식물의 증산작용 탐구 실험에서 동료검토활동의 효과

Abstract

This study was intended to develop the scientific inquiry program which could create an active communication skill, and to verify its effectiveness with peer review activity for the high school students. Based on the experimental level of Herron’s openness, the developed scientific inquiry program consisted of three different levels (Levels I, II, and III) regarding ‘Plant Transpiration’. It was developed whose level of openness sequentially increased. Test of communication ability and achievement test were used to determine the effect of the peer review activity. Study also evaluated various students’ reports and their first and the final reports were compared. Developed program consisted of 4 different stages which included the orientation stage and inquiry activities with each different level regarding plant transpiration, separated by openness level. In order to promote communication skills, the number of items to be finished by students was made to increase as the level went from I to III. The experimental group with the peer review activity showed an improvement both in the communication skills and concept achievement. Survey results showed that the scientific inquiry program with gradually higher level of openness gave students less burden. Through the inquiry process, students regarded the peer review activity as a scientific communication stage. The quality of students' reports was examined by an analysis tool. The communication process through presentation activity by a control group did not show a positive change in their quality. But the reports by an experimental group were written with a well-organized frame and more good quality contents. For the inquiry program such as Level III, which contains a broad range to be examined by students, the peer review activity helped students to improve their reports for sure.