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중학교 과학 교과서의 탐구활동에 의한 학생들의 개념 구성 지원 가능성 탐색

Exploring the Possibilities of Students’ Conception Construction through Inquiry Activities in Middle School Science Textbooks

이영미|김희백|하희수|정은진|조한빛
한국생물교육학회 (The Korean Society of Biology Education)|2017.09|생물교육 (BIOLOGY EDUCATION)|제45권 제3호|pp. 371-389|DOI 10.15717/bioedu.2017.45.3.371

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키워드

reasoninginquiry activitymiddle school science textbookscientific conceptionaspects of conception
주제분류교육학

초록

The purpose of this research was to explore how scientific inquiry activities in middle-school textbooks support students’ construction of scientific conceptions. We analyzed what forms of reasoning students do while exploring the questions in each activity. On the basis of this analysis, we then inferred the aspects of conceptions that students can construct through each inquiry activity. Subsequently, we examined whether the inquiry activities provide sufficient support for students to understand the conception targeted in each textbook subunit that contains the inquiry activities. As indicated in the results, activities with questions that elicit different forms of reasoning supported the construction of different aspects of conceptions. Inquiries that foster phenomenon-based reasoning supported constructing ‘structure’ aspect of conceptions; inquiries that prompt phenomenon or relation-based reasoning supported constructing ‘function’ aspect of conceptions; and inquiries designed to foster model- based or multiple forms of reasoning supported constructing ‘behavior’ or ‘mechanism’ aspect of conceptions. The textbook subunits usually feature inquiry activities that support the understanding of targeted aspects of conceptions. However, when the aspects of targeted conceptions are related to ‘mechanism’, the subunits typically present inquiry activities that support the construction of ‘behavior’ aspect of concepts. The findings demonstrate that additional support other than inquiry activities is needed for students to understand targeted ‘mechanism’ aspect of conceptions through case analysis. Our results shed light on the support offered by inquiry activities in the construction of scientific conceptions and suggest the necessity of cognitive support in successful science learning.

Abstract

The purpose of this research was to explore how scientific inquiry activities in middle-school textbooks support students’ construction of scientific conceptions. We analyzed what forms of reasoning students do while exploring the questions in each activity. On the basis of this analysis, we then inferred the aspects of conceptions that students can construct through each inquiry activity. Subsequently, we examined whether the inquiry activities provide sufficient support for students to understand the conception targeted in each textbook subunit that contains the inquiry activities. As indicated in the results, activities with questions that elicit different forms of reasoning supported the construction of different aspects of conceptions. Inquiries that foster phenomenon-based reasoning supported constructing ‘structure’ aspect of conceptions; inquiries that prompt phenomenon or relation-based reasoning supported constructing ‘function’ aspect of conceptions; and inquiries designed to foster model- based or multiple forms of reasoning supported constructing ‘behavior’ or ‘mechanism’ aspect of conceptions. The textbook subunits usually feature inquiry activities that support the understanding of targeted aspects of conceptions. However, when the aspects of targeted conceptions are related to ‘mechanism’, the subunits typically present inquiry activities that support the construction of ‘behavior’ aspect of concepts. The findings demonstrate that additional support other than inquiry activities is needed for students to understand targeted ‘mechanism’ aspect of conceptions through case analysis. Our results shed light on the support offered by inquiry activities in the construction of scientific conceptions and suggest the necessity of cognitive support in successful science learning.

참고문헌 (47)

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