이 연구의 목적은 우수한 문제발견 능력을 가진 과학영재들이 토의 활동을 통해 과학탐구문제를 생성해내는 과정을 심층적으로 분석하는 것이다. 이 목적을 달성하기 위해 G 과학고등학교 학생 4명을 대상으로 열린 상황의 문제 상황을 제시하고, 그들의 토의 활동 내용을 녹음하여 과학탐구문제발견 활동을 분석하였다.
분석한 결과, 과학영재들의 문제발견 과정은 일련의 단계를 거치는 것으로 나타났다. 즉 제시된 문제 상황을 이해하기 위한 ‘문제 상황 탐색(EPS)’ 단계, 문제 상황을 인식하자마자 직관적으로 떠오르는 지식이나 경험을 표출하는 ‘직관적 지식 표출(EIK)’ 단계, 문제 상황을 탐색하면서 자연스럽게 떠오르는 의문점들을 제기하는 ‘문제 상황과 관련된 의문 제기(RQCPS)’ 단계, 기존 지식이나 직간접 경험을 자유롭게 표출하는 ‘기존 지식 표출(EEK)’ 단계, 생성한 문제에 대한 적절성이 논의되는 잠정적 문제의 ‘적절성 논의(DA)’ 단계, 적절성이 있다고 판단되는 문제를 선택하는 ‘다양한 문제 생성(GVP)’ 단계, 다양한 문제들 중에서 가장 독창적인 문제를 선택하는 ‘최선의 문제 선택(SBP)’ 단계들을 거치는 것으로 나타났다. 또한 이러한 토의 진행 과정은 크게 3가지 유형이 있는 것으로 나타났다. 즉 ‘EPS → EIK → RQCPS → EEK → DA → GVP → SBP’의 전 과정을 거치는 경우와 EPS 단계에서 바로 DA 단계로 진행하는 경우, 그리고 EEK 단계에서 RQCD 단계가 첨가되는 경우이다. 과학영재들의 협동 문제발견 활동 과정에서 나타난특징을 보면, 자신이 가지고 있던 기존 지식이나 직간접 경험에 의존하여 문제를 찾으려고 하였으며, 다양한 과목 영역에서 다양한 탐구문제를 찾으려는 노력을 의식적으로 하는 경향이 있었다. 그러나 토의 과정에 언급된 과학적 지식이나 경험들이 불확실한 경우가 많아 탐구문제 생성을 어렵게 하였다.
따라서 교사는 각 단계의 특성을 이해하고, 학생들의 토의 활동을 촉진할 수 있는 학습 분위기 조성과 함께 단계에 맞는 적절한 개입을 해야 한다. 또한 학생들의 과학적 지식과 경험의 폭을 넓힐 수 있는 다양한 기회를 제공해야 할 뿐만 아니라, 학생들의 문제발견 활동에 필요한 과학적 지식 및 각종 정보를 스스로 탐색할 수 있는 교육적 환경을 제공해야 한다.
In this study, to figure out the characteristics revealed in the problem- finding activities, the in-depth analysis was performed on the thoughts of the scientifically-gifted over the problem-finding activities. Through this investigation, some suggestions were made on directions and method of a science education emphasizing problem finding. 4 students of G science high school were the subject of the survey. The characteristics shown by the scientifically-gifted in the problem- finding activity turned out to be; First, the process of discussion on problem finding could be mainly classified into 3 types. Each type was also closely correlated with a series of steps, that is, exploring problem situation(EPS), expressing intuitive knowledge(EIK), raising questions concerning problem situation(RQCPS), expressing existing knowledge(EEK), raising questions concerning discussion(RQCD), proposing provisional problems(PPP), discussing appropriateness(DA), generating various problems(GVP), selecting the best problem(SBP). Second, the scientifically-gifted tried to find problems on the basis of their existed knowledge or experiences and inclined to consciously find various inquiry problems through the broad territories of subjects. Nevertheless, uncertainty in the referred knowledge and experiences hindered them from generating inquiry problem. In conclusion, timely intervention of a teacher in the discussion on problem finding should be practiced in accordance with the specific steps to discuss on problem finding. Findings of this study have the following educational implications: First, timely intervention of a teacher in the discussion on problem finding should be practiced in accordance with the specific steps to discuss on problem finding. Second, the offering of various opportunities is needed to enlarge the scope of scientific knowledge and experience. Third, it is needed to prepare for educational environment which enables students to explore various knowledge and information.
In this study, to figure out the characteristics revealed in the problem- finding activities, the in-depth analysis was performed on the thoughts of the scientifically-gifted over the problem-finding activities. Through this investigation, some suggestions were made on directions and method of a science education emphasizing problem finding. 4 students of G science high school were the subject of the survey. The characteristics shown by the scientifically-gifted in the problem- finding activity turned out to be; First, the process of discussion on problem finding could be mainly classified into 3 types. Each type was also closely correlated with a series of steps, that is, exploring problem situation(EPS), expressing intuitive knowledge(EIK), raising questions concerning problem situation(RQCPS), expressing existing knowledge(EEK), raising questions concerning discussion(RQCD), proposing provisional problems(PPP), discussing appropriateness(DA), generating various problems(GVP), selecting the best problem(SBP). Second, the scientifically-gifted tried to find problems on the basis of their existed knowledge or experiences and inclined to consciously find various inquiry problems through the broad territories of subjects. Nevertheless, uncertainty in the referred knowledge and experiences hindered them from generating inquiry problem. In conclusion, timely intervention of a teacher in the discussion on problem finding should be practiced in accordance with the specific steps to discuss on problem finding. Findings of this study have the following educational implications: First, timely intervention of a teacher in the discussion on problem finding should be practiced in accordance with the specific steps to discuss on problem finding. Second, the offering of various opportunities is needed to enlarge the scope of scientific knowledge and experience. Third, it is needed to prepare for educational environment which enables students to explore various knowledge and information.
