Browse > Article
http://dx.doi.org/10.14697/jkase.2010.30.6.752

A Microgenetic Study on Scientific Question Generating Ability  

Oh, Chang-Ho (KAIST GIFTED)
Kim, Min-Kyeong (Maetan Elementary School)
Yang, Il-Ho (Korea National University of Education)
Publication Information
Journal of The Korean Association For Science Education / v.30, no.6, 2010 , pp. 752-769 More about this Journal
Abstract
The purpose of this study was to apply the microgenetic analysis method for development of information on an individual's change in a certain area during a consistent time period to seek change in scientific questions that elementary school students create. The study subjects were six 6th graders in I elementary school located in Kyunggido with the students conducting 6 sessions of two observational tasks about dry grapes contained in soda pop and candlelight. Information were collected through students' scientific question development paper, record of field observation and interviews. The results of this study are as follows: first, the number of scientific questions that the elementary school students developed showed a tendency for reduction; second, the changes in type of scientific questions bring different results, which depend on a particular characteristic of the tasks; third, By observing pattern changes in scientific questions of each individual, it was found that different results show for each time for the same task, which in other words means that there exists variability within an individual. Also, variability between individuals were shown by confirming that the change pattern for each person were diverse. Thus, the result of this study shows the following implications on education of scientific question development. For students, scientific question development mean more opportunities to increase the process of developing and acquiring knowledge. Therefore, it is important to create situations where one can come up with scientific questions. In addition, analysis in tasks' nature when selecting tasks would be necessary to develop diverse scientific questions.
Keywords
scientific question; scientific question generating; microgenetic; science education; elementary science;
Citations & Related Records
Times Cited By KSCI : 2  (Citation Analysis)
연도 인용수 순위
1 Opdal, P. M. (2001). Curiosity, wonder and education seen as perspective development. Studies in Philosophy and Education, 20(4), 331-344.   DOI   ScienceOn
2 Scardamalia, M., & Bereiter, C. (1992). Text-based and knowledge-based questioning by children. Cognition and Instruction, 9(3), 177-199.   DOI   ScienceOn
3 Shavelson, R. J. (1972). 'Some aspects of the correspondence between content structure and cognitive structure in physics instruction', Journal of Educational Psychology 63, 225 234.   DOI
4 Siegler, R. S. (2006). Microgenetic analysis of learning. In D. Kuhn & R. S. Siegler (Ed.), Handbook of child psychology: Vol. 2. Cognition, perception and language (6th ed., pp.464-510). Hoboken, NJ: John Wiley & Sons, Inc.
5 Chin, C., Brown, D. E., & Bruce, B. C. (2002). Student-generating questions: a meaningful aspect of learning in science. International Journal of Science Education, 24(5), 521-549.   DOI   ScienceOn
6 King, A. (1994). Guiding knowledge construction in the classroom: Effects of teaching children how to question and how to explain. American Educational Research Journal, 31(2), 338-368.   DOI   ScienceOn
7 Lawson, A. E. (1995). Science teaching and the development of thinking. Belmont, CA: Wadsworth Publishing Company.
8 Maskill, R., & de Jesus, H. P. (1997). Pupils questions, alternative frameworks and the design of science teaching. International Journal of Science Education, 19(7), 781-799.   DOI   ScienceOn
9 Bybee, R. W., Powell, J. C., & Trowbridge, L. W. (2008). Teaching secondary school science: Strategies for development scientific literacy, 9th ed. New Jersey: Merill Prentice Hall.
10 Biddulph, F., & Osborne, R. J. (1982). Some Issue Relating to Children's Questions and Explanations, LISP(P) Working Paper No. 106, University of Waikato, New Zealand.
11 양미경(2002). 학생의 질문 행동 및 내용의 특성과 그에 따른 교육적 시사점 분석. 한국교육학회지, 40(1), 99-128.
12 Chen, Z., & Siegler, R. S. (2000). Across the great divide: Bridging the gap between understanding of toddlers'and older children's thinking. Monographs of the Society for Research in Child Development, 65(2, Whole No 261).   DOI
13 김성근, 여상인, 우규환(1999b). 과학 수업에서의 학생 질문에 대한 연구(I)-학생 질문의 유형별 분석. 한국과학교육학회지, 19(4), 560-569.
14 성태제(1994). 논술형 고사와 예체능계 실기고사를 위한 채점자간 신뢰도 추정. 교육평가연구, 7(1), 43-56.
15 양일호(2002). 과학적 지식 생성 과정에서 사전지식과 과학적 사고의 역할. 초등교과교육연구, 4, 51-65.
16 이혜정, 정진수, 박국태, 권용주(2004). 초등학생들과 초등예비교사들이 관찰활동에서 생성한 과학적 의문의 유형. 한국과학교육학회지, 24(5), 1018-1027.   과학기술학회마을
17 이혜정, 박국태, 권용주(2005). 초등예비교사들의 관찰활동에서 나타난 인과적 의문의 사고 유형과 생성과정. 초등과학교육, 24(3), 249-258.
18 김석우, 최태진(2007). 교육 연구 방법론. 서울: 학지사(pp. 288-296).
19 허인숙(2002). 사회과 교육에서 사전지식을 고려한 학습과 개념도의 활용. 시미교육연구, 34(2), 235-254.
20 권용주, 최상주, 박윤복, 정진수(2003). 대학생들의 귀납적 탐구에서 나타난 과학적 사고의 유형과 과정. 한국과학교육학회지, 23(3), 286-298.   과학기술학회마을
21 김성근, 여상인, 우규환(1999a). 과학 수업에서의 학생 질문에 대한 연구(I)- 학생 질문을 강화한 수업의 효과. 한국과학교육학회지, 19(3), 377-388.
22 Stake, R. (1995). The art of case study research. Thousand Oaks, CA: Sage Publications.
23 Siegler, R. S., & Chen, Z. (1998). developmental differences in rule learning: A microgenetic analysis. Cognitive Psychology, 36, 273-310.   DOI   ScienceOn
24 Siegler, R. S., & Crowley, K. (1991). The microgenetic method - A direct means for studying cognitive development. American Psychologist, 46(6), 606-620.   DOI
25 Siegler, R. S., & Svetina, M. (2002). A microgenetic / cro-sectional study of matrix completion: Comparing short-term and longterm change. Child Development, 73, 793-809.   DOI   ScienceOn