지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
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In National Curriculum of Science revised in 2007, the Free Inquiry was newly introduced to increase students' interest in science and to foster creativity by having students make their own question and find answer by themselves. The purpose of the study was to analyze characteristics, in cognitive domain, appeared in the processes of performing the Free Inquiry activities applying a brain-based evolutionary science teaching and learning principles. For this study, 106 fifth grade students participated, and they performed individually Free Inquiry activities. In order to characterize of the diversifying, estimating-evaluating-executing, and extending-applying activities in cognitive domain (C-DEF), the Free Inquiry diary constructed by the students, observations by a researcher, and interviews with the students were analyzed both quantitatively and qualitatively. The major results of this study were as follows: First, at C-D step, many students (71.5%) had difficulty in searching the meanings of their results and the contents of interpretations were at the level of simple description of their results. A few students (15.2%) derived interpretations based on causal relationships between specific variable and result. Also, the tendency that the numbers of interpretation about meaning of their results were increased as the scores of science attitude and achievement was appeared. Second, at C-E step, the students showed tendency of considering facts exactly explaining inquiry topic and being appliable to daily life rather than objectivity or accuracy of scientific knowledge. Third, at C-F step, there were three types of extension and application: simple repetition (8.2%), extension (64.0%), and upward application (17.6%) types. Based on these findings, implications for supporting appropriate interpretation, evaluation, and application of inquiry results are discussed.
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참고문헌 (30)
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
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
Hidi, S. / 2004 / Motivation, emotion and cognition: Integrative perspectives on intellectual functioning and development / Erlbaum : 89 ~ 115
Hodson, D. / 1998 / Practical work in school science: Which way now? / Routledge : 93 ~ 108
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
Hidi, S. / 2004 / Motivation, emotion and cognition: Integrative perspectives on intellectual functioning and development / Erlbaum : 89 ~ 115
Hodson, D. / 1998 / Practical work in school science: Which way now? / Routledge : 93 ~ 108
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