과학 글쓰기 활동에서 나타난 예비 생물교사들의 과학 탐구 능력 및 논리적 사고력 분석
A Study of Preliminary Biology Teachers’Scientific Inquiry Skills and LogicalThinking Ability through the Activity of Science Writing
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The goal of this study was to identify how properly preliminary biology teachers use their scientific inquiry skills and logical thinking ability while performing science writing based on real life circumstances. The subject of the this study was 18 students who attended biology essay writing and the data was collected by analyzing individual activity sheets and video and audio recordings of their argumentation during three lessons. The findings are as follows. (a) In forming their argument, the preliminary biology teachers had great difficulties in finding out the independent and dependent variables in real life circumstances. (b) They usually use the inductive and deductive method, but the use of abduction method was limited. (c) they experienced difficulties reaching the most valid argument through discussion. This result showed that preliminary biology teachers have insufficient ability of scientific inquiry skills and logical thinking in real life circumstances. One of the competence preliminary biology teachers should have is to carry out scientific inquiry and present the valid argument based on the results. This competence is a key to guiding their students to implementing scientific inquiry and getting logical thinking in real life. The practice of scientific inquiry and the application of logical thinking is simultaneous, not respectively divided. Therefore it is necessary to provide a variety of The Science Writing Heuristic in scientific inquiry activities.
Abstract
The goal of this study was to identify how properly preliminary biology teachers use their scientific inquiry skills and logical thinking ability while performing science writing based on real life circumstances. The subject of the this study was 18 students who attended biology essay writing and the data was collected by analyzing individual activity sheets and video and audio recordings of their argumentation during three lessons. The findings are as follows. (a) In forming their argument, the preliminary biology teachers had great difficulties in finding out the independent and dependent variables in real life circumstances. (b) They usually use the inductive and deductive method, but the use of abduction method was limited. (c) they experienced difficulties reaching the most valid argument through discussion. This result showed that preliminary biology teachers have insufficient ability of scientific inquiry skills and logical thinking in real life circumstances. One of the competence preliminary biology teachers should have is to carry out scientific inquiry and present the valid argument based on the results. This competence is a key to guiding their students to implementing scientific inquiry and getting logical thinking in real life. The practice of scientific inquiry and the application of logical thinking is simultaneous, not respectively divided. Therefore it is necessary to provide a variety of The Science Writing Heuristic in scientific inquiry activities.
참고문헌 (28)
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