중등 예비 과학교사들의 과학탐구문제 개발 능력 분석 ; 지구과학영역을 중심으로

Abstract

The purpose of this study was to explore preservice teachers’ abilities of developing inquiry questions and designing investigation first and find out their relationship. There were 4 steps for this study; (1) Thirty six preservice teachers developed their own three different inquiry questions on the basis of observing phenomenological event from the content of earth science. (2) Then participants filled out one questionnaire which is called ‘Inquiry Question Development Guide’ (IQDG), where participants experienced 9 different processes to check their prior knowledge related to the given phenomenological event and re‐analyze the given phenomenon with different aspects, such as what new results can be predicted, what variables can be altered, what relationship between variables can be explored, what modification can be added to the prior experiment and so on. (3) Then participants framed three different inquiry questions again after experiencing IQDG, finally (4) participants designed the investigation according to different level of inquiry questions; one was low level and the other was high level. It took around 2 hours for participants to fill out the questionnaire (IQDG) and design the investigation. The results were as follows; first, participants’ abilities of developing inquiry questions were enhanced with the use of IQDG in its quality. and The ‘level’ and ‘preciseness’ of inquiry questions were scored higher significantly. second, the most frequently developed inquiry type by participants was ‘what relationship between variables can be inferred’ type and the most second was ‘why/how it worked out’ one. Third, high level of inquiry question led participants to design the higher level of investigation than that of low level of inquiry question. In concluding the results, the effect of using IQDG was positive, indicating that preservice teachers’ abilities of developing inquiry questions can be promoted by the processes, where they could analyze the give phenomenon with different steps, which implies that explicit teaching strategy with the use of IQDG is advised to equip preservice teachers with abilities of teaching science as inquiry. More than anything else, there was strong evidence that high quality of inquiry questions can guarantee high quality of designing the investigation in terms of making hypothesis, selecting appropriate variables, designing experiments with certain condition for terminating it and so on. The implication can be made in teacher education, focusing on teacher preparation program at universities so that preservice teachers can be qualified to teach science as inquiry with the use of IQDG.