나타나는 교수적 특성을 귀납적으로 도출했다. 과학영재의 행위주체성 발현은 행위주체성의 지속적 발현, 행위주체성의 발현 및 좌절, 행위주체성의 지속적 미발현으로 3가지 유형으로 도출되었다. 각 유형의 행위주체성 발현 과정에 영향을 미친 교수적 특성은 과학영재의 연구 운영 참여 기회 개방, 학생이 전문성 있는 의견을 제시할 수 있도록 지원하는 교수자-학생 간 상호작용의 측면에서 도출되었다. 본 연구는 R&E 활동에서 과학영재 학생의 행위주체성을 지원하는 교수 방안을 마련하는 데에 기여할 수 있을 것이다.

Keywords

Acknowledgement

이 논문은 2021년 대한민국 교육부와 한국연구재단의 인문사회분야 신진연구자지원사업의 지원을 받아 수행된 연구임(NRF-2021S1A5A8067166).

References

  1. Barton, A. C., & Tan, E. (2010). We be burnin'! Agency, identity, and science learning. The Journal of the Learning Sciences, 19(2), 187-229. https://doi.org/10.1080/10508400903530044
  2. Choe, H. S., & Tae, J. (2015). The meaning and value of R&E (Research and Education) experiences of science specialized high schools: Gathering voices of graduates by individual interview. The Journal of the Korean Society for the Gifted and Talented, 14(3), 51-79.
  3. Choi, J., & Kim, C. -J. (2022). A study on the perception differences of science-gifted school graduates according to R&E program operation method. Journal of Learner-Centered Curriculum and Instruction, 22(8), 571-586.
  4. Clandinin, D. J. (2007). Handbook of narrative inquiry: Mapping a methodology. Sage.
  5. Connelly, F. M., & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2-14. https://doi.org/10.3102/0013189X019005002
  6. Duschl, R. A., & Osborne, J. (2002) Supporting and Promoting Argumentation Discourse in Science Education. Studies in Science Education, 38(1), 39-72.
  7. Hammer, D., Goldberg, F., & Fargason, S. (2012). Responsive teaching and the beginnings of energy in a third grade classroom. Review of Science, Mathematics, and ICT Education, 6(1), 51-72.
  8. Holland, D., Lachiocotte, W., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Harvard University Press.
  9. Hunter, A. B., Laursen, S. L., & Seymour, E. (2007). Becoming a scientist: The role of undergraduate research in students' cognitive, personal, and professional development. Science education, 91(1), 36-74.
  10. Jung, H. -C., Chae, Y., & Ryu, C. -R. (2012). Study on the research and education (R&E) programs in the science high schools and gifted high schools: FOcusing on the current status. Journal of Gifted/Talented Education, 22(3), 597-617. https://doi.org/10.9722/JGTE.2012.22.3.597
  11. Jung, H. C., Ryu, C. R., Park, K. J., & Choi, J. S. (2016). The Study of the Status and Actual Condition Analysis of the Science Gifted Education Institution. Daejeon: KAIST Global Institute for Talented Education..
  12. Jung, H. C., Ryu, C. R., Park, K. J., Choi, J. S., Kim, H. M., Lee, K. S., & Hong, S. H. (2017). The Study of the Status and Actual Condition Analysis of the Science Gifted Education Institution. Daejeon: KAIST Global Institute for Talented Education
  13. Kang, S. J., Kim, H. J., Lee, G. J., Kwon, Y. S., Kim, M. H., Kim, Y. S., Kim, Y. H., Shin, H. S., Lim H. Y., & Ha, J. H. (2009). A study of scientifically gifted high school students' perceptions on the research and education program. Journal of Korean Association for Research in Science Education, 29(6), 626-638.
  14. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
  15. Lee, M., & Kim, H. -B. (2016). Science high school students' shift in scientific practice and perception through the R&E participation: On the perspective of legitimate peripheral participation in the community of practice. Journal of the Korean Association for Science Education, 36(3), 371-387. https://doi.org/10.14697/jkase.2016.36.3.0371
  16. Lee, M. (2020). The Challenging tasks for a student's agentic inquiry practice: Focusing on the case of a student-driven R&E in Biology. Biology Education, 48(4), 504-520. https://doi.org/10.15717/BIOEDU.2020.48.4.504
  17. Lidar, M., Lundqvist, E., & Ostman, L. (2006). Teaching and learning in the science classroom: The interplay between teachers' epistemological moves and students' practical epistemology. Science Education, 90(1), 148-163.
  18. Merriam, S. B. (2009). Qualitative research: A guide to design and implementation (2nd ed.). Jossey-Bass.
  19. Polkinghorne, D. E. (2007). Validity issues in narrative research. Qualitative inquiry, 13(4), 471-486. https://doi.org/10.1177/1077800406297670
  20. Ramirez, J. J. (2012). The intentional mentor: Effective mentorship of undergraduate science students. The Journal of Undergraduate Neuroscience Education, 11(1), A55-A63.
  21. Richmond, G., & Kurth, L. A. (1999). Moving from outside to inside: High school students' use of apprenticeships as vehicles for entering the culture and practice of science. Journal of REsearch in Science Teaching, 36(6), 677-697.
  22. Ritchie, S. M., & Rigano, D. L. (1996). Laboratory apprenticeship through a student research project. Journal of Research in Science Teaching, 33(7), 799-815. https://doi.org/10.1002/(SICI)1098-2736(199609)33:7<799::AID-TEA6>3.0.CO;2-I
  23. Robnett, R. D., Nelson, P. A., Zurbriggen, E. L., Crosby, F. J., & Chemers, M. M. (2018). Research mentoring and scientist identity: Insights from undergraduates and their mentors. International Journal of STEM Education, 5, 41. https://doi.org/10.1186/s40594-018-0139-y
  24. Sadler, T. D., Burgin, McKinney, L., & Ponjuan, L. (2010). Learning science through research apprenticeships: A critical review of the literature. Journal of Research in Science Teaching, 47(3), 235-256.
  25. Siry, C., & Gorges, A. (2020). Young students' diverse resources for meaning making in science: Learning from multilingual contexts. International Journal of Science Education, 42(14), 2364-2386.
  26. Strauss, A. L., & Corbin, J. M. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Sage Publications.