과학적 증거와 설명에 대한 초등학교 6학년 학생의 이해 = Sixth Graders` Inquiry Understanding for Scientific Evidence and Explanation

다국어 초록 (Multilingual Abstract)

The aim of this paper was to diagnose Korean sixth graders` understanding for scientific evidence and explanation. The instrument constructed by Jeong, Songer, and Lee (2002) was used to assets students` understanding for priority of scientific evidence, objectivity of data, relevance of evidence, data interpretation, coordination of theory and evidence, and repeated observation. Results showed that although many students recognized certain features of scientific inquiry such as objectivity of data, few of them understood why such features are valued and how to collect and use such data. In particular, students experienced difficulty in formulating explanation from evidence, not knowing, for example, that repeated observations are needed before making a general statement. The results of this study suggest that efforts to foster students` inquiry abilities need to be based on careful analyses of students existing inquiry skills and understanding.