본 연구의 목적은 학생 중심의 탐구 수업 전략을 개발하는데 있다. 실험실 수업과 교실 수업이 분리되 어 있는 우리나라 과학 교육 현실에 적용 할 수 있는 탐구 수업 전략 개발을 위해 탐색, 용어 도입, 개념 응용 단계로 이루어져 있는 로슨의 경험 추론(귀추)적 순환 학습 모형을 사용하였다. 탐색 단계에서 학생 중심의 탐구 수업이 실험실에서 이루어 질 수 있도록 중학교 과학 3의 “물의 순환과 날씨 변화” 단원에 서 해륙풍을 주제로 하는 탐구 실험을 개발하였다. 탐구 실험은 귀납적 I ․ O ․ E 형태로 도입, 관찰, 설명 의 순서로 구성되어 있으며 학생용, 교사용 탐구 실험이 있다. 그리고 학생들의 실험 수행평가를 위해 탐 구 과정기능, 실험 기능, 개인별 실험 태도에 대한 채점 기준도 개발하였다. 이와 함께 개발한 탐구 실험 을 1차시 실험실 수업으로 하고 2차시 교실 수업과 연계할 수 있는 탐구 수업 전략도 개발하였다.
This study aims for the development how to organize a more student-centered inquiry teaching strategy. The Lawson\'s empirical inductive learning cycle model is used to develop the strategy to be applied in the current circumstances of Korean science classes at schools, which separately conduct laboratory classes from ordinary science classes. Lawson\'s cycle model has three stages; exploration, introduction of terms and application of acquired idea. Lawson emphasizes that the exploration with students\' active participation should be preceded before the other process when students start to learn science, in his model. Inquiry experiments are developed in this thesis in order to encourage students to lead science classes at school laboratories. These inquiry experiments have been made with two different topics coming from \"Science 3\" used in Korean middle schools; The topic is \'land and sea breeze\' from the section of \'the circulation of water and weather change\'. This inquiry experiments is consisted of \'Introduction\', \'Observation\' and \'Explanation\', in order, with the form of inductive I․O․E. Inaddition, sub-textbooks for students and guide books for teachers are suggested for the experiments. Three standards to evaluate students\' performance in the experiments are also set by the categories of \'used skills for the inquiries\', \'performance\' and \'attitude\' to the experiments so that teachers can carry out objective and process-focused evaluation on their students\' efforts to the classes. The created strategy in this thesis ultimately prioritize laboratory inquiry classes according to the Lawson\'s empirical inductive learning cycle model. That is, in the primary step, students undergo \'exploration\' being the center of the inquiry experiments at the laboratories. Afterward, in the secondary step, the introduction of terms, which introduce related terms and explain them, and the application of acquired idea are carried out at ordinary classrooms. In the process of idea application, students solve given questions and internalize acquired ideas. Newly developed strategy for school inquiry experiments in this thesis will help Korean science classes turn to be more student-centered, in other words, students have more leadership in the classes than teachers do.
I. 서 론 II. 이론적 배경 III. 연구 절차 및 방법 IV. 연구 결과 V. 결론 및 제언 참고문헌
