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http://dx.doi.org/10.14697/jkase.2014.34.3.0303

Theoretical Investigation on Implications of 'Community of Inquiry' for Science Education: Toward 'Community of Inquiry in Science Classroom'  

Joung, Yong Jae (Gongju National University of Education)
Publication Information
Journal of The Korean Association For Science Education / v.34, no.3, 2014 , pp. 303-319 More about this Journal
Abstract
The purpose of this study is to investigate theoretically the meaning and features of the Community of Inquiry (CoI) based on the views of Peirce and Dewey, and to explore the implications of CoI in science education. The meaning and features of CoI are: (a) inquiry in CoI is initiated with faithful doubt; (b) inquiry in CoI finishes with faithful belief; (c) inquiry in CoI attempts to find out the best explanation and solution regarding the practical effects of objects; (d) as an ideal community, CoI is required to be one that inquires continuously without definite limits; (e) as an actual community, CoI requires its members' open communication to find the best explanation and solution. Based on these features of CoI, the Community of Inquiry in Science Classroom (CoI-SC), "the classroom community for the purpose of transforming the state of faithful doubt into the state of faithful belief, in relation to natural phenomena or objects, and where the members share objectives as participants continuously attempt to find out the best explanation and solution by open communication, considering fallibility and the practical effects of objects", was suggested. The condition for implementation of the CoI-SC, "'interest', 'openness', 'rigor', 'fallibilism', 'participation', 'inquiry without definite limits'", were also suggested. Finally, several suggestions for the science curriculum were given.
Keywords
Community of Inquiry (CoI); Community of Inquiry in Science Classroom (CoI-SC); Peirce; Dewey; science curriculum; science classroom;
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Times Cited By KSCI : 10  (Citation Analysis)
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