과학탐구 지도를 위한 초등교사 지식 프레임워크의 제안

Abstract

Although scientific inquiry is an effective educational approach for learning and conducting science activities, teachers often encounter difficulties in its instruction. Previous studies have primarily focused on practical scientific inquiry instruction; presenting teacher knowledge in abstract and fragmented forms within general science education. Thus, this study proposes a conceptual framework integrating practical and pedagogical knowledge essential for teaching scientific inquiry. Achieving this requires practical knowledge for conducting scientific inquiry and pedagogical knowledge for its effective knowledge. To identify these components, we conducted a comprehensive literature review on teacher knowledge and competencies related to scientific inquiry and concluded that these elements are critical for teaching scientific inquiry. The resulting framework consists of two axes: six types of practical knowledge and four types of pedagogical knowledge. These were combined to form a two-dimensional framework offering specific instructional guidance. By integrating these dimensions, the framework offers concrete strategies to support teachers in designing and implementing effective inquiry-based instruction. It serves as a practical model to clarify instructional content, target learners, instructional purpose, and methods to support educators struggling with inquiry-based teaching. Future studies should evaluate the effectiveness of this model in classroom settings, and further refine it by incorporating diversity in contextual factors.