디지털 과학 탐구에 대한 예비 과학 교사의 인식 탐색

Abstract

This study examined preservice science teachers’ perceptions of digital-based science inquiry. A survey was administered to 61 preservice science teachers from three universities, and follow-up interviews were conducted with 12 of them. The study explored preservice teachers’ awareness of the meaning and tools of digital-based science inquiry, the utilization of digital inquiry tools to develop the processes and skills suggested in the 2022 revised science curriculum, and the approaches to implement digital-based science inquiry at each phase of science classes. The results showed that preservice science teachers recognized the need to transition toward digital-based inquiry and to foster students’ digital literacy. They mentioned various hardware and software as tools for digital science inquiry. They responded that digital inquiry tools can enhance multiple aspects of inquiry activities. Examples included using simulations and AI to manipulate variables in experiments and collaborating with generative AI to conduct experiments or draw conclusions. As the ways to utilize digital tools, they proposed as follows; to present interesting materials in the introduction phase of lessons, to collect data, use programs, and etc. in the main phase, and to share the results, facilitate communication, and conduct formative assessments in the closing phase. In the future, it is necessary to devise ways to effectively utilize digital tools in science inquiry classes and guide preservice science teachers to acquire expertise in using digital devices and programs across the whole science process and skill.