현행 과학고등학교 생물 교과 실험 분석 - 참과학 탐구의 추론 특성을 중심으로 -
An Analysis of the Biology Inquiry Tasks in Science High-school - Focusing on the Features of Scientific Reasoning in Authentic Scientific Inquiry -
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Abstract
The purposes of this study are to explore to what extent biology inquiry tasks in science high school incorporate with the features of authentic scientific reasoning, what tendency there are between the characteristics of laboratory tasks and the extent to which they incorporate with the features of authentic inquiry, and which implications can be given for developing authentic inquiry tasks. The data was collected through interviews with 4 biology teachers in science high school in Seoul and Kyungki Do, and reports written by their students. We found that the biology inquiry tasks were incorporated with the features of authentic inquiry to a low extent and that most of inquire tasks are about ‘microscopy', ‘metabolism', and ‘genetics'. In addition, when biology inquiry tasks were analyzed into textbook inquiry tasks and teacher-designed tasks, the result showed that the latter represents more authentic scientific reasoning features than the former. The findings suggest that the openness for students to generate inquiry question is very important and the theme and materials of inquiry tasks related to everyday life are important factors, too.Key words; scientific reasoning, authentic scientific inquiry, features of inquiry tasks, biology inquiry tasks, science high school.
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