초등학생의 증거에 기반한 과학적 설명의 수정 과정 고찰
Elementary Students' Modification of Their Scientific Explanations based on the Evidences in Water Rising in Burning Candle Inquiry
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The purpose of this study was to explore the characteristics of elementary science gifted students’ modification of scientific explanations based on evidences. For this study, sixteen 6th elementary students were participated. The subjects of this study were enrolled in the program for the science gifted. Students were asked to generate initial hypotheses before experiment, and to modify and revise their scientific explanations based on the experiments about water rising in burning candle(s). All the processes of small group discussion during the inquiry were audio-recorded. Students’ modification of their scientific explanations were appeared in three types: 1) appropriate connections among evidences, reasoning, and claims, 2) disconnections among evidences, reasoning, and claims and/or use of inappropriate reasoning, 3) scientific explanations without their own understanding. Other problems that students encountered in the processes of modification of their explanations were also discussed
Abstract
The purpose of this study was to explore the characteristics of elementary science gifted students’ modification of scientific explanations based on evidences. For this study, sixteen 6th elementary students were participated. The subjects of this study were enrolled in the program for the science gifted. Students were asked to generate initial hypotheses before experiment, and to modify and revise their scientific explanations based on the experiments about water rising in burning candle(s). All the processes of small group discussion during the inquiry were audio-recorded. Students’ modification of their scientific explanations were appeared in three types: 1) appropriate connections among evidences, reasoning, and claims, 2) disconnections among evidences, reasoning, and claims and/or use of inappropriate reasoning, 3) scientific explanations without their own understanding. Other problems that students encountered in the processes of modification of their explanations were also discussed
참고문헌 (15)
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