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http://dx.doi.org/10.14697/jkase.2014.34.4.0349

Analysis of Scientific Inquiry Elements in Middle School Science Textbooks, Teachers' Cognition, and an Experiment Case  

Han, Yu Hwa (Dodam High School)
Jeun, Eun Sun (Changhyun High School)
Paik, Seoung Hye (Korea National University of Education)
Publication Information
Journal of The Korean Association For Science Education / v.34, no.4, 2014 , pp. 349-357 More about this Journal
Abstract
The purpose of this study is to consider the implications of science experiment in class and to seek a direction for its improvement. For this purpose, Science textbooks, teachers' cognitions, and classroom activities have been analyzed to find out how many and what kind of levels of inquiry elements are included in those. In this study, 22 teachers have participated in the questionnaire to investigate their perception about experiment class, and the two instruction cases in two classes of 9th grade have also been analyzed. Results show that most of the textbooks have included questioning, evidence collecting, explanation of phenomena, and connection with existing scientific knowledge. But the elements of communication and justification have been few. Most levels of the inquiry are teacher-led. Although the teachers thought communication and justification are important, their classroom activities does not coalesce with their thoughts. The students mostly spend their time with connecting evidence, they hardly explain the phenomenon based on the proofs as the results of experiment, and the activities of connection with the existing scientific knowledge, and communication and justification.
Keywords
scientific inquiry; textbook; teacher; experiment class;
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Times Cited By KSCI : 4  (Citation Analysis)
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