초등학생과 중학생들이 관찰, 의문 생성, 실험 설계 단계에서 사용하는 개념의 일관성
Consistency of Concepts Used by Elementary and Middle School Students in the Observation, Question Generation, and Experimental Design Stages
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The purpose to this study are to analyze the consistency of scientific concept and scientific concept used in the observation, question generation and experimental design stages for 12 elementary and middle school students. To do this, a think-aloud method and a semantic network analysis were used. The conclusions obtained from the analysis are as follows. First, concepts that are of interest continue to be used in the scientific inquiry stage. Second, the consistency of scientific concepts used by students ininquiry activities varied according to grade and gender. Third, if we look at the scientific concepts of students during inquiry activities, from stage of observation, we should guide them to conduct observations through other senses as well as sight. Based on these findings, it is necessary to provide students with quantitative observation in various situations at the observation stage. Students with higher levels of inquiry need to learn about the observation stage. Students with intermediate levels of inquiry are more required to learn about the scientific question generation and experimental design. In addition, male student need to learn how to structure their existing scientific concepts into their cognition, and female students are required to learn about the science inquiry stage. It is needed to be done on the consistency of the scientific concept that students use at other stages.
Abstract
The purpose to this study are to analyze the consistency of scientific concept and scientific concept used in the observation, question generation and experimental design stages for 12 elementary and middle school students. To do this, a think-aloud method and a semantic network analysis were used. The conclusions obtained from the analysis are as follows. First, concepts that are of interest continue to be used in the scientific inquiry stage. Second, the consistency of scientific concepts used by students ininquiry activities varied according to grade and gender. Third, if we look at the scientific concepts of students during inquiry activities, from stage of observation, we should guide them to conduct observations through other senses as well as sight. Based on these findings, it is necessary to provide students with quantitative observation in various situations at the observation stage. Students with higher levels of inquiry need to learn about the observation stage. Students with intermediate levels of inquiry are more required to learn about the scientific question generation and experimental design. In addition, male student need to learn how to structure their existing scientific concepts into their cognition, and female students are required to learn about the science inquiry stage. It is needed to be done on the consistency of the scientific concept that students use at other stages.
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