The Influence of Hypothetical Deductive Experiment upon Students' Views on the Nature of Science

가설 연역적 탐구 실험 수업이 학생들의 과학의 본성에 대한 관점에 미치는 영향

  • Published : 2007.04.30

Abstract

We investigated the effects of hypothetical deductive experiment on students' views about the nature of science (NOS). Participants were 212 eighth graders from a middle school and they were assigned to a control group and an experimental group. Students of the control group did guided experiment in small group and students of the experimental group did hypothetical deductive experiment in small group. The results revealed that both students of the control group and the experimental group possessed similar views about NOS in a pretest. But the experimental group exhibited more sophisticated views about the theory of dependance of observation, scientific reasoning and hypothesis in the posttest. Students who used mainly surface learning strategy within the experimental group exhibited more sophisticated views about hypothesis in the posttest. On the other hand, students who used mainly deep learning strategy within the experimental group exhibited more sophisticated views about the theory of dependance of observation, scientific reasoning and hypothesis in the posttest.

Keywords

hypothetical deductive experiment;nature of science;deep learning strategy;surface learning strategy

References

  1. 강순희, 김덕희, 김효진, 박인숙, 윤이진, 이선향, 이윤하, 이은주, 홍혜인(2006). 물질 변화에서의 규칙성-중학교 3학년 과학 탐구수업 지도자료 5, 서울; 교육인적 자원부서울대학교 과학교육연구소
  2. 권용주, 정진수, 박윤복, 강민정(2003a). 선언적 과 학 지식의 생성 과정에 대한 과학 철학적 연구-귀납적, 귀추적, 연역적 과정을 중심으로 . 한국과학교육학회지, 23(3), 215-228
  3. 하병권(2000). 초등학교 예비교사들의 과학의 본성에 대한 인식 조사. 과학과 수학교육, 26, 13-31
  4. Aikenhead, G. S., & Ryan, A G. (1992), The Development of a New Instrument: ''Views On Science -Technology-Society' (VOSTS), Science Education, 76(5), 477-491 https://doi.org/10.1002/sce.3730760503
  5. Klahr, D, & Dunbar, K (1988). Dual space search during scientific reasoning. Cognitive Science, 12, 1-48 https://doi.org/10.1207/s15516709cog1201_1
  6. Lawson, A, E. (1995). Science teaching and the development of thinking. Belmont, CA; Wadworth Publishing CCmpany
  7. Lederman, N. G. (1999). Teachers' understanding of the nature of science and classroom practice: Factors that facilitate or impede the relationship. Journal of Research in Science Teaching, 36(8), 916-929 https://doi.org/10.1002/(SICI)1098-2736(199910)36:8<916::AID-TEA2>3.0.CO;2-A
  8. Meichtry, Y. J. (1992). Influencing student understanding of the nature of science: Data from a case curriculum development. Journal of Research in Science Teaching, 29(4), 389-407 https://doi.org/10.1002/tea.3660290407
  9. 김선자, 최병순 (2005). 변인통제 문제해결 과정에서 나타난 초등학생의 실험설계 및 증거제시 특성. 한국 과학교육학회지,25(2), 111-121
  10. American Association for the Advancement of Science. (1993). Benchmarks for science Iitereacy: A project 2061 report. New York: Oxford University Press
  11. Khishfe, R, Lederman, N. (2006). Teaching Nature of science within a controversial topic: integrated versus nonintegrated. Journal of research in science teaching, 43(4), 395-418 https://doi.org/10.1002/tea.20137
  12. 차정호, 윤정현, 노태희 (2005). 중학생의 과학 지식의 본성에 대한 이해와 개념 이해 및 학습 전략 사이의 관계. 한국과학교육학회지, 25(5), 563-570
  13. Tao. P. K. (2003). Eliciting and developing junior secondary students' understanding of the nature of science through a peer collaboration instruction in sicnece stories. International Journal of Science Education, 25(2), 147-171 https://doi.org/10.1080/09500690210126748
  14. Edmondson, K M & Novak, J. D (1993). The interplay of scientific epistemology views., learning strategies, and attitudes of college students. Journal of Research in Science Teaching, 30(6), 547-559 https://doi.org/10.1002/tea.3660300604
  15. 강석진, 김영희, 노태희 (2004). 과학사를 이용한 소집단 토론 수업이 학생들의 과학의 본성에 대한 이해에 미치는 영향. 한국과학교육학회지, 24(5), 996-1007
  16. Tamir, P. (1972). Understanding the process of science by students exposed to different science curricula in Israel. Journal of Research in Science Teaching, 9(3), 239-245 https://doi.org/10.1002/tea.3660090309
  17. McComas, W. F & Olson, J. K (1998). The nature of science in international science education standards documents. The Nature of Science Educations: Rationales and Strategies. Dordrecht: Kluwes Academic Publishers
  18. Fisher, H. R(2001). Abductive reasoning as a way of worldmaking. Foundations of Science, 6, 361-383 https://doi.org/10.1023/A:1011671106610
  19. White, B.(2004). Reasoning Maps: A generally applicable method for characterizing hypothesis-testing behaviour. Science Education, 26(14), 1715-1731 https://doi.org/10.1080/0950069042000243718
  20. Irwin, A. R. (2000). Historical case studies: Teaching the nature of science in context. Science Education, 84(1), 5-26 https://doi.org/10.1002/(SICI)1098-237X(200001)84:1<5::AID-SCE2>3.0.CO;2-0
  21. 강순희, 김지영, 박은미, 방담이, 채병희, 이은주, 이 윤하, 김효진(2005). 혼합물의 분리는 어떻게 할까요?-중학교 2학년 과학 탐구수업 지도자료 4, 서울, 교육인적자원부.서울대학교 과학교육연구소
  22. 교육부(1997). 과학과 교육 과정 교육부 고시 제 1997-15호 [별책 9] . 서울: 대한교과서 주식회사
  23. Campbell, B. & Lubben, R (2000). Learning science through contexts: Helping pupils make sense of everyday situations. International Journal of Science Education, 22(3), 239-252 https://doi.org/10.1080/095006900289859
  24. Rubba, P. A, Schoneweg, C, & Harkness, W. L. (1996). A new scoring procedure for the views on science -technology-society instrument. International Journal of Science Education, 18(4), 387-400 https://doi.org/10.1080/0950069960180401
  25. Solomon, J., Duveen, J., McCarthy, S., & Scott, L.(1992). Teaching about the nature of science through history: Action research in the classroom. Journal of Research in Science Teaching, 29(4), 409-421 https://doi.org/10.1002/tea.3660290408
  26. Choi, K, Chong. H. J.,& Chang, H. (2005). Need and significance of STS education at the university level. Journal of the Korean Association for Research in Science Education, 25(6), 650-657
  27. Anderman, E. M, & Young, A J. (1994). Motivation and strategy use in science: Individual differences and classroom effects. Journal of Research in Science Teaching, 31(8), 811-831 https://doi.org/10.1002/tea.3660310805
  28. Davis, A (2003). Untangling dimensions of middle school students' beliefs about scientific knowledge and science learning. International Journal of Science Education, 25(4), 439-468 https://doi.org/10.1080/09500690210145765
  29. Khishfe, R, Abd-Ei-Khalick, F(2002). Influence of explicit and reflective versus implicit inquiry-oriented instruction on sixth graders' views of nature of science. Journal of Research in Science Teaching, 39(7), 551-578 https://doi.org/10.1002/tea.10036
  30. Lawson, A. E.(2005). What is the role of induction and deduction in reasoning and scientific inquiry? Journal of Research in Science Teaching, 42(6), 716-740 https://doi.org/10.1002/tea.20067
  31. National Research Council. (1996). National science education standards. Washington, DC: National Academy Press
  32. 김지영, 강순희 (2006). 중등학교 과학 교사들의 탐구 과정의 활용 정도와 가설에 대한 인식. 한국과학교육학회지, 26(2), 258-267
  33. Adist, D. J. (1997). Effects of hypothesis generation on hypothesis testing in rule-discovery tasks. The Journal of General Psychology, 124(1), 19-34 https://doi.org/10.1080/00221309709595505