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개방적 참탐구 활동에서 학생들의 과학의 본성에 대한 이해에 영향을 미치는 요인 탐색

Exploring the Factors Influencing the Understanding of the Nature of Science through Authentic Open Inquiries

김희백|김미경
한국과학교육학회 (The Korean Association for Science Education)|2008.10|한국과학교육학회지 (Journal of the Korean Association for Science Education)|제28권 제6호|pp. 565-578

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키워드

case studynature of sciencescience high schoolauthentic open inquiry
주제분류교육학

초록

The purpose of this study is to search for the factors that influence students' understanding of the nature of science through the experience of the cognitive processes of authentic open inquiries. The freshmen of a science high school practiced authentic open inquiries reflecting epistemological characteristics of authentic science. The case study was conducted with four focus students who were successful or unsuccessful at learning the nature of science during the authentic open inquiry activity. Questions that the focus students asked during the inquiries as well as students' answers to pre- and post-VNOS (C type) were analysed, and then elaborated in the semi-structured interview. The findings suggest that open inquiry activities provide the inquiry contexts that help science high school students to understand the nature of science, and that the characteristics of students' cognition influence the understanding of the nature of science. For instance, designing experiments with their own research questions had an influence on the students' understanding about the scientific methods and the diversity of research types, and drawing conclusions from their own data made students experience scientific reasoning. In addition, the experience of collecting anomalous data helped students to understand the role of inferences in generating scientific knowledge and the creative nature of scientific knowledge. In this inquiry context, the reflective thinking that came from proactive discussion among students, made students think about the validity of the designing experiments and interpreting data, and helped them to understand the uncertain nature of reasoning and the diverse nature of scientific methods. Moreover, divergent thinking linked to analogical thinking helped students to understand the creative nature of science.

Abstract

The purpose of this study is to search for the factors that influence students' understanding of the nature of science through the experience of the cognitive processes of authentic open inquiries. The freshmen of a science high school practiced authentic open inquiries reflecting epistemological characteristics of authentic science. The case study was conducted with four focus students who were successful or unsuccessful at learning the nature of science during the authentic open inquiry activity. Questions that the focus students asked during the inquiries as well as students' answers to pre- and post-VNOS (C type) were analysed, and then elaborated in the semi-structured interview. The findings suggest that open inquiry activities provide the inquiry contexts that help science high school students to understand the nature of science, and that the characteristics of students' cognition influence the understanding of the nature of science. For instance, designing experiments with their own research questions had an influence on the students' understanding about the scientific methods and the diversity of research types, and drawing conclusions from their own data made students experience scientific reasoning. In addition, the experience of collecting anomalous data helped students to understand the role of inferences in generating scientific knowledge and the creative nature of scientific knowledge. In this inquiry context, the reflective thinking that came from proactive discussion among students, made students think about the validity of the designing experiments and interpreting data, and helped them to understand the uncertain nature of reasoning and the diverse nature of scientific methods. Moreover, divergent thinking linked to analogical thinking helped students to understand the creative nature of science.

참고문헌 (32)

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학생들이 제시한 질문의 유형 분석을 통한 개방적 참탐구 활동의 인지적 추론 측면의 효과김미경, 김희백한국과학교육학회 · 한국과학교육학회지2007 · 제27권 제9호Discussions for linking the Nature of Science (NOS) with Scientific Inquiry박종원한국과학교육학회 · 한국과학교육학회지2008 · 제28권 제7호자유탐구 활동에서 나타난 과학고등학교 학생들의 인식적 목표, 인식적 이해와 추론의 복잡성 탐색김희백, 윤현정한국과학교육학회 · 한국과학교육학회지2018 · 제38권 제4호중학교 과학영재들의 과학의 본성에 대한 인식 분석박은이, 홍훈기한국영재학회 · 영재교육연구2011 · 제21권 제2호Teaching Models for Scientific Inquiry Activity through the Nature of Science (NOS)박종원한국과학교육학회 · 한국과학교육학회지2008 · 제28권 제7호개방형 탐구를 경험한 예비과학교사의 과학 지식의 본성에 대한 이해와 과학 탐구에 대한 태도 변화우애자, 조제희대한화학회 · 대한화학회지2017 · 제61권 제5호

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