예비 생물 교사들의 생태학 참탐구 수행 및 논문 작성에 관한 사례연구
A Case Study on Pre-service Biology Teachers' Authentic Inquiry Performance and Research Paper Writing in Ecology
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Authentic inquiry means the inquiry conducted in a genuine context, such as ‘scientist’s researches’. However, few studies have been conducted to reconsider the intrinsic value and meaning of ‘inquiry’ as ‘ecology’ in ecological education. We conducted a case study with students taking “Biological Science Lab & Instruction Methods I” of a Department of Biology Education in Seoul. This course is based on authentic inquiry conducted by real ‘ecologists’. Accordingly, a semi-structured questionnaire and individual interviews were conducted with the subjects of ‘difficulty’, ‘solving the difficulty’, and ‘change of perception’ experienced during the inquiry with 13 voluntary participants. Students experienced difficulties such as ‘topic selection’, ‘biological identification’, ‘self-doubt about methods’, and ‘data analysis and processing’, etc. They dynamically overcame these difficulties. Through the experiences, they have expanded their awareness of inquiry, such as ‘improvement of inquiry ability and confidence’, ‘expanding awareness of the scope of inquiry’, and ‘internalization of scientific attitude’. In addition, they expanded their awareness of the ecosystem as ‘increased interest in the natural environment’, ‘realizing of biodiversity and interaction’, and ‘awareness of the seriousness of environmental pollution’. In addition, after conducting authentic inquiry, one pre-service teacher, who had previously had a high interest in ecology, recognized that ‘the interactions of numerous main characters are intertwined in the ecosystem’, and the other pre-service teacher, who had little interest, also recognized that ‘the process and results of inquiry are an open, not a closed one’.
Abstract
Authentic inquiry means the inquiry conducted in a genuine context, such as ‘scientist’s researches’. However, few studies have been conducted to reconsider the intrinsic value and meaning of ‘inquiry’ as ‘ecology’ in ecological education. We conducted a case study with students taking “Biological Science Lab & Instruction Methods I” of a Department of Biology Education in Seoul. This course is based on authentic inquiry conducted by real ‘ecologists’. Accordingly, a semi-structured questionnaire and individual interviews were conducted with the subjects of ‘difficulty’, ‘solving the difficulty’, and ‘change of perception’ experienced during the inquiry with 13 voluntary participants. Students experienced difficulties such as ‘topic selection’, ‘biological identification’, ‘self-doubt about methods’, and ‘data analysis and processing’, etc. They dynamically overcame these difficulties. Through the experiences, they have expanded their awareness of inquiry, such as ‘improvement of inquiry ability and confidence’, ‘expanding awareness of the scope of inquiry’, and ‘internalization of scientific attitude’. In addition, they expanded their awareness of the ecosystem as ‘increased interest in the natural environment’, ‘realizing of biodiversity and interaction’, and ‘awareness of the seriousness of environmental pollution’. In addition, after conducting authentic inquiry, one pre-service teacher, who had previously had a high interest in ecology, recognized that ‘the interactions of numerous main characters are intertwined in the ecosystem’, and the other pre-service teacher, who had little interest, also recognized that ‘the process and results of inquiry are an open, not a closed one’.
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