제 7차 교육과정에 따른 초등학교 5학년 과학교과서의 과학 탐구 과정과 학생들의 과학 탐구 능력 실태 분석

Abstract

This study analyzes both a scientific inquiry process required by the elementary 5th grade science textbook and students' current abilities on a scientific inquiry. The samples were 306 elementary school students(5th grade) in Seoul, and a questionnaire was used for this research. The results are as follows:1. There were total 151 elements of scientific inquiry in the 5th grade textbook. Elements of fundamental inquiry process were much more than those of integrated inquiry process. And the contents were consisted of observing, inferring, interpreting data, predicting, classifying, measuring, controlling variables, formulating hypotheses, generalizing and transforming data according to specific gravity. 2. The scores of fundamental inquiry were higher than those of integrated inquiry, and there was no significant difference between boys and girls. The students' abilities of scientific inquiry were good at predicting, measuring, classifying, observing, controlling variables, inferring, transforming data, generalizing, formulating hypotheses and interpreting data, in order. Among abilities of integrated inquiry, it is characteristic that controlling variable is very high. It is seemed that has been approving by observing, measuring and classifying experiments.3. Although there were few contents of measurement and expectation, students' abilities on them were better than expected. 4. Students' actual ability on interpreting data was the lowest despite its plenty in textbook, and more training is recommended accordingly.