KMID : 1059520190630050360
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Journal of the Korean Chemical Society 2019 Volume.63 No. 5 p.360 ~ p.375
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Inquiry-Based Science Instruction Perceived by Beginning Science Teachers in a Professional Learning Community
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Kim Yu-Rim
Choi Ae-Ran
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Abstract
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The purpose of this study was to investigate beginning science teachers¡¯ perceptions of inquiry-based science instruction using open-ended questionnaire and semi-structured interview. Participants of this study voluntarily set up a goal of inquiry-based science instruction, planned inquiry-based science lessons, and shared and reflected their teaching experiences in their professional learning community for more than a year. Participant teachers recognized students¡¯ construction of core scientific concepts through performing scientific inquiry as a goal of science inquiry instruction. Participant teachers indicated that goals of science education such as ¡®learning scientific core concepts¡¯, ¡®improving students¡¯ interest of science¡¯, ¡®improving scientific thinking¡¯, and ¡®understanding the nature of science¡¯ can be achieved through students¡¯ active engagement in scientific inquiry. Participant teachers recognized not only the importance of teachers¡¯ role, but also what roles science teachers should play in order to enable students to perform scientific inquiry. Participant teachers emphasized teachers¡¯ roles such as ¡®identifying core concepts¡¯, ¡®reorganizing science curriculum¡¯, ¡®considering student ability¡¯, ¡®asking questions and providing feedbacks to students¡¯, ¡®explaining scientific concepts¡¯, and ¡®leading students¡¯ argumentation.¡¯
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KEYWORD
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Inquiry-based science instruction, Professional learning community, Novice science teachers
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