2009 개정 과학과 교육과정에 따른 중학교 과학1과 고등학교 생명과학Ⅰ교과서의 과학 탐구과정 안내 내용 분석 - 탐구 문제와 가설을 중심으로 -
Content Analysis of Scientific Inquiry Process in Textbooks of Middle School Science 1 and High School Life Science Ⅰ – Focused on Inquiry Question and Hypothesis –
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This study analyzed how the textbooks of Middle School Science 1 and High School Life Science Ⅰ explain the contents of scientific inquiry question and hypothesis. It was to find the reasons why teachers and students can’t understand scientific inquiry process rightly and they often confuse hypothesis with prediction. Nine 2009 revised Middle School Science 1 textbooks and five 2009 revised High School Life ScienceⅠ textbooks were analyzed in this study. These textbooks contain a unit that guides the scientific inquiry process. The results showed that all of the textbooks explain setting inquiry question as describing simple curiosity intactly. Thus, the statement form of inquiry question is not generalized. As a result, in the next formulating hypothesis stage, all textbooks formulate a ungeneralized hypothesis as the answers to the specific questions. And this kind of hypothesis makes students think hypothesis is same as prediction for designing an experiment. Testing hypothesis should be repeated for various predictions. However, the ungeneralized hypothesis is tested by only one experiment. Consequently, ungeneralized inquiry question and hypothesis can make a misconception that hypothesis testing is done by only one experiment.
Abstract
This study analyzed how the textbooks of Middle School Science 1 and High School Life Science Ⅰ explain the contents of scientific inquiry question and hypothesis. It was to find the reasons why teachers and students can’t understand scientific inquiry process rightly and they often confuse hypothesis with prediction. Nine 2009 revised Middle School Science 1 textbooks and five 2009 revised High School Life ScienceⅠ textbooks were analyzed in this study. These textbooks contain a unit that guides the scientific inquiry process. The results showed that all of the textbooks explain setting inquiry question as describing simple curiosity intactly. Thus, the statement form of inquiry question is not generalized. As a result, in the next formulating hypothesis stage, all textbooks formulate a ungeneralized hypothesis as the answers to the specific questions. And this kind of hypothesis makes students think hypothesis is same as prediction for designing an experiment. Testing hypothesis should be repeated for various predictions. However, the ungeneralized hypothesis is tested by only one experiment. Consequently, ungeneralized inquiry question and hypothesis can make a misconception that hypothesis testing is done by only one experiment.
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