논의를 강조한 탐구 학습법에 따른 학생 주도적 교실 환경 조성 및 교실환경에 따른 특수교육대상 초등 학생의 비판적 사고력 차이 분석 = The Effect of an Argument based Inquiry Approach for Creating Student-Centered Classroom Environments and Its Relations with Improving the Critical Thinking Skills of Students with Special Needs

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the effects of an argument -based inquiry approach for creating a student-centered classroom environment and its relations with improving the critical thinking skills of students with special needs in such a classroom. This study will also introduce the Science Writing Heuristic (SWH) as an argument-based inquiry approach to the field of Korean special education. From forty-eight public elementary schools in the American Midwest, twenty-four schools were designated as the treatment group and the remaining as the control group. All students had special needs and were in an inclusive classroom. Students in the treatment group were immersed in a learning environment where a strong emphasis was placed on student-centered argumentation, while those in the control group learned science in a teacher centered traditional manner. Teachers in the treatment group that use the Science Writing Heuristic (SWH) instruction as an argument-based inquiry approach tended to create a more student centered classroom environment, while those in the control group had a more teacher-centered classroom. In the second part of the study, based on analyses of their performances, which were video-recorded, the treatment group teachers were designated either as student-centered group or as teacher-centered group. The students of the student-centered SWH classrooms showed a more significant improvement in their critical thinking skills than the students from the teacher-centered SWH classrooms. The studentcentered argument-based inquiry approach emphasized dialogical interactions among students and their active engagement in scientific inquiry more than the teacher-centered argument-based inquiry approach. The former approach provides meaningful learning experiences through argumentation in a science classroom, and will contribute toward building the critical thinking skills of students with special needs in Korean elementary schools.

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