COVID-19 관련 SSI 프로그램의 효과성 탐색

Abstract

This study explored the effectiveness of a COVID-19 related Socioscientific Issues(SSI) program for high school students. Based on the 5C model, the study aimed to investigate changes in students' perceptions of COVID-19, vaccines and health services. Furthermore, the study sought to analyze keywords in student responses and their network centrality. The COVID-19 related SSI program utilized an idea-generation teaching model, consisting of three stages: clarification of problem situations, data exploration, and divergent presentation and sharing of solutions. In this study, materials such as ‘Mechanism of COVID-19 Spread’, ‘South Korea’s COVID-19 Occurrence and Spread Status’, ‘Social Distancing Guidelines’, ‘Global Vaccination Status’, and ‘Vaccine Rejection’ were selected for students to directly understand the necessary content and to clearly express and share their opinions during the divergent presentation and sharing stages. Additionally, scientific knowledge materials such as ‘Origin of COVID-19’, ‘Virus Infection Diagnostic Tests’, ‘COVID-19 Vaccine’, ‘Possible Virus Variants after COVID-19’, and ‘Factors Promoting Virus Mutation’ were provided so that students could utilize scientific knowledge during the discussion process. Lastly, students were encouraged to make decisions about COVID-19, vaccines and health services during the pandemic situations based on objective knowledge. As a result of the study, students were able to break away from indifference to COVID-19 related SSI and make decisions based on evidence and reasons, rather than unfounded beliefs, thus overcoming cognitive bias. Furthermore, students engaged in active communication during the discussion process on COVID-19 related SSI, not only using the social and scientific materials provided in the program but also requesting additional information from researchers to share opinions with their peers. They also confirmed their ability to consider various values of SSI and make decisions by exchanging opinions with other students. Therefore, the findings of this study show that through the process of actively discussing SSI topics such as infectious disease outbreaks, students can understand the diverse values inherent in SSI and cultivate rational decision-making skills based on these values.