본문 바로가기
KERD
논문KCI 등재

Discussions for linking the Nature of Science (NOS) with Scientific Inquiry

박종원
한국과학교육학회 (The Korean Association for Science Education)|2008.11|한국과학교육학회지 (Journal of the Korean Association for Science Education)|제28권 제7호|pp. 749-758

1

조회

0

다운로드

6

인용

0

참고문헌

키워드

scientific inquirythe nature of scienceteaching approachesauthentic way for conducting scientific inquiry.
주제분류교육학

초록

Even though the importance of the nature of science (NOS) and scientific inquiry in science learning have been emphasized by many science educators and science curriculums, the link between the NOS and scientific inquiry has not been discussed sufficiently. In this article, I discussed that various aspects of NOS are already embedded in defining and characterizing the authentic scientific inquiry and that we need to have special concern about how the NOS should be treated and interpreted when introducing it into scientific inquiry. And I summarized two approaches to teach the NOS and scientific inquiry; teaching the NOS through scientific inquiry and teaching scientific inquiry through the NOS. Finally, some next studies based on this article are introduced.

Abstract

Even though the importance of the nature of science (NOS) and scientific inquiry in science learning have been emphasized by many science educators and science curriculums, the link between the NOS and scientific inquiry has not been discussed sufficiently. In this article, I discussed that various aspects of NOS are already embedded in defining and characterizing the authentic scientific inquiry and that we need to have special concern about how the NOS should be treated and interpreted when introducing it into scientific inquiry. And I summarized two approaches to teach the NOS and scientific inquiry; teaching the NOS through scientific inquiry and teaching scientific inquiry through the NOS. Finally, some next studies based on this article are introduced.

참고문헌 (49)

  1. Alters, B.J., "Whose nature of science", Journal of Research in Science Teaching, 34, pp.39~55 (1997)
  2. American Association for the Advancement, "Project 2061: Science for All Americans" (1994), Oxford University Press
  3. Abd-El-Khalick, F., "Improving science teachers' conceptions of nature of science: a critical review of the literature", International Journal of Science Education, 22, pp.665~701 (2000)
  4. Akerson, V.L., "One course is not enough: Preservice elementary teachers’retention of improved views of nature of science", Journal of Research in Science Teaching, 43(2), pp.194~213 (2006)
  5. Bell, P., "Scientific arguments as learning artifacts: designing for learning from the web with KIE", International Journal of Science Education, 22(8), pp.797~817 (2000)
  6. Bell., R., "Understandings of the nature of science and decision making on science and technology based issues", Science Education, 87, pp.352~377 (2003)
  7. Bell, R.L., "Just do it? Impact of science apprenticeship program on high school students' understanding of the nature of science and scientific inquiry", Journal of Research in Science Teaching, 40(5), pp.487~509 (2003)
  8. Bianchini, J., "Teaching the nature of science through inquiry to prospective elementary teachers: A tale of two researchers", Journal of Research in Science Teaching, 37(2), pp.177~209 (2000)
  9. Bybee, R.W., "Teaching science as inquiry", pp.20~46 (2000), American Association for the Advancement of Science
  10. Cartier, J.L., "Teaching the nature of inquiry: Further developments in high school genetics curriculum", Science and Education, 9, pp.247~267 (2000)
  11. Chalmers, A.F., "What is this thing called science" (1986), Open University Press
  12. Collins, H., "The golem: What you should know about science" (1998), Cambridge University Press
  13. Duhem, P., "The Aim and Structure of Physical Theory", Atheneum
  14. Hand, B., "A writing in science framework designed to improve science literacy", International Journal of Science Education, 10, pp.1021~1036 (1999)
  15. Hofstein, A., "The laboratory in science education: Foundations for the twenty-first century", Science Education, 88, pp.28~54 (2004)
  16. Khishfe, R., "Influence of explicit and reflective versus implicit inquiry-oriented instruction on sixth graders’views of nature of science", Journal of Research in Science Teaching, 39(7), pp.551~578 (2002)
  17. Kuhn, D., "The development of scientific thinking skills" (1988), Academic Press
  18. Krajcik, J., "Inquiry in projectbased science classrooms: Initial attempts by middle school students", The Journal of the Learning Sciences (1998)
  19. Lakatos, I., "Falsification and the methodology of scientific research programmes. In: The methodology of scientific research programmes: Philosophical papers Vol.1", pp.8~101 (1994), Cambridge University Press
  20. Lederman, N.G., "The state of science education: subject matter without context", Electronic Journal of Science Education, 3(2) (1998), http:
  21. Lederman, N.G., "Teachers' understanding of the nature of science and classroom practice: factors that facilitate or impede the relationship", Journal of Research in Science Teaching, 36, pp.916~929 (1999)
  22. Lederman, N.G., "Views of nature of science questionnaire: Toward valid and meaningful assessment of learners’conceptions of nature of science", Journal of Research in Science Teaching, 39, pp.497~521 (2002)
  23. Lee, H., "Making authentic science accessible to students", International Journal of Science Education, 25(8), pp.923~948 (2003)
  24. Matthews, M.R., "Science Teaching: The Role of History and Philosophy of Science" (1994), Routledge
  25. Matthews, M.R., "In defense of modest goals when teaching about the nature of science", Journal of Research in Science Teaching, 35, pp.167~174 (1998)
  26. McComas, W.F., "The nature of science in international science education standards documents", pp.41~52 (1998), Kluwer Academic Publishers
  27. "Inquiry and the national science education standards. from http:", html, pp.inquiry_addendum, ch2.html
  28. "NSTA position statement: The nature of science. Document retrieved: 3", 18, pp.www.nsta.org, 159&psid=22.
  29. Osborne, J., "What ‘²‘deas-about-Science’w’² should be taught in school science? A Delphi study of the expert community", Journal of Research in Science Teaching, 40, pp.692~720 (2003)
  30. Park, Jongwon, "Analysis of the students' processes of confirmation and falsification of the hypotheses in electrostatics", International Journal of Science Education, 23(12), pp.1219~1236 (2001)
  31. Park, Jongwon, "An analysis of the experimental designs suggested by students for testing scientific hypotheses", Journal of the Korean Association for Research in Science Education, 23(3), pp.200~213 (2003)
  32. Park, Jongwon, "Classification of students' observational statements in science", pp.139~154 (2004), Nova Science Publishers
  33. Park, Jongwon, "Modelling Analysis of Students’Processes of Generating Scientific Explanatory Hypotheses", International Journal of Science Education, 28(5), pp.469~489 (2006)
  34. Park, Jongwon, "Analysis of the Actual Processes of Physicists’² Research - Proposing Authentic Process of Scientific Inquiry -. Research in Science Education", ~
  35. Park, Jongwon, "Students' responses to experimental evidence based on perceptions of causality and availability of evidence", Journal of research in science teaching, 34(1), pp.57~67 (1997)
  36. Park, Jongwon, "A Study of New Models for Scientific Inquiry Activity through Understanding the Nature of Science (NOS): -A Proposal for a Synthetic View of the NOS", Journal of the Korean Association for Research in Science Education, 27(2), pp.153~167 (2007)
  37. Pickering, A., "The mangle of practice: Time, agency, and science" (1995), University of Chicago Press
  38. Richmond, G., "Moving from outside to inside: High school students’use of apprenticeship as vehicle for entering the culture and practice of science", Journal of Research in Science Teaching, 36(6), pp.677~697 (1999)
  39. Rudolph, J.L., "Inquiry, instrumentalism, and the public understanding of science", Science Education, 89, pp.803~821 (2005)
  40. Sandoval, W.A., "Understanding students’ practical epistemologies and their influence on learning through inquiry", Science Education, 89, pp.634~656 (2005)
  41. Sandoval, W.A., "Explanation-Driven inquiry: integrating conceptual and epistemic scaffolds for scientific inquiry", Science Education, 88, pp.345~372 (2004)
  42. Schauble, L., "Students’understanding of the objectives and procedures of experimentation in the science classroom", The Journal of the Learning Science, 4(2), pp.131~166 (1995)
  43. Schwartz, R.S., "Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and scientific inquiry", Science Education, 88, pp.610~645 (2004)
  44. Song, Jinwoong, "Idealization in Physics: Its types, roles and implications to physics learning", pp.359~366 (2001), Elsevier
  45. Toth, E.E., "“apping to know” The effects of representational guidance and reflective assessment on scientific inquiry", Science Education, 86, pp.264~286 (2002)
  46. Vhurumuku, E., "An investigation of Zimbabwe high school chemistry students’laboratory work-based images of the nature of science", Journal of Research in Science Teaching, 43(2), pp.127~149 (2006)
  47. White, B.Y., "Inquiry, modeling, and metacognition: making science accessible to all students", Cognition and Instruction, 16(1), pp.3~118 (1998)
  48. Windschitl, M., "Folk theories of “nquiry:”w How preservice teachers reproduce the discourse and practices of an atheoretical scientific method", Journal of Research in Science Teaching, 41, pp.481~512 (2004)
  49. Zion, M., "Dynamic, open inquiry in biology learning", Science Education, 88, pp.728~753 (2004)

관련 논문AI추천

Teaching Models for Scientific Inquiry Activity through the Nature of Science (NOS)박종원한국과학교육학회 · 한국과학교육학회지2008 · 제28권 제7호A Proposal of Inclusive Framework of the Nature of Science (NOS) Based on the 4 Themes of Scientific Literacy for K-12 School Science이영희한국과학교육학회 · 한국과학교육학회지2013 · 제33권 제3호과학의 본성의 측면에서 10학년 과학의 탐구 단원 분석조정일한국과학교육학회 · 한국과학교육학회지2008 · 제28권 제6호개방적 참탐구 활동에서 학생들의 과학의 본성에 대한 이해에 영향을 미치는 요인 탐색김미경, 김희백한국과학교육학회 · 한국과학교육학회지2008 · 제28권 제6호Korean Pre-service Teachers’ Understanding about the Nature of Science (NOS)남정희, Eulsun Seung, Lynn A. Bryan한국과학교육학회 · 한국과학교육학회지2009 · 제29권 제3호예비 과학교사를 대상으로 과학탐구실험 맥락을 활용한PCK 기반 과학의 본성 프로그램 적용 효과 탐색김선영한국생물교육학회 · 생물교육2020 · 제48권 제1호

이 간행물의 다른 논문 (6건)

An Analysis of Structural Features, Contents, and Cognitive Levels of Questions of Korea and Secondary Textbooks in the Evolution Unit강남화, 박성일pp. 697-712Assessment of Korean Preservice Elementary Teachers’ Science Teaching-anxiety and Science Teaching-efficacy김성원, 최성연pp. 713-723Exploring Korean Children's Imaginary Science Drawings: A Case of Science-art Integration김성원, 문공주pp. 724-729Use of Alternative Assessments to Rectify Common Students’ Misconceptions: A Case Study of “mini-project” in GCE ‘A’ Level Physics in a Singapore SchoolYau Che Ming, Lim Ai Phingpp. 730-748Teaching Models for Scientific Inquiry Activity through the Nature of Science (NOS)박종원pp. 759-767
원문 보기