지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
이용수
초록· 키워드
오류제보하기
In National Curriculum of Science revised in 2007, ‘Free Inquiry’ was newly introduced to increase student's interest in science and to foster creativity by having students make their own questions and find answers by themselves. The purpose of the study was to analyze characteristics deployed in the processes of elementary school students' free inquiry activities applying a brain-based evolutionary science teaching and learning principles. For this study, 106 the fifth grade students participated, and they performed individually free inquiry activities according to a brain-based evolutionary approach. In order to characterize the diversifying, estimating- evaluating-executing, and extending-applying activities in behavioral domain, the free inquiry diary constructed by the students, observations by the researcher, and interviews with the students were analyzed both quantitatively and qualitatively. The major results of this study were as follows: First, the students preferred basic inquiry process skills and the majority of the students selected observation as a major approach of their inquiry. The reason was found to be that they were accustomed to only typical basic inquiry skills which is frequently presented at textbooks and regular instruction and didn't have appropriate experience for using relevant integrative inquiry skills. Second, most of the methods diversified and selected by the students were confined to descriptive explanation rather than causal one. Third, both of the science attitude and academic achievement were associated with the number of diversified methods and the selection of appropriate method. Based on these findings, implications for supporting domain novices in inquiry learning environments are advanced.
목차
등록된 정보가 없습니다.
참고문헌 (29)
참고문헌 신청
Campbell, D. T. / 1960 / Blind variation and selective retention in creative thought as in other knowledge processes / Psychological Review 67 (6) : 380 ~ 400
Campbell, D. T. / 1974 / The philosophy of Karl Popper / Open Court : 413 ~ 463
Chinn, C. A / 2002 / Epistemologically authentic inquiry in schools : A theoretical framework for evaluating inquiry tasks / Science Education 86 (2) : 175 ~ 218
Germann, P. J. / 1996 / Analysis of nine high school biology laboratory manuals : Promoting science inquiry / Journal of Research in Science Teaching 33 (5) : 475 ~ 499
Hodson, D. / 1998 / Practical work in school science: Which way now? / Routledge : 93 ~ 108
Campbell, D. T. / 1974 / The philosophy of Karl Popper / Open Court : 413 ~ 463
Chinn, C. A / 2002 / Epistemologically authentic inquiry in schools : A theoretical framework for evaluating inquiry tasks / Science Education 86 (2) : 175 ~ 218
Germann, P. J. / 1996 / Analysis of nine high school biology laboratory manuals : Promoting science inquiry / Journal of Research in Science Teaching 33 (5) : 475 ~ 499
Hodson, D. / 1998 / Practical work in school science: Which way now? / Routledge : 93 ~ 108
이 논문의 저자 정보
최근 본 자료
댓글(0)
0