노랑초파리를 활용한 프로젝트 유전 실험에서 드러난 고등학생의 탐구 수행 및 프로젝트 인식
High School Students’ Inquiry Practices and Perceptions in the Genetic Experimentation Project using Drosophila melanogaster
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Experimentation is a primary method of learning scientific inquiry and has had a role in school science for a long time. As a part of larger research on the development and application of a project on genetic experimentation for secondary students, this study investigated high school students’ inquiry practices and their perceptions of the project. It is a qualitative case study over seven weeks collecting lab reports, observation journals, student reflective journals, and recordings of student presentation and analyzing these through the method of constant comparative analysis based on the grounded theory. Throughout the project, students showed enhanced participation in their inquiries with enriched observation, increased questioning, and scientific communications, even though they sometimes stuck too much to the theoretical expectations during data collection and interpretation. Students’ difficulties were primarily related to handling flies and responding to unexpected results. Most of all, students showed value attachment to the project-to the wonder of experimentation on living organisms and understanding the nature of scientific inquiry, the importance of cooperative interactions. These findings can provide teachers with insight into students’ actual inquiry practices. They also suggest the necessity of further study on teaching strategies for school science experiment in terms of enhanced inquiry design that can stimulate students’ reasoning and discussion.
Abstract
Experimentation is a primary method of learning scientific inquiry and has had a role in school science for a long time. As a part of larger research on the development and application of a project on genetic experimentation for secondary students, this study investigated high school students’ inquiry practices and their perceptions of the project. It is a qualitative case study over seven weeks collecting lab reports, observation journals, student reflective journals, and recordings of student presentation and analyzing these through the method of constant comparative analysis based on the grounded theory. Throughout the project, students showed enhanced participation in their inquiries with enriched observation, increased questioning, and scientific communications, even though they sometimes stuck too much to the theoretical expectations during data collection and interpretation. Students’ difficulties were primarily related to handling flies and responding to unexpected results. Most of all, students showed value attachment to the project-to the wonder of experimentation on living organisms and understanding the nature of scientific inquiry, the importance of cooperative interactions. These findings can provide teachers with insight into students’ actual inquiry practices. They also suggest the necessity of further study on teaching strategies for school science experiment in terms of enhanced inquiry design that can stimulate students’ reasoning and discussion.
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