요인 분석을 통한 개방적 탐구의 스캐폴딩 요소 및 기능 탐색 = Exploring the Components and Functions of Scaffolding in Open Inquiry through Factor Analysis

다국어 초록 (Multilingual Abstract)

The purpose of this research was to identify the components of scaffolding in open inquiry and to explore the functions of teachers`` scaffolding, which is necessary to support students`` open inquiry. In order to identify scaffolding components, at first, we conducted a survey using a questionnaire on what students think about open inquiry on 110 students who performed open inquiry in two middle schools, and then carried out factor analysis based on the survey results. It was attempted to investigate students`` perception through focus group interviews corresponding to scaffolding components that were identified through factor analysis. Also, we examined teachers`` empirical view of scaffolding functions in open inquiry through in-depth interviews with four teachers. The results of exploratory factor analysis revealed that there were five scaffolding components of open inquiry: motivation, planning, strategy, environment and participation. The results of focus group interviews showed that students experienced difficulties in planning, strategy, environment and participation components, except for motivation component. In particular, students asked for support to strengthen the participation component, which means recognizing their role, active participation and collaboration with peers. Meanwhile, the results of in-depth interviews with teachers showed that teachers`` empirical views of scaffolding function in open inquiry were categorized as cognitive (conceptual, metacognitive), emotional (motivational, arbitrative) and strategic. Interviewed teachers preferred the strategic scaffolding and cognitive scaffolding to the emotional scaffolding. Based on the results, we also discussed the implications for performing open inquiry effectively.

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