디지털 트윈 기술을 활용한 과학 탐구 수업 구성 모델개발

초록

This study aims to develop a model for construction in a science inquiry class, explicitlyfocusing on the application of digital twin technology. This technology allows students toexplore biological phenomena virtually, learning with virtual replicas and physical spacein the context of learning biology. To develop the model, the researcher analyzed variousresearch related to digital twin applications and performed a literature review in the contextof effective teaching and learning strategy. Additionally, 22 students were recruited to assessthe effect of the class to construct through the model at the affective domain. This studyfound that the construction model of inquiry class functions as guidance for interactive andimmersive learning, enabling students to overcome the traditional limitations of time, space,and physical resources. Also, results showed that students significantly improved theiraffective domain in biology inquiry class. Consequently, three conclusions were drawn fromthis research. First, digital twin technology enhances student engagement and interaction,creating a more immersive and interactive learning environment. Second, personalizedlearning is facilitated, as the digital twin system allows for real-time monitoring and tailoredfeedback, fostering greater independence in students’ learning processes. Third, the digitaltwin-based class model proved feasible and effective in actual classes, with tangibleimprovements in students’ affective domain towards science and inquiry-based learning. Therefore, using the digital twin technology can help reduce the digital and educationaldivide by providing high-quality learning experiences in resource-limited settings.

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