고등학교 학습자의 실험 보고서에 드러나는 희미한 은유(Faded Metaphor) 분석 - 국어·과학 교과 융합의 실천 가능성 탐색

초록

This study analyzed “faded metaphor” patterns in high school students’ scientific experimental reports to explore the practical applicability of transdisciplinary convergence mediated by learners’ language data. Data were collected from second-year high school students’ analyses of experimental errors. The analysis revealed that students exhibited a spectrum of “faded metaphors”—from “everyday language” to “academic language”—providing clues to their developmental level of conceptual and procedural knowledge. Furthermore, transdisciplinary consultations with science teachers and follow-up discussions with Korean language teachers confirmed their agreement on the applicability of this linguistic analysis for diagnosing student achievement and providing process-focused feedback. This study also identified teachers’ perceptions of subject divisionalism and the need for practical discussions on academic literacy education where Korean language education can contribute as an instrumental subject. This research reinterpreted faded metaphors as evidence of the knowledge development process, practically exploring the role of Korean language education in transdisciplinary convergence.

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