The aim of this study is to examine Korean middle school students' view about scientific inquiry with the Views about Scientific Inquiry (VASI) questionnaire, an instrument that deals with eight aspects of scientific inquiry. 282 Korean middle school students participated in this study, and their responses were classified as informed, mixed, and naïve. The results revealed that Korean middle school students primarily held mixed or naïve views about scientific inquiry. To discover why students held these views, their responses were analyzed in detail. For instance, they did not understand the meaning of 'experiment', 'scientific', 'data', and 'evidence' well. They understood scientific terminology and scientific inquiry in everyday contexts. Students also tended to regard science process skill as scientific method. According to the results mentioned above, explicit and reflective instruction is necessary to develop students' views about scientific inquiry.
Retrospective verbal protocol (RVP) is also collected in unstructured interview form. After setting the examples, counterexamples, and options presented in the task as the area of interest (AOI), we extract the visit duration and visit count as eye movement data. A heatmap and gaze plot were also analyzed. Differences are observed between the two groups based on the heatmap, visit duration, and visit count. This means that the selective attention and efficient visual search processes differ depending on the concept construction.In addition, we confirm differences in the reasoning method and attribute-finding strategy, which occur in the descriptive concept construction process.
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