탐구적 과학 글쓰기(SWH)가 중학생들의 과학탐구능력, 논리적사고력, 메타인지에 미치는 영향
The Effect of Science Writing Heuristic (SWH) on Scientific Inquiry Skills, Logical Thinking, and Metacognition of Middle School Students
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Current study investigated the effect of the instructional use of Science Writing Heuristic (SWH) on improving scientific inquiry skills, logical thinking and metacognition of middle school students. This study drew conclusions as follows: Firstly, SWH had a positve effect on improving scientific inquiry skills. Through SWH, students could express and organize their thoughts, which was helpful on stimulating their scientific inquiry skills. However, its effect was limited only to the high-achieving student group (p<.01), and it was not effective on the low-achieving student group (p>.05). We hypothesized that increased amount of writing on each steps of SWH was counter-effective to low-achieving student group. Secondly, SWH was found to be effective on logical thinking to both the high-achieving students group and the low-achieving students group (p<.01). Through organizing their thought in writing and having an in-depth discussion with peers, students were able to improve their logical thinking. Lastly, SWH’s positive role on improving the metacognition of the high-achieving students group (p<.05), but it was not the case for, the low-achieving student group (p>.05). Considering the fact that SWH method asks students to reflect on their own activity and thought, we assumed that low-achieving students might have needed a list of questions that is appropriate to their level, but further investigation is needed.
Abstract
Current study investigated the effect of the instructional use of Science Writing Heuristic (SWH) on improving scientific inquiry skills, logical thinking and metacognition of middle school students. This study drew conclusions as follows: Firstly, SWH had a positve effect on improving scientific inquiry skills. Through SWH, students could express and organize their thoughts, which was helpful on stimulating their scientific inquiry skills. However, its effect was limited only to the high-achieving student group (p<.01), and it was not effective on the low-achieving student group (p>.05). We hypothesized that increased amount of writing on each steps of SWH was counter-effective to low-achieving student group. Secondly, SWH was found to be effective on logical thinking to both the high-achieving students group and the low-achieving students group (p<.01). Through organizing their thought in writing and having an in-depth discussion with peers, students were able to improve their logical thinking. Lastly, SWH’s positive role on improving the metacognition of the high-achieving students group (p<.05), but it was not the case for, the low-achieving student group (p>.05). Considering the fact that SWH method asks students to reflect on their own activity and thought, we assumed that low-achieving students might have needed a list of questions that is appropriate to their level, but further investigation is needed.
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