과학 탐구과정 안내 수업에서 나타난 중학교 과학 영재 학생의 탐구과정에 대한 인지구조 변화
Changes in the Gifted Middle School Students’ Cognitive Structures related tothe Scientific Inquiry Process as a Result of Explicit Instruction
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The purpose of this study was to collect fundamental data for developing an efficient scientific inquiry process teaching method. This study examined changes in the 15 gifted middle school students’ cognitive structures which related to the scientific inquiry process as a result of explicit instruction. For the analysis of the changes in the cognitive structures, students were required to organize their own concept maps about the inquiry process with given 33 basic concepts, before and after the explicit instruction on scientific inquiry process. After the explicit instruction, students’ change patterns in each proposition of 34 standard propositions were classified by three change types: A (○→ ○), B (×→○), and C (×→×). In the type A, students already knew some inquiry process before the instruction. Most propositions of the type A were simply representing the inquiry process stages. In the type B, students properly understood the unknown or misunderstood parts. Especially in controlling variables, most students could properly describe them in their concept maps and they insisted on their importance during the process. However, they felt that it was difficult to build a proper method for controlling variables. In the type C, students could not describe the relations between the variables and the hypothesis in their concept maps, even after the class, if they experienced difficulties during the instruction.
Abstract
The purpose of this study was to collect fundamental data for developing an efficient scientific inquiry process teaching method. This study examined changes in the 15 gifted middle school students’ cognitive structures which related to the scientific inquiry process as a result of explicit instruction. For the analysis of the changes in the cognitive structures, students were required to organize their own concept maps about the inquiry process with given 33 basic concepts, before and after the explicit instruction on scientific inquiry process. After the explicit instruction, students’ change patterns in each proposition of 34 standard propositions were classified by three change types: A (○→ ○), B (×→○), and C (×→×). In the type A, students already knew some inquiry process before the instruction. Most propositions of the type A were simply representing the inquiry process stages. In the type B, students properly understood the unknown or misunderstood parts. Especially in controlling variables, most students could properly describe them in their concept maps and they insisted on their importance during the process. However, they felt that it was difficult to build a proper method for controlling variables. In the type C, students could not describe the relations between the variables and the hypothesis in their concept maps, even after the class, if they experienced difficulties during the instruction.
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