학술논문
Science Teacher’s Perception of Self-directed Inquiry Activities and Teaching-learning Strategies
이용수 34
- 영문명
- 자기주도적 탐구 활동에 대한 과학 교사의 인식과 교수 학습 전략
- 발행기관
- 한국교원대학교 뇌기반교육연구소
- 저자명
- 최윤희(Yunhee Choi) 하민수(Minsu Ha)
- 간행물 정보
- 『Brain, Digital, & Learning』제11권 제3호, 483~504쪽, 전체 22쪽
- 주제분류
- 사회과학 > 교육학
- 파일형태
- 발행일자
- 2021.09.30
5,440원
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국문 초록
영문 초록
This study tried to examine the perception of students’ free inquiry between science teachers’ open inquiry and guided inquiry, and to suggest effective teaching and learning strategies for effective free inquiry guidance. In this study, a qualitative analysis was conducted based on the teaching experiences of science teachers with free inquiry, open inquiry, and R&E teaching experience. To this end, a total of 5 teachers participated in the study, focusing on the perception of inquiry, experiences of free inquiry, difficulties experienced while conducting free inquiry, and teaching-learning strategies to improve them. Interviews were conducted once or twice for a minute, and the results of the interviews were all recorded and transcribed to be used as analysis data for the study. As a result of the study, the teachers participating in this study received a guided experience in which students become accustomed to research rather than open inquiry when conducting free inquiry activities, and then expanded step by step according to the progress or speed of the research. It was recognized that appropriate intervention by teachers to develop skills and solve problems creatively was necessary. In addition, in order to grow as a scientific expert, it is necessary to establish a specific infrastructure for research where students can actually conduct the desired inquiry and try various methods, and experts who can provide professional scientific knowledge and skills in such a research environment emphasized the importance of collaboration in free exploration. In addition, as an effective instructional strategy for free inquiry, students are given autonomy when choosing a research topic that awakens the meaning and value of research, guiding them to systematically learn the research process through variable control and repeated experiments, and forming a team. and introduced a peer evaluation system, and suggested the need to provide an exchange where research results are shared and feedback is possible. To this end, it is necessary to introduce a systematic system for free inquiry guidance and develop and provide specific implementation manuals through consultation with each school, domestic and foreign professional institutions, teachers, and science education and science experts.
목차
Introduction
Methods
Results
Discussion
Acknowledgements
해당간행물 수록 논문
- Science Teacher’s Perception of Self-directed Inquiry Activities and Teaching-learning Strategies
- A Corpus-Based Study on Vocabulary Use in English Listening Tests for High School Students
- Comparison of Science Gifted and General Students’ Brain Activity and Thinking Process in the Process of Self-regulation – An fNIRS Study
- Analysis of the Difference between Pre-service Teachers’ Mind Wandering in Pre-learning and Follow-up Learning: In the Learning Process of ‘Movement of the Earth and the Moon’
- Thinking Pattern of Scientists: A Literature Review of Cognitive Bias in Scientific Work
- Comparison of Brain Activation on the Education Content Types to Prevent Smoking for Smoking Adolescents - fNIRS Study
- Analysis of Connectivity between 2015 Mathematics Curriculum and Process-oriented Assessment: Using Semantic Network Analysis
- Analysis of the Network of Plant-related Concepts in Secondary School Science Textbooks Based on the 2015 Revised Curriculum
- Analysis of Research Trends in Online Discussion Using Topic Modeling
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