교사-학생 상호작용간의 과학논증 탐색: 인식론 및 심리학적 관점으로

Abstract

The purpose of this study was to explore students` argumentation in perspectives of epistemology and psychology and to find out how teacher can promote students` abilities of developing argumentation. The 60 hours of lessons from the interaction between one science teacher (Mr. Physics, who had 35 years of teaching experience) and his 26 students were observed, transcribed, and analyzed using two different analyzing tools; one is from the perspective of epistemology and the other from the perspective of psychology, which can portray how argumentation is constructed. Mr. Physics created the environment where students could promote the quality of scientific argumentation through explicit teaching strategy, Claim-Evidence Approach. The low level of argumentation was portrayed through examples from students` prior knowledge or experience in the form of an Appeal to the instance operation and the Elaboration reasoning skill. Students` own claims were developed through application of knowledge in a different context in the form of an Induction operation and Generativity reasoning skill. Higher level of argumentation was portrayed through Consistency operation with other knowledge or experience and Explanation reasoning skills based on students` ideas with more active teacher`s inputs. The teacher in this study played a role as a helper for students to enact identities as competent sense makers, as an elaborator rather than evaluator to extend students` ideas, and as a mentor to foster and monitor the students` development of ideas of a higher quality. It is critical for teachers to understand the nature of argumentation, which in turn is connected to their explicit teaching strategy with the aim of providing opportunities where students can understand the science enterprise.