Earticle

초록

영어

This study explored the effect of using the inquiry-based science writing heuristic approach in class on metacognition and scientific creativity to enhance the ability of solving problems in science classrooms of elementary students. The results of this study were as follows. First, the science writing heuristic had a positive influence on the usage of metacognition necessary for learners to solve the problem with science. Second, the science writing heuristic contributed to the improvement of scientific creativity. In the process of inquiry-based approach, learners used scientific knowledge to come up with ideas and produce outcomes, therefore they could seek sanswers to scientific problems for themselves. Third, the science writing heuristic produced a positive awareness of science process skill because learners had more opportunities to think on their own than an existing passive class. In conclusion, this study found that the inquiry-based science writing heuristic approach encouraged learners to do inquiring activities in school classrooms, therefore contributing to the application of metacognition and the improvement of scientific creativity.

목차

ABSTRACT
 Ⅰ. 서론
 Ⅱ. 연구 절차 및 방법
  1. 연구 절차
  2. 연구 방법
  3. 검사도구 및 자료 처리
 Ⅲ. 연구 결과 및 논의
  1. 탐구적 과학 글쓰기가 메타인지에 미치는 효과
  2. 탐구적 과학 글쓰기가 과학적 창의성에 미치는 효과
  3. 탐구적 과학 글쓰기로 인한 학습자의 인식 변화
 Ⅳ. 결론 및 제언
  1. 결론
  2. 제언
 참고문헌

키워드

저자

• 이은아 [ Lee Eun-a | 부산교육대학교 ]
• 김용권 [ Kim Young-gwon | 부산교육대학교 ] Corresponding author

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  대한지구과학교육학회지 [Journal of the Korean Society of Earth Science Education]

• 간기

  계간

• pISSN

  2005-5668

• eISSN

  2289-0386

• 수록기간

  2008~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 450 DDC 550