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KMID : 1059520220660050362
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Journal of the Korean Chemical Society
2022 Volume.66 No. 5 p.362 ~ p.375
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The Characteristics of NOS Lessons by Science Teachers: In the Context of ‘Science Inquiry Experiment’ Developed Under the 2015 Revised National Curriculum
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Kim Min-Hwan
Shin Hae-Min
Noh Tae-Hee
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Abstract
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In this study, science teachers’ NOS lessons were observed and the characteristics of the lessons were analyzed. Three science teachers who taught NOS in the ‘Science Inquiry Experiment’ developed under the 2015 revised curriculum participated in the study. Their NOS lessons were observed and interviews were conducted before and after lessons. The collected data were analyzed using analytical induction and constant comparative method. The analyses of the result revealed the teachers' naive views on NOS were also revealed during the lessons. There were some cases where they showed naive views during the lessons even if they showed informed views in the interviews. Although the domains of NOS taught by them were diverse, all of them taught ‘tentativeness’ and considered this an important goal. They tended to teach NOS with content related with their major, and teaching NOS was found to be deeply related to their major. In the activity where students learn NOS by inferring the unknown object, teachers disclosed the unknown object, which is unlike the rule of the activity. They thought that could help students’ learning. At last, although they emphasized teaching NOS, they either did not assess NOS or assessed NOS in a limited way. Based on the results, some directions for teacher education and follow-up study are suggested.
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KEYWORD
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Nature of science, Science teacher, Science inquiry experiment
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