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http://dx.doi.org/10.14697/jkase.2015.35.4.0573

A Case Study on the Inquiry Guidance Experiences of Pre-Service Science Teachers : Resolving the Dilemmas between Cognition and Practice of Inquiry  

Cho, Sungmin (Seoul National University)
Baek, Jongho (Seoul National University)
Publication Information
Journal of The Korean Association For Science Education / v.35, no.4, 2015 , pp. 573-584 More about this Journal
Abstract
Inquiry has been consistently emphasized in science education as a crucial element for learning. Although many researchers came to agree on the importance of scientific inquiry, authentic inquiry activities are hard to be actualized in an educational context. Therefore it is required to critically examine what teachers have difficulty in teaching inquiry. In this article, we looked into inquiry-based science activities in a small group setting where pre-service science teachers faced dilemmas between cognition and practice of inquiry. A case study was conducted on eight undergraduate students who are majoring in science education. The participants attended a weekly science program for middle school students in low SES as teaching assistants and mentors, and took full care of his/her mentees during open-inquiry activities. The results were drawn by analyzing participants' personal and group interviews, participant observations, self-reports, and others. The pre-service teachers viewed the knowledge and procedure of science as an essential factor in inquiry activities along with student's spontaneous attitude. However, in the process of performing inquiry, they faced several dilemmas between ideal cognition and real activities. The aspects of dilemmas could be summarized in three pairs of opposing concepts: 'diverging inquiry or converging science', 'interest-centered inquiry or learning-centered inquiry', and 'student as the subject or student with the insufficient expertise.' We discussed ways of resolving dilemmas and alternative perspectives on scientific inquiry.
Keywords
scientific inquiry; dilemmas; pre-service science teacher; inquiry education;
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