과학교육의 중추적인 목표 중 하나인 과학적 사고력을 향상시키기 위한 과학 실험실 수업의 중요성이 지속적으로 강조되고 있다. 그러나 현재의 과학 실험실 수업의 효과 및 성과에 대해서 회의적인 결과들이 보고되고 있다. 따라서 이 연구에서는 초등학교와 중학교 과학 실험실 수업에서의 과학 탐구 과정이 어떻게 진행되는지를 분석하였다. 이를 위하여 Rezba 등이 제시한 과학 탐구 과정 요소에 따라 초등학교와 중학교 과학 실험 수업 111개를 분석하였다. 그 결과 크게 3가지의 유형이 나타났으며, 각 유형이 모든 탐구 요소를 포함하지 못하였다. 이 연구를 기초로하여 보다 다양한 과학 실험실 수업이 분석되기를 기대한다.

An Analysis of Science Process Skills of School Laboratory Classin Elementary and Middle School The development of scientific thinking is one of the most important goals for science education. Science laboratory class has been emphasized for this goals. However, effect and result of current science laboratory class was negative research results reported. Therefore, this research analyzed how science process skills in elementary and middle school science laboratory classes were proceeded. This research analyzed 111 science laboratory classes according to science process skills that Rezba et al. presented for this purpose. As a result, 3 types appeared, and unlisted science process skills existed. More various science laboratory classes may be expected to be analyzed based on the finding of this study.

An Analysis of Science Process Skills of School Laboratory Classin Elementary and Middle School The development of scientific thinking is one of the most important goals for science education. Science laboratory class has been emphasized for this goals. However, effect and result of current science laboratory class was negative research results reported. Therefore, this research analyzed how science process skills in elementary and middle school science laboratory classes were proceeded. This research analyzed 111 science laboratory classes according to science process skills that Rezba et al. presented for this purpose. As a result, 3 types appeared, and unlisted science process skills existed. More various science laboratory classes may be expected to be analyzed based on the finding of this study.

science inquiry, laboratory activity, science laboratory class