The purpose of this research is to find the effect of the lesson using open-inquiry report Lubric on open-inquiry standard and science process skill; to find the change of cognition on open-inquiry for elementary school 5th grade students. Two classes (elementary school 5th grade) were selected whic...
The purpose of this research is to find the effect of the lesson using open-inquiry report Lubric on open-inquiry standard and science process skill; to find the change of cognition on open-inquiry for elementary school 5th grade students. Two classes (elementary school 5th grade) were selected which located in a small and medium-sized city for this research and they were separated as an experimental group and a comparative group. Open-inquiry lesson was done by referring teaching method which introduced through the curriculum. The procedure was understanding about open-inquiry, making open-inquiry subject, planning, and performing inquiry, mid-term, performing inquiry, making a report, presentation, and evaluation. Open-inquiry report Lubric which developed by Sook-Kyung Kim et al. (2010) was provided to the experimental group. Comparative group was instructed by using open-inquiry report which introduced to the elementary school 5th grade science text book. Interview paper was developed in order to check out the effect of the research by using a test paper of science process skill. The following could be found out through the research. After open-inquiry lesson, 10 open-inquiry reports(5 reports from experimental group, 5 reports from comparative group) have been drawn at random as samples from the total 62 sets (30 reports from experimental group, 32 reports from comparative group) and evaluated by a researcher and two elementary school teachers who have master degree. The reliability of the 3 scorers was 0.923 of mean correlation coefficient. And then the researcher evaluated all open-inquiry reports. The average score of open-inquiry report was 66.78 for experimental group, 54.27 for comparative group, respectively. And there was a significant difference at p<0.05 level as a result of the t-test. The experimental group rated high at p<0.05 level according to the analysis of post-science process skill test. According to the result of survey, both experimental group and comparative group had understood open-inquiry activity. It was especially rated high for experimental group on understanding scientific inquiry process, interest and satisfaction in open-inquiry and re-participation rate. By interviewing experimental group, it is recognized that the students utilized Lubric very well through the overall process. Finally, self-evaluation was done during open-inquiry activity and it was reported that the students gained more knowledge about science and changed to positive about science. As a result, the lesson using open-inquiry report Lubric was effective for students to improve writing skill of an open-inquiry report and science process skill and finally changed the cognition to positive about open-inquiry lesson.
The purpose of this research is to find the effect of the lesson using open-inquiry report Lubric on open-inquiry standard and science process skill; to find the change of cognition on open-inquiry for elementary school 5th grade students. Two classes (elementary school 5th grade) were selected which located in a small and medium-sized city for this research and they were separated as an experimental group and a comparative group. Open-inquiry lesson was done by referring teaching method which introduced through the curriculum. The procedure was understanding about open-inquiry, making open-inquiry subject, planning, and performing inquiry, mid-term, performing inquiry, making a report, presentation, and evaluation. Open-inquiry report Lubric which developed by Sook-Kyung Kim et al. (2010) was provided to the experimental group. Comparative group was instructed by using open-inquiry report which introduced to the elementary school 5th grade science text book. Interview paper was developed in order to check out the effect of the research by using a test paper of science process skill. The following could be found out through the research. After open-inquiry lesson, 10 open-inquiry reports(5 reports from experimental group, 5 reports from comparative group) have been drawn at random as samples from the total 62 sets (30 reports from experimental group, 32 reports from comparative group) and evaluated by a researcher and two elementary school teachers who have master degree. The reliability of the 3 scorers was 0.923 of mean correlation coefficient. And then the researcher evaluated all open-inquiry reports. The average score of open-inquiry report was 66.78 for experimental group, 54.27 for comparative group, respectively. And there was a significant difference at p<0.05 level as a result of the t-test. The experimental group rated high at p<0.05 level according to the analysis of post-science process skill test. According to the result of survey, both experimental group and comparative group had understood open-inquiry activity. It was especially rated high for experimental group on understanding scientific inquiry process, interest and satisfaction in open-inquiry and re-participation rate. By interviewing experimental group, it is recognized that the students utilized Lubric very well through the overall process. Finally, self-evaluation was done during open-inquiry activity and it was reported that the students gained more knowledge about science and changed to positive about science. As a result, the lesson using open-inquiry report Lubric was effective for students to improve writing skill of an open-inquiry report and science process skill and finally changed the cognition to positive about open-inquiry lesson.
초등학생의 자유탐구 보고서 루브릭은 자유탐구보고서에 대한 이상을 제시하여 주고, 자유탐구에 대하여 초등학교 교사들에게 지도 방법과 평가에 관한 지침서로써의 역할을 할 수 있을 것이다(김숙경등, 2010). 또한 학생들이 자유탐구를 하는 과정에서 습득해야 할 능력을 제시함으로써 탐구 활동의 질을 높이는 역할을 할 수 있다. 그리고 학생들과 학부모에게 자유 탐구 활동의 평가에 대한 타당성과 신뢰성 있는 준거를 제공할 수 있다. 과학 교과의 다른 수행 평가와 자유탐구에 관한 교사 연수 자료, 자유 탐구를 연구하고자 하는 연구자들에게 기초 연구 자료로 활용될 수 있을 것이다(김숙경 등, 2010).
자유탐구란 어떤 활동인가?
그래서 2007년 개정 과학과 교육과정에서는 학생 들의 자기주도적인 탐구 능력을 길러 줄 수 있는 자유탐구가 도입되었다. 자유탐구는 학생 스스로가 문제를 인식하고, 그 문제를 해결하기 위한 가설 설정에서 결론 도출에 이르는 탐구의 전 과정을 경험하면서 지식을 획득하는 것을 중시하는 탐구 활동이다(임성만 등, 2010). 외국의 경우 자유탐구를 실시한 결과, 학생들이 지식을 더 이상 단편적으로 습득하지 않고, 스스로 종합적인 탐구 과정을 하게 되었다는 연구 결과가 있다(Backus, 2005).
학교 현장에서 과학 분야의 자유탐구 활동이 어려운 근본적인 원인은 무엇인가?
그리하여 자유탐구는 2010년부터 3, 4학년들에게 적용되어 2011년부터는 초등학교 3～6학년 모두에게 시행되었다. 그러나 학교 현장에서 과학 탐구 활동을 어려워하고 있으며, 그 근본적인 원인에는 교사에게 학생들의 탐구 활동을 가르칠 수 있는 구체적인 전략이 마련되어 있지 않으며(권용주 등, 2003), 타당하고 객관적으로 평가하는 것 역시 쉽지 않은 것으로 여러 연구에서 나타나고 있다(주정은과 차희영, 2007; 김찬종과 최미애, 2002). 이렇게 학생들에게 지속적이고 구체적인 안내 없이 자유탐구를 실시하였을 때에는 과학적 태도나 기초 탐구 능력에 있어 긍정적인 효과가 없었으며(이형철과 이정화, 2010), 자유탐구가 학교 현장에서 긍정적인 효과를 얻기 위해서는 지도 방법과 평가 방안에 대한 안내가 반드시 필요하다(진순희와 장신호, 2007).
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