창의적 문제해결력 향상을 위한 중학생「상상의 식물」자유탐구 프로그램의 개발 및 적용

김은경,김성하 韓國生物敎育學會 2011 생물교육 Vol.39 No.3

This study was intended to develop an open inquiry program of「Plants of Imagination」to enhance students' Creative Problem Solving (CPS) abilities and apply it to the middle school students whose science grades were within upper half among students. The open inquiry program of「Plants of Imagination」encouraged students to relate their knowledge with several concepts in plants, imagine by themselves and present their own plants of imagination which could survive under very unfavorable circumstances. This is a guided open inquiry program based on CPS. Evaluation tools for the students' inquiry products were also developed. Before and after applying the developed program, students took several tests in CPS ability in life science and science inquiry skills. The change of the science-related affective domains was analyzed by questionnaire and interview. Results were as follows. The open inquiry program as a guided open inquiry was developed and it turned out to be valid judged by 14 science teachers. The developed program was effective to enhance students' CPS ability in life science and its components such as fluency, flexibility and originality. The developed program turned out to increase students' science inquiry skills and basic science process skills were also enhanced significantly. However, it was not quite effective to improve students' integrative science process skills. The developed program which required the creative thinking processes made the students to think that it was a difficult task, but it promoted their interest in science. This provided the students whose CPS ability in life science got improved with a burden of learning as well as a desire for the better accomplishment. For the students who did not show much improvement in CPS ability in life science, the developed program guided them to think science is an inquiry-oriented subject.

초등학교 과학 교과서의 탐구활동에 나타난 과학 탐구 기능 요소 분석 - 5~6학년군 과학 교과서를 중심으로 -

송신철 ( Shin-cheol Song ),심규철 ( Kew-cheol Shim ) 한국생물교육학회 2020 생물교육 Vol.48 No.4

In this study, the scientific inquiry skills presented in inquiry activities of the science textbooks for grade 5 & 6 elementary students were analyzed according to grades and content domains of school science. The elementary school science textbooks were developed on the basis of the 2015 revised science national curriculum. The science textbooks for grade 5 & 6 elementary students have 144 inquiry activities, which were analyzed with two categories of scientific inquiry skills : basic inquiry skills such as observing, measuring, predicting, classifying, reasoning and communicating, and integrated inquiry skills such as perceiving a problem, hypothesizing, controlling variables, transforming data, interpreting data, drawing a conclusion and generalizing. In particular, observing, communicating and reasoning activities accounted for about 80% of the six basic inquiry skills, and measuring, predicting, and classifying activities were found to be somewhat less used for inquiry activities. In the case of the integrated inquiry skills, it was not used for inquiry activities in the motion & energy domain and the integration domain. Particularly activities focused on controlling variables and interpreting data should be considered when developing new science textbooks.

과학과의 SGIM 적용 수업이 과학적 탐구능력 및 과학에 대한 태도에 미치는 효과

이용섭,이건의 대한지구과학교육학회 2011 대한지구과학교육학회지 Vol.4 No.1

The purpose of this study is to examine the effects of small group inquiry skills on improving science process skills and attitudes toward science in elementary school science. The research questions of this study were as follows. First, effects of small group inquiry skills on improving science process skills in elementary school science. Second, effects of small group inquiry skills on improving attitudes toward science in elementary school science. The subjects of this study is two classes from 6th grade elementary classes in Busan. The experiment class practiced small group inquiry skills, while the control class practiced self inquiry. To verify the effect of the experiment, ANOVA was conducted. The main findings of this study are as follows. First, the small group inquiry skills gave a significant influence on increasing the science process skills, including the basic science process skills and the integrated science process skills, of students. Especially, among subordinate factors of science process skills between groups, it was effective to increase abilities of observing, reasoning, interpreting data, formulating hypothesis. It is necessary for teachers to make an effort to teach according to steps of the small group inquiry skills and to support inquiry activities, in order to increasing the science process skills. However, frequency of additional lessons have a little influence on increasing the science process skills. Second, there is meaningful change in the attitudes toward science for those who studied the small group inquiry skills. Also, they affected subordinate factors of the attitudes toward science, like the attitudes toward science inquiry, the happiness about science class. This study shows that the small group inquiry skills give a positive influence on the science process skills and attitudes toward science in elementary school science.

과학영재 탐구활동에 제시된 과학탐구능력 분석 및 개발을 위한 제안

신미영 韓國英才學會 2013 영재교육연구 Vol.23 No.2

The purpose of the study is to investigate science process skills and suggest several considerations about developing scientific inquiries for secondary science gifted students. To do this, we analyzed scientific inquiries of science gifted programs and evaluated them on the quantity of problem perception, problem finding and inquiry planning that are regarded as high level science process skills, then revised each inquiry to include those high level skills. The result was that the first, there were differences in frequencies and types of science process skills among those inquiries. The second, there were very few problem perception and problem finding and were not many inquiry planning. The third, some of the revised inquiries showed those high level skills. From this, we would like to suggest we should construct scientific inquiries of science gifted program out of many and various themes. And there should be more high level science process skills such as problem perception, problem finding, and inquiry planning. For this, scientific inquiry developers should have intentions to involve such science process skills which is appropriate for science gifted student. 본 연구의 목적은 과학영재 프로그램의 탐구활동에서 다루고 있는 과학탐구능력을 토대로 과학영재들에게 적합한 탐구활동을 개발하는 과정에서 고려해야 할 점을 제안하려는 것이다. 이를 위하여 과학영재프로그램의 탐구활동을 분석하고, 상위 수준의 과학탐구능력인 문제인식, 문제발견, 탐구계획이 다루어진 횟수를 근거로 탐구활동을 평가하였으며, 분석결과를 토대로 탐구활동에 이 과학탐구능력들이 다루어지도록 수정하였다. 연구 결과는 첫째, 탐구주제마다 다루어지는 과학탐구능력의 종류와 수가 조금씩 다르다. 둘째, 본 연구에서 과학영재들에게 적합한 과학탐구능력이라고 정한 문제인식과 문제발견은 거의 다루어지지 않고 있으며, 탐구계획은 일부 활동에서 다루어지고 있다. 셋째, 일부 탐구활동은 수정 후에 문제인식, 문제발견, 탐구계획을 다루게 되었다. 연구결과에 따르면 과학영재프로그램의 탐구활동들은 다수의 다양한 주제들로 구성되어야 하며 각 주제의 탐구활동에 문제인식, 문제발견, 탐구계획과 같은 상위 수준의 과학탐구능력을 더 다루어야 할 것이다. 이를 위해서는 탐구활동 개발자가 과학영재학생에게 적합한 과학탐구능력을 미리 정하고 이를 구안하려는 의도를 가지고 개발해야 할 것이다.

과학 교육에서 기능 중심의 과학 탐구에 대한 비판적 고찰

오필석 한국과학교육학회 2020 한국과학교육학회지 Vol.40 No.2

The purpose of this study is to critically review the skill-based approach to scientific inquiry in science education and to explore the meaning of science practices that are emphasized in recent science education reform movement. An extensive review of relevant literature was carried out, and the results were summarized according to the detailed themes of the study. In the skill-based approach of which Science-A Process Approach (SAPA) is a representative example, science process skills were presented as hierarchically connected with one another, they were believed to be transferable or generalizable, and science learning through discovery was stressed. These points of view are, however, contradicted with those of the modern philosophy of science which suggests the theory-laden nature of using the skills. The skill-based view has also been criticized by the fact that the use of inquiry skills is content-specific or context-dependent and that science theories or principles cannot be discovered by induction. In contrast, the recent view understands science practices holistically, emphasizes the diverse ways of doing the practices which vary with different contents or contexts, and considers student ideas importantly in the science classroom. The findings of this study can contribute to the development of a new science curriculum by providing implications for establishing a consistent view on scientific inquiry. 본 연구의 목적은 과학 탐구에 대한 기능 중심의 접근에 대해 비판 적으로 살펴보고 최근 과학 교육 개혁에서 강조되고 있는 과학적 실천의 의미를 시험적으로 탐색하는 것이었다. 이를 위하여 관련 문헌 들을 수집하여 고찰하였으며, 그 결과를 세부 주제에 따라 정리하였 다. Science-A Process Approach (SAPA)로 대표되는 기능 중심의 접근에서는 과학 탐구 기능들을 위계적으로 연계하여 제시하고, 이들은 전이성 또는 일반화 가능성이 높다고 주장하였으며, 발견을 통한 과학 학습을 강조하였다. 하지만 이러한 입장은 기능의 사용에 이론이 적재되어 있다는 현대 과학 철학의 관점과 상충되었으며, 탐구에서 사용되는 기능들이 내용-특이적 또는 맥락-의존적이라는 사실과 추상적인 과학 이론이나 원리는 귀납적으로 발견될 수 없다는 점에서 비판을 받아 왔다. 이와는 달리 과학적 실천을 강조하는 최근의 입장 에서는 과학적 실천을 총체적인 행위로 이해하고, 그것이 전개되는 양상은 내용이나 맥락에 따라 다르다는 점을 강조하며, 과학 수업에 서도 학생의 아이디어를 중요하게 고려하고자 한다. 이러한 연구 결과는 과학 탐구에 관한 일관된 관점을 정립하는 데 시사점을 제공함 으로써 새로운 과학 교육과정 개발에 기여할 수 있을 것이다.

Analysis of Inquiry-based Activities in the Various Forces Unit of Middle School Science Textbooks

김지은(Ji-Eun Kim),이효녕(Hyonyong Lee),최호명(Ho-Meoyng Choi) 한국교원대학교 뇌기반교육연구소 2021 Brain, Digital, & Learning Vol.11 No.1

The 2015 revised national curriculum aims to promote students’ inquiry capability through school education. An integrated understanding of the inquiry-based activities is necessary to strengthen science process skills and practices. The main purpose of this study was to analyze the inquiry-based activities used in the Various Forces Unit of five 1st grade middle school science textbooks in terms of science process skills and science practices. For this purpose, an analytical framework was developed by identifying sub-elements of science process skills and science practices. Based on the analysis framework, we analyzed goals, processes of finding the answer to the question, experimental steps and predicate in questions of the inquiry activity. The results are as follows: 1) Various science process skills and science practices were used in one inquiry activity. 2) Science process skills and science practices used even in the same textbook were different depending on the inquiry-based activities. 3) There was a difference in the ratio of science process skills and science practices for each textbook. In addition, it was found that different science process skills and science practices were used in each textbook, even if the subject of the inquiry activity was the same. Therefore, the results of this study could contribute to provide information on the learning opportunities presented to the students and to anticipate whether they can develop the expected science inquiry abilities.

루브릭을 활용한 자유탐구 지도가 초등학생의 자유탐구에 미치는 영향 및 인식 조사

정현주 ( Hyun Ju Jung ),임성만 ( Sung Man Lim ),천재순 ( Jae Sun Chun ) 한국초등과학교육학회 2013 초등과학교육 Vol.32 No.3

The purpose of this research is to find the effect of the lesson using open-inquiry report Lubric on openinquiry standard and science process skill; to find the change of cognition on open-inquiry for elementary school 5th grade students. Two classes (elementary school 5th grade) were selected which located in a small and medium-sized city for this research and they were separated as an experimental group and a comparative group. Open-inquiry lesson was done by referring teaching method which introduced through the curriculum. The procedure was understanding about open-inquiry, making open-inquiry subject, planning, and performing inquiry, mid-term, performing inquiry, making a report, presentation, and evaluation. Open-inquiry report Lubric which developed by Sook-Kyung Kim et al. (2010) was provided to the experimental group. Comparative group was instructed by using open-inquiry report which introduced to the elementary school 5th grade science text book. Interview paper was developed in order to check out the effect of the research by using a test paper of science process skill. The following could be found out through the research. After open-inquiry lesson, 10 open-inquiry reports(5 reports from experimental group, 5 reports from comparative group) have been drawn at random as samples from the total 62 sets (30 reports from experimental group, 32 reports from comparative group) and evaluated by a researcher and two elementary school teachers who have master degree. The reliability of the 3 scorers was 0.923 of mean correlation coefficient. And then the researcher evaluated all open-inquiry reports. The average score of open-inquiry report was 66.78 for experimental group, 54.27 for comparative group, respectively. And there was a significant difference at p<0.05 level as a result of the t-test. The experimental group rated high at p<0.05 level according to the analysis of post-science process skill test. According to the result of survey, both experimental group and comparative group had understood open-inquiry activity. It was especially rated high for experimental group on understanding scientific inquiry process, interest and satisfaction in open-inquiry and re-participation rate. By interviewing experimental group, it is recognized that the students utilized Lubric very well through the overall process. Finally, self-evaluation was done during open-inquiry activity and it was reported that the students gained more knowledge about science and changed to positive about science. As a result, the lesson using open-inquiry report Lubric was effective for students to improve writing skill of an open-inquiry report and science process skill and finally changed the cognition to positive about open-inquiry lesson.

WISE(Web-based Inquiry Science Environment) 프로그램을 활용한 과학수업에서 스캐폴딩 유형에 따른 학업성취도와 과학탐구능력의 차이 검증

강명희,임윤진,김민정,김지연 한국교육방법학회 2009 교육방법연구 Vol.21 No.1

The purpose of this study was to identify a proper type of scaffolding in WISE(Web-based Inquiry Science Environments)-based science education by examining the impact on academic achievement and the science inquiry skills. 144 high school students participated in this study and they were assigned in two groups : explanation scaffolding group and cue scaffolding group. The study lasted for 3 weeks and academic achievement and science inquiry skills were measured at the end of the class. Results of this study are summarized as below : First, there was no statistically significant difference in academic achievement between the explanation scaffolding group and the cue scaffolding group. Second, unlike the pre-test, there was a significant difference between two groups on the science inquiry skills at the post-test. It was revealed that the cue scaffolding is superior to the explanation scaffolding. Finally, it was shown that among the twelve elements of the science skills, the elements such as setting up a hypothesis, designing an experiment, reasoning, conclusion, generalizing and forming a model, evaluation significantly influenced the difference in science inquiry skills between two groups.

2009 개정 과학과 교육과정에 따른 초등학교 과학 교과서 생명 영역의 탐구 활동 분석

박형용 ( Hyoung-yong Park ) 韓國生物敎育學會 2017 생물교육 Vol.45 No.1

The purpose of this study was to obtain implications for the improvement of inquiry education in life sciences. For this purpose, the analysis of science process skills, learning objectives, and characteristics of the activity design included in the inquiry activities in the life science domain of the elementary science textbooks developed under the 2009 revised science curriculum was conducted. As a result of the research, it was found that the inquiry activities in the life domain mainly have a structure that collects data through observation, constructs explanations through reasoning about the collected data, and expresses it in writing or in words. The integrated inquiry skills were less frequently included than the basic inquiry skills. And The learning objectives of the inquiry activities were mainly focused on developing scientific knowledge rather than developing experimental skills or understanding the process of inquiry. The hands-on activities of the life domain`s inquiry activities showed a high dependency on observation and a high proportion of classification. On the other hand, it was found that the activities of making an object were rarely included. Minds-on activities included in the inquiry activities showed very large variations according to the contents of the unit. In the perspective of openness of inquiry activities, the majority of inquiry activities still showed a low openness level with cookbook style. The analysis of the logical structure of inquiry activities revealed that the data driven activities were overwhelmingly more than idea driven activities.

2015 개정 교육과정 과학과 일반선택과목 교과서에 구현된 탐구실행요소 및 기능 분석

곽영순 ( Youngsun Kwak ),신영준 ( Youngjoon Shin ) 한국생물교육학회 2021 생물교육 Vol.49 No.3

This study aims to explore the reconstruction status of the 2015 revised curriculum implemented in the textbook by analyzing the inquiry practice elements and skills of science general elective textbooks. Textbooks from three publishers with a high selection rate among textbooks in Physics I, Chemistry I, Life Science I, and Earth Science I were analyzed using the textbook analysis framework suggested in the previous study. Main results include the total frequency of inquiry practice elements was Physics I 67∼89, Chemistry I 35∼72, Life Science I 35∼70, Earth Science I 34∼49, and the subject with the most inquiry-related activities in the textbook was Physics I, and the subject with the least amount of inquiry-related activities was Earth Science I. There was a large difference in the frequency of inquiry practice elements and skills presented by subjects, textbooks, and core concepts. The ratio of skills presented in the inquiry practice element showed a similar trend irrespective of subjects and textbooks. ‘Data collection, analysis and interpretation’ and ‘conclusion and evaluation’, which are traditional scientific inquiry activities, showed the highest ratio. On the other hand, recently emphasized inquiry activities such as ‘mathematical thinking and computer use’, ‘development and use of models’, ‘evidence-based discussion and argumentation’, and ‘problem recognition’ all showed a low rate of less than 10%. In the analysis of sub-elements of skill, sub-elements related to traditional inquiry activities were predominant. ‘Creative design’ and ‘scientific participation and lifelong learning ability’ showed significant differences by subject. Based on the research results, ways to reconstruct inquiry practice and skills were suggested for the 2022 revised science curriculum.