생태계 현상에 대한 실증적 모델링 활동의 맥락에서 중학생의 인식적 행위주체성을 지원하는 교수 전략
Teaching Strategies to Support Middle School Students’ Student Epistemic Agency in the Context of Empirical Modeling of Ecological Phenomena
- 발행
- 2023 등록KCI API에는 발행일 항목이 없어 원문 등록일을 쓰고 있습니다. 실측으로 발행보다 최대 6년 늦습니다 — 재수집하면 발행연월로 바뀝니다.
- 소속·발행
- 서울대학교 교육종합연구원
- 출처
- 국내 KCI
- DOI
- 10.15717/bioedu.2023.51.1.94
- 원문
- 원문 보기 ↗
개념
키워드
epistemic agency, modeling, empirical modeling, design based research, epistemic agency, modeling, empirical modeling, design based research
초록
Literature has emphasized supporting student epistemic agency in terms of shaping knowledge development process in the science classroom. However, teachers struggle in shaping science classrooms that support such student epistemic agency. This study specified supporting student epistemic agency as a means to support students in pursuing the goal of sensemaking of natural phenomena, and using their knowledge and scientific knowledge and practices to achieve such a goal. With this view, this study aimed to identify teaching strategies that support middle school students’ epistemic agency in the context of empirical modeling of ecological phenomena. Using the design-based research method, this study designed and implemented an empirical modeling activity that aimed to support student epistemic agency and analyzed the effects of the teaching strategies enacted in the activity. This process was conducted over two cycles until we identified the final teaching strategies, which were found to be in the following three categories: (1) Supporting students’ development of a modeling process based on their ideas, (2) supporting the development of questions and modeling processes to make sense