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Analysis of Elementary Teachers' Understanding Level and Actual State About Scientific Inquiry

초등교사의 과학적 탐구 이해의 수준과 실태 분석

Lee, Dongseung;Park, Jongseok
이동승;박종석

  • Received : 2019.02.25
  • Accepted : 2019.05.01
  • Published : 2019.08.20

Abstract

The purpose of this study is to draw implication for scientific inquiry study by investigating level of understanding and actual state regarding the elementary school teachers' scientific inquiry. The survey was conducted toward 42 elementary school teachers who work at the D city by using questionnaire of Views About Scientific Inquiry. Actual state of understanding of scientific inquiry was investigated by categorized the responses to the level of understanding of the eight aspects of scientific inquiry in three levels (informed, mixed, naive) based on analysis criteria. And analyze whether the characteristic of the subjects affect to level of understanding about aspect of scientific inquiry. As a result of the analysis, the two aspects among the eights aspects of scientific inquiry; 'Inquiry procedures are guided by the question asked' and 'Research conclusions must be consistent with the data collected' were appeared to have high rates of informed level of understanding. In the remaining six perspectives, most of elementary school teachers had naive and mixed level of understanding, so informed level of understanding took a relatively low proportion. It implies that elementary school teachers who teach inquiry in the field have limit to understand about scientific inquiry. These results indicated that experiences that have taught students and science related training courses that open sofar have a little influence to increase comprehension about scientific inquiry. Therefore, it is required to reinforce the teachers' understanding about scientific inquiry and to formulate different form of plan unlike existing way of teaching for teaching scientific inquiry.

Keywords

Elementary school teacher;Scientific inquiry;View about Scientific inquiry (VASI);Aspect of scientific inquiry