개방형 탐구 및 모의 실험수업 경험이 예비물리교사의 인식에 미치는 영향 탐색

Experiments are fundamental aspect of scientific inquiry and its role in science education is crucial. However, many experimental classes in schools tend to focus on confirmation experiments that limit students' ability to explore and inquire. This study aims to help preservice teachers in understanding the value of inquiry-based experimental classes by inviting them to participate in an open-ended inquiry. Fifteen preservice teachers who had minimal prior experience in conducting an open inquiry and teaching formal classes participated in this study. Through this study, they were able to identify the benefits of an open-ended experiment, noting that it was enjoyable and beneficial in fostering a deeper understanding of concepts. Moreover, they observed that open-ended inquiry is similar to what scientists do and thus must be experienced by students. They thought that laboratory instruction was crucial for effective teaching in schools. Nevertheless, they acknowledged that teaching experimentation requires substantial preparation and an in-depth understanding of the experiment.