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The Effects of Authentic Open Inquiry on Cognitive Reasoning through an Analysis of Types of Student-generated Questions  

Kim, Mi-Kyung (Hansung Science High School)
Kim, Heui-Bafk (Seoul National University)
Publication Information
Journal of The Korean Association For Science Education / v.27, no.9, 2007 , pp. 930-943 More about this Journal
Abstract
The purpose of this study was to investigate if students may actually experience scientific reasoning based on an epistemology of authentic science during authentic open inquiry. The samples were 86 10th graders in a science-high school in Seoul. The experimental group practiced authentic open inquiry and the control group practiced traditional school science inquiry in five weeks. Then, the questions students asked while performing inquiry tasks were analyzed. The frequency of the questions asked by students was almost same between two groups, however, the types of questions were different. The frequency of thinking questions in experimental group was higher than the control, and the difference was statistically significant (P<.01). Particularly, the frequency of expansive thinking questions and anomaly detection questions was much higher in experimental than the control group. Judging from the result, with the students from the experimental group asking questions reflecting on the epistemology of authentic science such as scientific methods, anomalous data, and uncertainty about reasoning, students may understand authentic science features during the activities of open authentic inquiry. The result from comparing questions according to the inquiry subject showed that more openness caused the higher frequency of anomaly detection questions and strategy questions, but that inductive thinking questions and analogical thinking questions were connected to inquiry subject rather than the openness of the inquiry.
Keywords
characteristics of authentic science; authentic open inquiry; traditional school science inquiry; question; scientific reasoning;
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Times Cited By KSCI : 3  (Citation Analysis)
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