초등학교 과학교과서에 제시된 탐구활동의 교수전략, 유형, 개념과의 연관성 분석- 지구과학 영역을 중심으로 -

임성만 한국초등과학교육학회 2020 초등과학교육 Vol.39 No.3

This study was to analysis teaching strategies, types of inquiry activities and the relationship between science concepts and inquiry activities presented in science textbooks. As a result of the study, first, the inquiry-based teaching strategies presented in science textbooks were experiment, simulation, demonstration, and field study. Second, there were 53 inquiry activities presented in 8 units related to the earth science area of ​​science textbooks, and the types of inquiry activities were experimental observation (EO) 18, mock activity (SA) 20, investigation discussion and presentation (IP). It was analyzed as 12, data interpretation (ID) 2, and express (EX) 1 piece. Third, the relationship between inquiry activities and science concepts presented in science textbooks was analyzed. As a result of the analysis, out of a total of 42 inquiry activities, 21 inquiry activities corresponded to EA (explicit activities), in which the result of inquiry activities was directly and explicitly linked to science concepts. And IA (implicit activities), which is an implicit inquiry activity in which science concepts must be inferred using the results of inquiry activities, were analyzed as 21. In particular, IA (implicit activities), which is an implicit inquiry activity, can be said to be the result of reflecting the characteristics of earth science areas where many simulated activities (SA) are used. This is considered to be a matter to be considered in the process of developing various elementary science textbooks in the future.

자기주도적 야외탐구활동에 대한 중학생의 인식 및 과학적 태도 분석

김창건 ( Chang Geon Kim ),고용철 ( Young Chul Ko ),이상칠 ( Sang Chil Lee ),강동식 ( Dong Shik Kang ) 부산대학교 과학교육연구소 2013 교사교육연구 Vol.52 No.3

이 연구의 목적은 자기주도적인 야외탐구활동에 대한 중학생들의 인식과 과학적 태도를 분석하기 위한 것이다. 연구대상은 2012년 7월 3박 4일간 제주대학교 과학영재교육원 주관으로 운영한 자기주도적 야외탐구활동에 참여한 50명의 중학생이다. 이 연구에서는 학생들의 야외탐구활동에 대한 인식과 과학적 태도를 조사했고, 기존 야외탐구활동 경험이 있는 집단과 야외탐구활동 경험이 없는 집단 간에 차이가 있는지를 t-검증을 통해 분석하였다. 자기주도적 야외탐구활동에 대한 흥미도를 조사한 결과 야외탐구활동 경험이 있는 학생 집단의 평균 점수가 경험이 없는 학생 집단에 비해 높게 나타났으며, t-검증 결과 통계적으로 유의미한 차이를 보였다. 또한 자기주도적 야외탐구활동과 교실수업과의 관계에 대해 야외탐구 활동 경험이 있는 학생들이 야외탐구 활동의 가치를 더 높게 인식하고 있는 것으로 나타났다. 자기주도적 야외탐구활동을 통한 과학적 태도에서는 야외탐구활동 경험이 있는 집단과 경험이 없는 집단 간의 유의미한 차이가 나타나지 않는다. 그러나 과학적 태도 영역별 검사에서는 자기주도적 야외탐구활동은 과학적 태도 하위요소 중 적극성, 솔직성, 준비성 영역에서 차이가 있었다. 따라서 지속적으로 자기주도적 야외탐구활동 프로그램을 운영한다면 학생들의 과학적 태도 향상에 긍정적인 영향을 줄 수 있을 것으로 본다. The purpose of this study was to analyze the perception and scientific attitudes of middle school students toward self-directed field inquiry activities. The subjects of this study consisted of 50 students who participated in self-directed field inquiry activities for three nights and four days in July, 2012, which were run by Jeju National University-Affiliated Gifted Education Center. In this study, the perception and attitudes of the students in relation to inquiry-based field activities were examined and the differences between a group with a prior experience of field inquiry activitiesi and a group with no experience of field inquiry activities were analyzed using t-tests. According to the investigation on the students` interest in self-directed field inquiry activities, the group with an experience of ifield inquiry activities exhibited a higher average score than the group with no such experience. A t-test confirmed that the above difference between the groups was statistically significant. Moreover, in terms of the relations between self-directed field inquiry activities and classroom teaching, the students with an experience of field inquiry activities were revealed to recognize the value of field inquiry activities more highly than the students with no such experience. In terms of scientific attitudes according to self-directed field inquiry activities, no statistically significant differences were observed between the group with an experience of field inquiry activities and the group with no experience. However, through a scientific attitude test by sub-categories, the group with an experience of field inquiry activities revealed differences in terms of activeness, truthfulness, and preparedness. Therefore, the consistent operation of self-directed field inquiry activities is expected to have a positive effect on the improvement in the scientific attitudes of students.

고등학교 과학탐구실험 교과서의 탐구활동에 나타난 공학 설계 과정 요소 분석

한화정 ( Han Hwa-jung ),심규철 ( Shim Kew-cheol ) 부산대학교 과학교육연구소 2021 교사교육연구 Vol.60 No.1

본 연구의 목적은 2015 개정 과학과 교육과정의 과학 탐구실험 교과서에 수록된 탐구활동 중 공학 설계 과정을 활용한 탐구활동을 대상으로 각 탐구활동에서 반영하고 있는 공학 설계 과정 요소와 공학 설계 과정이 어떤 방식으로 전개되고 있는지를 살펴보는 것이다. 이를 위해 7개의 과학탐구실험 교과서의 탐구활동을 대상으로 문제정의, 정보수집, 창안, 구현, 평가, 재설계 등과 같은 공학 설계 과정 요소를 활용하고 있는 탐구활동을 추출하였으며, 추출한 탐구활동의 공학 설계 과정 요소 반영 비율과 공학 설계 과정 요소가 어떤 순서로 전개되고 있는지 분석하였다. 그 결과 총 43개의 공학 설계 과정을 활용한 탐구활동이 과학탐구실험 교과서에 제시되었으며, ‘생활 속의 과학 탐구’와‘첨단 과학 탐구’영역에서 대부분의 공학 설계 과정을 활용한 탐구 활동을 다루고 있었다. 공학 설계 과정을 활용한 탐구활동은 문제정의, 정보수집, 창안, 평가를 비슷한 비중으로 활용하고 있지만, 구현과 재설계는 활용은 상대적으로 미흡한 편이었다. 공학 설계 과정을 활용한 탐구활동의 공학 설계 전개 방식 유형은 총 15개의 유형이 확인되었으며, 정보 수집, 문제정의, 창안, 평가 순서로 전개되는 방식의 유형이 가장 많이 나타났다. 또한 43개의 탐구활동 중 공학 설계 과정 요소를 모두 활용한 탐구활동은 10개였다. 아울러 공학 설계 전개 방식 유형은 정보수집의 순서와 목적에 따라 4가지 영역으로 범주화하였는데, 문제정의 전에 정보수집을 먼저 실시하여 문제를 구체적으로 명료화하는데 필요한 과학 지식, 기술 지식 등과 같은 문제와 관련된 배경 지식 등을 수집하도록 공학 설계 과정이 전개되고 있는 경우가 가장 높은 빈도로 나타났다. 이러한 연구 결과는 학생들에게 구현과 재설계를 충분히 경험할 수 있는 기회를 제공하고, 다양한 공학 설계 과정 요소들을 빠짐없이 다양하게 활용하도록 도울 수 있는 안내와 지도 방안의 마련의 필요성을 시사해준다. The purpose of this study is to investigate the elements of an engineering design process reflected in each inquiry activity and the ways that such a process develops in inquiry activities based on an engineering design process in the scientific inquiry experiment textbook under the revised science national curriculum of 2015. For this purpose, the investigator extracted inquiry activities based on elements of an engineering design process such as defining the problem, collecting information, generating the solution, implementing the best solution, evaluating the solution, and redesign from the inquiry activities of seven different scientific inquiry experiment textbooks. These inquiry activities were analyzed in the percentage of elements of an engineering design process reflected and the order of engineering design process elements. The findings show that total 43 inquiry activities based on an engineering design process were found in the scientific inquiry experiment textbooks. Most of such activities were covered in the areas of “Scientific Inquiries in Everyday Life” and “Advanced Scientific Inquiries.” The inquiry activities based on an engineering design process utilized defining the problem, collecting information, generating the solution, and evaluating the solution in similar relative importance, but the utilization of implementing the best solution and redesign was relatively poor. There were total 15 types of developing an engineering design in these inquiry activities based on an engineering design process. The biggest proportion of them followed the order of collecting information, defining the problem, generating the solution, and evaluating the solution. Of the 43 inquiry activities, ten made use of all the elements of an engineering design process. In addition, the types of developing an engineering design were categorized into four according to order and purpose of information collecting. An engineering design process would develop in the highest frequency in a way that background knowledge was collected related to the issues of scientific and technological knowledge needed to clarify a problem specifically with information collection before problem definition. These findings imply a need to provide students with opportunities to have full experiences with implementing the best solution and redesign and prepare guidance and instruction plans to promote their diverse utilization of all the various elements in an engineering design process.

역사 교과서 탐구활동 분석․평가 연구 - 중학교 『역사(상) 』고려 단원을 중심으로 -

강현욱,김민정 역사교육학회 2012 역사교육논집 Vol.49 No.-

The goal of this study is to examine the qualities of historical inquiry activities in the middle school history textbooks in use and to provide evaluation criteria as well as production guidelines for better activities. To achieve the goal, we began to analyze the current history textbook activities based on the operational definition of historical inquiry as a process in which student understand and experience inquiry methods as historians do in parts or in whole. The analysis results include that the various subject and content of historical inquiry activities appear to be presented appropriately although a number of activities fail for students to engage in historical inquiry process. To enhance the quality of historical inquiry activities in history textbooks, we provide several suggestions regarding meaningful queries for active historical interpretation and activity composition with which students’ experience should be organized in terms of the intention, aims and processes of the historical inquiry. Furthermore, the use of non-textual materials should be incorporated in activities for students to involve in diverse forms of inquiry materials.

제 7차 교육과정 고등학교 생물 1 「자극과 반응」 단원의 탐구활동에 대한 교과서 비교 분석

박남이,임낙룡,박경화 韓國生物敎育學會 2005 생물교육 Vol.33 No.1

This study is to get the realities and problems of inquiry learning in each textbook and inquire into the role and function of the textbooks for performing more efficient researching acts by comparing and analysing the general conditions of inquiry activities on the unit of 「Stimuli and Response」 presented High School Biology I Textbooks under the 7th Curriculum. As a result of this study, first, each textbook has various subjects of inquiry activities and many differences in the number of inquiry activities. While, the method of inquiry activities consists of a large portion of the data interpretation in the whole textbooks. Second. the inquiry process is largely centered on the data interpretation and its analysis. On the other hand, it is less centered on the high leveled inquiry process such as the hypothesis test and the experiment plan. Third, the textbook focuses on the joint tasks rather than the separated one in the structure of inquiry activities, and it includes a low rate of presentation of discussion and many activities which contain only tasks and methods. In addition, we can find out that inquiry activities to develop new ideas has hardly been analyzed.

Adequacy of Inquiry Activities in Life Science Ⅱ Based on the 2015 Revised Science Curriculum

임수민,김용춘,김영신 한국교원대학교 뇌기반교육연구소 2022 Brain, Digital, & Learning Vol.12 No.4

In education, a curriculum is the blueprint that suggests educational directions and serves as a basis for formal schooling. The revision of the curriculum is made upon the demands of both the nation and the society. The science curriculum emphasizes inquiry, the most essential element of science education. The 2015 revised science curriculum presents inquiry activities as one of the methods that place high importance on inquiry. However, no analysis has been conducted to examine whether the inquiry activities in the curriculum are adequately implemented in each unit. In this regard, this study sought to analyze the adequacy of inquiry activities in Life Science Ⅱ based on the 2015 Revised Science Curriculum. To this end, a connection network between the inquiry activity in the textbook and the concept presented in the main text was analyzed by using semantic network analysis. The results showed that there are units in which inquiry activities in the curriculum are not adequate, and no inquiry activities are undertaken in areas that pose difficulties in the processes of observation and experimentation. Therefore, based on the findings of this study, it is expected that the inquiry activities of the curriculum will be presented in the following areas, such as life science inquiry methods, cellular respiration, and regulation of gene expression, to which inquiry activities were not given.

과학 탐구 활동의 유형과 과학 탐구의 특징에 대한 초등학생의 인식

성혜진 ( Seong Hyejin ),임희준 ( Lim Heejun ) 한국초등과학교육학회 2018 초등과학교육 Vol.37 No.4

This study investigated elementary students’ perception of the suitability of inquiry activities related to the science inquiry, essential features of the inquiry and essential features of the inquiry by science inquiry activities. First, 5-6th grade elementary students’ perception of the suitability of inquiry activities to the science inquiry was positive in this study and especially the score of experiment and field trip was high. The lowest score was on the discussion and elementary students thought that discussion might be wrong, because they just talked when they participated in the discussion. Second, perception of the essential features of science inquiry was positive. Especially, engaging students in evaluating their explanations in the light of alternative explanations was the highest. Students thought that explanation is important, but it is too hard to perform the science inquiry with only the explanation. Third, the score of research and experiment was high in essential features of science inquiry by science inquiry activities. The score of the field trip was low, so a more meaningful field trip should be carried out in the school.

탐구 개방정도에 따른 초등학교 5학년 과학 수업의 특성 비교 분석

이승훈,김종영,신명경 한국현장과학교육학회 2017 현장과학교육 Vol.11 No.1

The purpose of this study was to explore characteristics of elementary science classes, based on the openness of inquiry used in them. The inquiry in the observed science classes aimed to stimulate features of the scientific inquiry activities that the current national science curriculum made emphasis on. we selected 66 students of three fifth-grade classes at the G elementary school located in In-cheon metropolitan city and the lesson ‘6. What about the amount of solute depending on the amount of water?, unit ‘2. Melting and Solution’ in the second- semester textbook for the fifth grade, 2007 Educational Curriculum Revision. I observed changes in pre- and post-test of the survey(CLES) that students are aware of how constructivist learning environment in order to the perception of science class. And Three things out of specific aspects of science inquiry were used for developing evaluation frame work of coherence between student inquiry activities and their frame. Last, we recorded and transcribed all of the classes, and analyzed the types of class discourses that appear in the class. The results gained from these processes are followed. First, according to changes of the pre- and post-test of the survey(CLES) on the preception of science class, all test results’ average was increased. Especially, the point was increased the most in Open Inquiry even though it is not statistically meaningful. And according to details of CLES, it is statistically meaningful difference of Students Negotiation(SN) in Guided Inquiry, and Shared Control(SC) and Students Negotiation( SN) in Open Inquiry. Second, according to results of coherence between student inquiry activities and their claims, almost every student was scored high point for each item in Structured Inquiry. On the other hand, students in Guided Inquiry or Open Inquiry scored lower point than students in Structured Inquiry. Third, it was different from aspect of interaction with teacher and students. There were simple conversations like ‘teacher’s question (Initiation)-student’s answer(Reply)- teacher’s evaluation(Evaluation)’ and there were few cases of students’ conversations or questions in Structured Inquiry. On the other hands, students ask each other and teacher any questions about inquiry activities in Guided Inquiry or Open Inquiry. So teacher took more initiative in Structured Inquiry, but students took more initiative in Guided Inquiry and Open Inquiry. 이 연구의 목적은 탐구 개방성에 기초하여 초등과학 수업의 특성을 탐색하는 것이다. 관찰된 과학 수업에서의 탐구는 현재 국가 과학 교육과정에서 강조하는 과학 탐구 활동 기능을 촉진하는 것을 목표로 한다. 본 연구는 인천광역시에 소재한 G초등학교 5학년 66명을 연구대상으로 삼았다. 학교 5학년 3개 학급 66명을 연구대상으로 하고, 2007 개정 교육과정 5학년 2학기 화학 영역인 2단원 용해와 용액(10차시) 중 6차시 ‘물의 양에 따라 녹는 용질의 양은 어떠할까요?’를 선정하여 탐구 개방도가 다른 세 수업을 고안하고 적용하였다. 과학학습환경에 대한 인식 변화를 알아보기 위하여 수업 전, 후에 구성주의 학습환경에 대해 학생들이 어떻게 인식하는지 설문조사(CLES)를 실시하여 변화를 관찰하였다. 학생들의 과학 탐구 활동이 나타나는 양상을 알아보기 위해 과학 탐구 요소 중 수업 시간에 잘 드러날 수 있는 특성 요소 세 가지를 선정하여 과학탐구 활동 정합성 평가의 틀로 구성한 활동지를 분석하였다. 마지막으로 각 수업을 모두 녹화, 녹음 및 전사하여 수업에서 나타나는 수업담화의 유형을 다각적으로 분석하였다. 이러한 과정을 통해 얻어진 결과는 다음과 같다. 첫째, 초등학교 과학수업에서 탐구 개방성을 달리한 수업을 했을 때 구성주의 학습 환경에 대한 사전·사후 인식 변화에서 검사 결과 모두 전체 평균값이 상승하였다. 특히 통계적으로 유의미하지는 않지만 Open Inquiry가 가장 많이 상승하였다. CLES의 세부 항목에서 Guided Inquiry에서는 학생간의 협의(SN), Open Inquiry에서는 통제의 나눔(SC)과 학생간의 협의(SN)에서 유의미한 차이가 있었다. 둘째, 과학 탐구 활동과 주장 사이의 정합성 결과, Structured Inquiry에서 거의 모든 학생이 각 항목에서 높은 점수를 받았다. 반면에 Guided Inquiry 또는 Open Inquiry 학생들은 Structured Inquiry 학생들보다 낮은 점수를 받았다. 셋째, 교사와 학생 간의 상호작용은 다르게 나타났다. 교사 질문(Initiation)-학생 응답(Reply)-교사 평가(Evaluation)와 같은 단순한 대화가 있었다. 그리고 Structured Inquiry에서는 학생들의 대화 또는 질문의 경우가 매우 적었다. 다른 한편, Guided Inquiry와 Open Inquiry에서는 학생이 학생들과 교사에게 탐구활동에 대해 질문을 하였다. 그리고 Structured Inquiry에서는 교사가 주도권을 가졌지만 Guided Inquiry와 Open Inquiry에서는 학생들이 더 주도권을 가졌다.

An Analysis of the Effects of Learning Stress for Inquiry Activities in College Earth Science Course

조재희,김학성,신현철 한국지구과학회 2018 한국지구과학회지 Vol.39 No.4

This study analyzed variations of learning stress by comparing the salivary cortisol levels of students who participated in Earth Science inquiry activities. The cortisol concentrations between the pre- and post-inquiries of the sample of 34 university students, who had taken the course of ‘Basic Earth Science and Experiments’, were analyzed. The Earth Science inquiries consisted of geology and astronomy activities. The observational geology activities consisted of a session of ‘structure contours and map patterns’ and the cognitive astronomy activities consisted of a session of ‘representations of horizontal and equatorial coordinates’. These Earth Science inquiry activities were found to cause students to have anxiety, and the thought processes that these activities involved were found to cause learning stress. The variations in cortisol concentrations of students increased by 1.6±5.9 ng mL−1 after conducting observational activities in geology compared with 2.1±6.2 ng mL−1 after doing cognitive activities in astronomy. The analysis of the observational activities in the geology inquiry activities indicated that they were consistent with low levels of learning stress. Conversely, the analysis of the cognitive activities in the astronomy inquiry activities showed significant individual variations in cortisol concentrations. Furthermore, individual differences in cognitive ability were reflected in the astronomy inquiry activities. While students, who received high scores, exhibited low levels of stress in the geology inquiry activities, they showed high levels of stress in the astronomy inquiry activities. It was concluded that, in the case of students with high scores in the study, the level of learning stress increased due to the raised anxiety in cognitive inquiry activities. In contrast, students, who received low scores in the study, exhibited high levels of stress in the geology inquiry activities, and low levels of stress in the astronomy inquiry activities.

2015 개정 과학과 교육과정의 생명과학Ⅰ에 제시된 탐구 활동의 적합성

김용춘,임수민 한국교원대학교 뇌기반교육연구소 2023 Brain, Digital, & Learning Vol.13 No.1

Curriculum is the basis of school education that presents the direction of education. In accordance with the trend of the times, the 2015 revised science curriculum emphasizes inquiry, which is the most important element of science education. As a result, it presents inquiry activities. However, there is no analysis on whether the inquiry activities presented in the curriculum are appropriate for the unit. Therefore, in this study was analyzed whether the inquiry activities presented in the 2015 revised Science Curriculum Life ScienceⅠ were appropriate. To this end, the semantic network analysis was used to analyze the connection network of concepts presented in the inquiry activities of the curriculum and the main texts of the textbook. The results reveal that the most units included in Life Science I of the 2015 Revised Science Curriculum are not well structured for learning life science concepts through the inquiry activities, as the concepts presented in the inquiry activities and the main text are not well connected and there were differences in the number of inquiry activities for each sub-unit. Based on the results, it was concluded that the inquiry activities presented in Life Science I of the 2015 revised science curriculum needed to be modified and supplemented. It is necessary to appropriately distribute the number of inquiry activities by sub-unit so that the inquiry activities presented in the curriculum can be appropriate. And to add social issues and real life-related contents to the text of the textbook. In addition, additional research is required on the degree of students' understanding caused by the difference in concepts connecting between inquiry activities and main texts. The results of this study are expected to be used as guidelines for future curriculum and textbook.