DOI QR코드

DOI QR Code

Analysis of Characteristics of Scientific Inquiry Problem Finding Process in Small Group Free Inquiry

소집단 자유 탐구에서 과학적 탐구 문제 발견 과정의 특징 분석

  • Received : 2018.12.03
  • Accepted : 2018.12.06
  • Published : 2018.12.31

Abstract

The purpose of this study is to explore the process of inquiry problem finding in high school students' small group free-inquiry. For this purpose, 91 second grade high school students took part in small group free-inquiry. We conducted interviews with students (48 students in 15 groups) who were relatively successful in the inquiry performed for one semester (about 4 months). Based on the results of the interviews, we analyzed the characteristics of the inquiry problem finding through the steps and strategies in the inquiry problem finding process. The main results are as follows: First, in the inquiry problem finding process, steps such as selecting keyword, presenting an inconvenience, presenting a question, and finding an inquiry problem were found, and in particular, the process of selecting the keyword that correspond to the subject of inquiry, such as the material and situation of inquiry, is very important step in inquiry problem finding. Second, the strategies that students used in the process of finding inquiry problem included searching information, review of prior research, sharing of knowledge and experience, linking and extension of knowledge and experience, environmental awareness, expert consultation, discussion of suitability, elaboration, etc. Third, finding an inquiry problem was relatively easy in the inquiry for finding out problems (i.e. inconvenience) in everyday life and investigating ways to solve them. Fourth, the review of prior researches through the internet was useful in the process of selecting keyword and elaboration. Fifth, the factors that students consider when selecting one of several candidate inquiry problems are feasibility, real-life applicability, and economic condition. Sixth, the current affairs had a positive impact on the inquiry problem finding. Based on the above results, we discussed some ways to increase students' inquiry problem finding ability.

GHGOBX_2018_v38n6_865_f0001.png 이미지

Figure 1. Example of process of inquiry theme generation (group 1)

GHGOBX_2018_v38n6_865_f0002.png 이미지

Figure 2. Example of process of inquiry theme generation (group 6)

GHGOBX_2018_v38n6_865_f0003.png 이미지

Figure 3. Example of process of inquiry theme generation (group 9)

Table 1. Information of students that took part in small-group inquiry activity

GHGOBX_2018_v38n6_865_t0001.png 이미지

Table 2. Definition of steps and strategies in process of inquiry problem finding

GHGOBX_2018_v38n6_865_t0002.png 이미지

References

  1. Abd-El-Khalick, F., Bell, R. L., & Lederman, N. G. (1998). The nature of science and instructional practice: Making the unnatural. Science Education, 82, 417-436. https://doi.org/10.1002/(SICI)1098-237X(199807)82:4<417::AID-SCE1>3.0.CO;2-E
  2. Bell, R., Blair, L., Crawford, B., & Lederman, N. G. (2003). Just do it? The impact of a science apprenticeship program on high school students' understandings of the nature of science and scientific inquiry. Journal of Research in Science Teaching, 40, 487-509. https://doi.org/10.1002/tea.10086
  3. Chand, I. & Runco, M. A. (1993). Problem finding skills as components in the creative process. Personality and Individual Differences, 14(1), 155-162 https://doi.org/10.1016/0191-8869(93)90185-6
  4. Chen B., Hu, W., & Plucker, J. (2014). The Effect of Mood on Problem Finding in Scientific Creativity. The Journal of Creative Behavior, 50(4), 308-322. https://doi.org/10.1002/jocb.79
  5. Chinn, C. A., & Malhotra, B. A. (2002). Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks. Science Education, 86(2), 175-218. https://doi.org/10.1002/sce.10001
  6. Getzels, J. W., & Csikszentmihalyi, M. (1975). From problem-solving to problem finding, In I. A. Taylor and J. W. Getzels (Eds.), Perspectives in Creativity (pp. 90-116). Chicago: Aldine.
  7. Dillon, J. T. (1982). Problem finding and solving. Journal of Creative Behavior, 16, 97-111. https://doi.org/10.1002/j.2162-6057.1982.tb00326.x
  8. Han, Q., Hu, W., Liu, J., Jia, X. & Adey, P. (2013). The Influence of Peer Interaction on Students' Creative Problem-Finding Ability. Creativity Research Journal, 25(3), 248-258. https://doi.org/10.1080/10400419.2013.813754
  9. Hodson, D. (1982). Is there a scientific method? Education in Chemistry, 19(4), 112-126.
  10. Hu, W., Shi, Q. Z., Han, Q., Wang, X. & Adey, P. (2010). Creative Scientific Problem Finding and Its Developmental Trend. Creativity Research Journal, 22(1), 46-52. https://doi.org/10.1080/10400410903579551
  11. Jeong, J. & Kim, H. (2013). An Analysis of the Science Inquiry Problem Finding Processes of Elementary Science Gifted and General Students. The Journal of Educational Studies, 44(1), 123-145.
  12. Jia, X., Hu, W., Cai, F., Wang, H., Li, J., Runco, M. & Chen, Y. (2017). The influence of teaching methods on creative problem finding. Thinking Skills and Creativity, 24, 86-94. https://doi.org/10.1016/j.tsc.2017.02.006
  13. Lee, B. (2013). Pre-service Science Teachers' Difficulties in the ‘Inquiry Mentoring' Program. Journal of Korea Association of Science Education, 33(7), 1300-1311. https://doi.org/10.14697/jkase.2013.33.7.1300
  14. Ministry of Education (2015). National science curriculum. No. 2015-74. Sejong: Ministry of Education.
  15. Park, J. (2005). Analysis of the Characteristics and Processes of the Generation of Scientific Inquiry Problems. Sae Mulli, 50(4), 203-211.
  16. Ryu, S. & Park, J. (2006). An Analysis of High School Students' Activity on Problem-finding in Ill-structured Scientific Problem Situation. Journal of Korean Association for Science Education, 26(6), 765-774.
  17. Ryu, S. & Park, J. (2007). The Relationships between the Ability of Students' Raising Creative Problems and Academic Achievement, Science Inquiry Skills and Creative Personality of High School Students. Journal of Korean Association for Science Education, 27(3), 263-271.
  18. Ryu, S. & Park, J. (2008). Analysis of the Scientific Inquiry Problem Generated by the Scientifically-Gifted in Ill and Well Inquiry Situation. Journal of Korean Association for Science Education, 28(8), 860-869.
  19. Ryu, S. & Park, J. (2009). Analysis of the Scientific Problem-Finding Activity of the Scientifically-Gifted. Secondary Education Research, 57(2), 59-83. https://doi.org/10.25152/ser.2009.57.2.59
  20. Son, J., Lee, B., Jho, H., Choi, J. & Sim, K. (2018). Analysis of organization of physics curriculum in science core schools. New Physics: Sae Mulli, 68(12), 1347-1355. https://doi.org/10.3938/NPSM.68.1347
  21. Treffinger, D. J., Isaksen, S. G., & Dorval, K. B. (1994). Creative problem solving: an overview. In M.A. Runco(Ed.), Problem finding, Problem Solving, and Creativity(pp.223-236). Norwood, NJ: Ablex.
  22. Wakefield, J. F. (1985). Toward creativity: Problem finding in a divergent-thinking exercise. Child Study Journal, 15, 265-270.
  23. Wellington, J. J. (1998). Practical work in science: time for a reappraisal. In J. J. Wellington(Ed.), Practical work in school science (pp. 3-15). NY: Routledge.