Inquiry-based Class Research Articles

2022 개정 수학과 교육과정에 따른 공학 도구 활용 자료 개발 연구

This study aimed to develop teaching, learning, and assessment materials emphasizing the use of technological tools in the revised 2022 mathematics curriculum. To achieve the aim, this research reviewed previous studies to list technological tools applicable to the curriculum, analyzed achievement standards related to the use of technological tools, and developed 20 teaching, learning, and assessment materials based on these achievement standards. This process was conceptualized using the LED model, which consists of the List-up, Elaboration, and Development stages, allowing for systematic relations with technological tools, mathematics curriculum, and teaching, learning, and assessment. To ensure the quality of the developed materials, validity was secured through Delphi surveys, expert consultation, and field trials. The research findings are expected to provide assistance to teachers who aim to design and implement student-centered inquiry-based classes using technological tools, and to offer insights for developing relevant educational policies.

중학교 ‘기체의 성질’ 단원의 원격 과학 탐구 수업 개발 및 적용

The purpose of this study is to develop and apply remote inquiry-based science instructions of middle school science subjects that emphasize teacher-student, student-student interactions, and can be experimented at home. and then find out the effectiveness of the classes and students’ perceptions. To this end, seven remote inquiry-based classes were conducted for 18 first graders of middle school. Classes were conducted in real time using the ‘Online Class Video Class’ platform, and interaction tools such as Tinkerbell Board and Google Survey were used. In order to analyze the effectiveness of remote inquiry classes, science core competency tests, and science process skill tests were conducted, and students’ perceptions of remote inquiry classes were investigated. As a result of the survey analysis, the application of remote inquiry classes significantly improved students’ science core competencies, and science process skills. The biggest advantage was that individuals could perform all experiments directly through the use of individual experimental kits. In addition, it was found that communication between teacher-student and student-student was actively conducted during class, and they thought it was helpful in class. Based on the results, effective inquiry-based classes in non-face-to-face remote class situations were discussed.

FEASIBILITY TEST OF HEREDITY CIRCLE (CROSS) PRACTICUM GUIDE ON INHERITANCE MATERIALS FOR INQUIRY-BASED STUDENTS IN CLASS XII

This study aims to develop and analyze content feasibility, presentation feasibility, language feasibility in practicum guides in the application of heredity circles using the 4-D model. The method used is development (Development Research). The research was designed with ADDIE's design development model (Analysis, Design, Development, Implementation and Evaluation). The data used are qualitative and quantitative data. Quantitative data was obtained from questionnaires and tests while qualitative data came from criticism and suggestions for the guide product by validating the material and student responses. The evaluation aspect at the 1st validation stage obtained an average result of 53.38% and increased in the 2nd stage validation by 8.78% to 62.16% where the criteria that were in the good enough category changed to be good. Based on the research results obtained, it can be concluded that the feasibility test of the Lingkaran Hereditas (LINTAS) practicum guide on inheritance material for inquiry-based class XII students can be declared feasible, valid, and effective for use in schools both in terms of content, presentation, to language used.

Inquiry teaching in didactic classes for the chemistry pre-service teacher education

The present research aimed to analyze the effects of an inquiry-based class (investigative class) in a Chemistry Degree class during the discipline of General Didactics. Two investigative classes were developed, one in the experimental methodology and the other in the design thinking project methodology. And at the end of the two classes, the students answered two guiding questions: “What does this class allow you to compose the lesson plans and your own practices as future teachers?” and “What do this knowledge collaborate for your education?” The results demonstrate that the proposed activities contributed in a promising way to the process of understanding graduates on how to develop a teaching lesson plan, besides enabling the use of a teaching methodology by investigation for the development of their future teaching practices.

Análise do uso de objetos materiais mediacionais em uma aula investigativa de ciências de cunho sociocientífico nos anos iniciais do ensino fundamental

Esta pesquisa tem como objetivo analisar a mediação pedagógica de um professor, em uma aula investigativa de Ciências de cunho sociocientífico, com relação as suas ações com objetos materiais mediacionais. Para tanto, realizamos um estudo de caso a partir do desenvolvimento de uma sequência de ensino investigativa realizada no segundo semestre de 2016, em uma turma do quinto ano do Ensino Fundamental de uma escola da rede municipal de Vitória no Espírito Santo. A intervenção pedagógica abordou o tema “interação radiação ultravioleta-corpo humano” que possui caráter transversal e sociocientífico, estabelecendo, portanto, uma interlocução com os pressupostos do enfoque Ciência, Tecnologia e Sociedade. Para a produção de dados, utilizamos a videogravação de uma aula intitulada “A Luz Negra” que tinha como atividade central uma demonstração investigativa. A atividade buscava problematizar os diferentes produtos de proteção à exposição ao sol. A gravação foi transcrita e analisada qualitativamente por meio da interlocução com autores do campo da educação em Ciências que se ancoram na teoria da ação mediada de Wertsch para discutir a relação entre a utilização de ferramentas culturais e seus significados no contexto da ação docente. Os resultados sinalizam para a ausência de ressignificações dos objetos materiais mediacionais, a qual associamos ao caráter sociocientífico da atividade. Isso levou o professor a delimitar as possibilidades de ação com os objetos para que não houvesse ressignificação, pois intencionava problematizar e discutir tecnologias presentes no cotidiano dos alunos para estabelecer uma aproximação com a realidade social deles. Consideramos que os resultados desta pesquisa podem auxiliar no processo de reflexão sobre o uso de recursos materiais que potencializam o trabalho docente em aulas envolvendo temas sociocientíficos.

UMA ANÁLISE DAS INTERAÇÕES DISCURSIVAS EM UMA AULA INVESTIGATIVA DE CIÊNCIAS NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL SOBRE MEDIDAS PROTETIVAS CONTRA A EXPOSIÇÃO AO SOL

Esta pesquisa tem como objetivo analisar, por meio das interações discursivas em uma sala de aula de ciências do quinto ano do ensino fundamental, o processo de construção conjunta de conhecimentos relativos à interação entre a radiação ultravioleta-corpo humano e os diferentes produtos de proteção. Além disso, busca refletir sobre elementos da prática científica, especificamente atitudes e procedimentos, que podem ser potencializadas em aulas fundamentadas no ensino por investigação. O tema interação radiação-corpo humano possui caráter transversal e sociocientífico, estando em concordância com os pressupostos da abordagem Ciência, Tecnologia e Sociedade. A pesquisa de cunho qualitativo se desenvolveu a partir de uma intervenção realizada em uma escola da rede municipal de Vitória no Espírito Santo. Para a produção de dados, foi utilizado a videogravação de uma aula intitulada “A Luz Negra” que tinha como atividade central uma demonstração investigativa. A análise das interações discursivas nessa aula foi estabelecida por meio da interlocução com autores do campo da educação em ciências ancorados na matriz sociocultural. Os resultados sugerem que a mediação estabelecida na aula “A Luz Negra” promoveu um ambiente propício para trocas verbais que potencializaram atitudes dos estudantes em relação às ciências, como postura crítica e investigativa perante às questões discutidas, além do respeito às diferentes ideias e pensamentos. Do ponto de vista procedimental, evidenciamos que, na sala de aula, os alunos participaram de processos de elaboração e teste de hipóteses, de construção de modelos explicativos e da sua comunicação, bem como estabelecerem generalizações para outros contextos. Em relação ao domínio conceitual, notou-se uma hibridização entre discursos cotidiano e científico articulados aos procedimentos e atitudes potencializados na aula. Consideramos que esses elementos constituem um passo importante envolvendo a progressiva integração dos estudantes no processo de significação e de inserção em práticas típicas da comunidade científica.

Developing scientific thinking skills through teaching chemical reaction with inquiry based teaching

This article shows the result of implementing a series of inquiry-style activities in a first year chemistry course. The main goal is to asses the extent in which it promotes scientific-thinking skills among students, for which an experimental proposal was designed based on the course’s curriculum; the selected topic was the chemical reaction. An inquiry-based class has activities with the objective of putting the students in the spotlight, allowing them to design and conduct a research based on a problem they are facing. As part of this process, students will have to compare the answers they found with those found by their peers in order to determine which the best possible answer is. By performing this sort of activities, the student’s individual insight will turn to be truly meaningful. This study is based on the work done by 19 freshmen who were divided into teams who take the general chemistry course at UNAM Chemistry School, Mexico. The elements of the work done by students that are presented in this article are the inquiry questions, predicted outcomes, a contrast between the expected and the results, a designed experimental procedure, conclusions and the answers found for the original question.

A relevance model for middle school students seeking information for an inquiry-based class history project

The article reports a field study of 60 grade-eight students seeking information for their 4-month long, thesis-based class history project. The study asked: What is relevance for the group studied, and how does relevance evolve over the course of the students’ 4-month history project? Instead of investigating a unitary concept of relevance, our conceptual framework considers both topical and psychological relevance as defined by Harter (1992). The 60 student participants were divided into three groups based on their instructors’ marks. We then utilized the constant comparative method of Glaser and Strauss's grounded theory approach to code 2 class assignments that formed part of the history project. Study findings indicate that psychological relevance is constructed by the students in Associating, Translating and Verticalizing phases. Topical relevance only occurs in the Verticalizing third phase. Students in the High Mark Group indicated significantly higher instances of the Verticalizing phase than the Low and Middle Mark Groups who were stuck in the Associating and Translating phases. Students can be aided in this difficult process of constructing an effective relevance criteria framework via the design of personalized information systems that facilitate students’ involvement of their prior knowledge and belief systems in the relevance assessment process.

고등학교 지구과학 탐구활동에서 수업유형에 따른 학생들의 반성적 탐구의 특성

이 연구는 고등학교 지구과학 탐구활동에서 2가지 수업유형에 따라 나타나는 학생들의 반성적 탐구의 특징을 알아봄으로써 수업의 맥락에서 학생들의 반성적 탐구의 실제를 이해하고, 탐구활동 수업에서 반성적 탐구를 촉진하기 위한 시사점을 얻고자 하였다. 기존의 탐구활동수업과 본 연구에서 개발한 반성적 탐구활동수업에서 반성적 탐구의 차이를 조사한 결과 반성적 탐구를 촉진하기 위해 개발된 반성적 탐구활동수업은 자료맥락의 다양한 요소와 연결된 반성적 탐구진술이 많아, 반성적 탐구의 양적 및 다양성의 측면에서 학생들의 반성적 탐구에 긍정적인 효과가 있었다. 이러한 결과로부터 학생들의 반성적 탐구를 활성화시키는 탐구활동 수업개발의 시사점을 얻을 수 있었다. The purpose of this study was to understand characteristics of students' reflective inquiry disposition in the contexts of classroom and to find educational implications for the promotion of the reflective inquiry activity in the inquiry-based class. In this study, we determined a characteristic of the reflection inquiry by examining students' responses showed in response to the different class types in high school earth science inquiry class. The result of the study indicated that the difference between the newly developed class type to promote the reflective inquiry and the existing inquiry class type was found significant. The newly developed reflective inquiry class had a multitude of reflective inquiry statements related to various elements of data context in terms of the quantity and diversity of the reflective inquiry. In conclusion, we found that the newly developed class type had a positive impact on the students' reflective inquiry activity. We believe that the development of the inquiry activity to promote students' reflective inquiry is critical.