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예비 생물교사의 과학 탐구의 본성에 대한 이해 - VASI 질문지를 바탕으로 -

Pre - service Biology Teachers‘ Understanding about Nature of the Scientific Inquiry - The Views about Scientific Inquiry (VASI) QuestIonnaire -

성희수|신정윤|천재순
한국생물교육학회 (The Korean Society of Biology Education)|2016.06|생물교육 (BIOLOGY EDUCATION)|제44권 제2호|pp. 191-209|DOI 10.15717/bioedu.2016.44.2.191

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scientific inquirypre-service biology teachernature of scientific inquiryView About Scientific Inquiry (VASI) questionnaire
주제분류교육학

초록

The purpose of this study was to examine pre-service teachers’ understanding about scientific inquiry using the View About Scientific Inquiry (VASI) Questionnaire. 63 pre-service biology teachers attending the department of biology education, K university in central region of South Korea participated in the survey. Results show that a small number of pre-service teachers have naive view regarding eight scientific inquiry(≤25.4%). In other words, the pre-service teachers held more informed and mixed view than previous international research. However, many pre-service biology teachers possessed ‘mixed view’ combining ‘informed view’ with ‘naive view’ in five areas of eight aspect; (1) multiple methods of investigation; (2) start of investigation; (3) different process, different results; (4) data and evidence; and (5) scientific explanation. Specially, they also did not understand the following contents; “the meaning of experiments”, “the function of questions”, “the influence inquiry procedures on results”, “the distinction between data and evidence”, and “explanation based on existing scientific knowledge and collected data”. The current study suggests that consistent and explicit learning about nature of scientific inquiry is required in biology teacher training program. In short, the improvement of biological teacher training curriculum is needed to develop integrated understanding about the nature of scientific inquiry.

Abstract

The purpose of this study was to examine pre-service teachers’ understanding about scientific inquiry using the View About Scientific Inquiry (VASI) Questionnaire. 63 pre-service biology teachers attending the department of biology education, K university in central region of South Korea participated in the survey. Results show that a small number of pre-service teachers have naive view regarding eight scientific inquiry(≤25.4%). In other words, the pre-service teachers held more informed and mixed view than previous international research. However, many pre-service biology teachers possessed ‘mixed view’ combining ‘informed view’ with ‘naive view’ in five areas of eight aspect; (1) multiple methods of investigation; (2) start of investigation; (3) different process, different results; (4) data and evidence; and (5) scientific explanation. Specially, they also did not understand the following contents; “the meaning of experiments”, “the function of questions”, “the influence inquiry procedures on results”, “the distinction between data and evidence”, and “explanation based on existing scientific knowledge and collected data”. The current study suggests that consistent and explicit learning about nature of scientific inquiry is required in biology teacher training program. In short, the improvement of biological teacher training curriculum is needed to develop integrated understanding about the nature of scientific inquiry.

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