과학 탐구의 본성에 대한 명시적-반성적 탐구 학습 프로그램의 영향

Abstract

In this study, we developed a explicit and reflective scientific inquiry learning program about nature of sci- entific inquiry, and compared its instructional influences with those of implicit scientific inquiry learning. We also compared students' perceptions of the program. Eighth graders at a middle school were assigned to the treatment and the control groups. The students of the treatment group participated in the program, while those of the control group participated in general sci- entific inquiry instruction. The analyses of the results revealed that the program was more effective in improving students' epistemological views on scientific inquiry than general scientific inquiry learning. However, there were no statistically sig- nificant differences in both test scores of science achievement and enjoyment of science lessons. The students of the treatment group perceived that group discussion on the nature of scientific inquiry was an advantage of the program. However, they still had difficulties in performing group discussion, understanding the nature of scientific inquiry, and writing and presenting their thoughts. Educational implications of these findings are discussed.