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22대 대한민국 국회 국회정보길라잡이 국회의원검색
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This study explored how community resource-based science inquiry shaped changes in five elementary students’ science identities and examined the educational significance of those changes. Data from pre- and post-surveys, photo journals, in-depth interviews, and researcher notes were analyzed through a qualitative case-study approach. Using Hazari et al.’s framework, the data were coded and interpreted across four dimensions-interest, recognition, competence, and performance-and triangulated to identify patterns of change and the experiences associated with them. The findings showed that, first, students’ interest in science expanded from enjoyment and curiosity about the activities themselves to engagement in the inquiry process and understanding of scientific concepts. Second, their recognition of what it means to be good at science shifted from external criteria, such as test scores and correct answers, to process-oriented criteria, including participation in inquiry and the ability to explain scientific ideas. Third, students’ self-beliefs about their scientific competence were strengthened through experiences of understanding, interpreting, and applying scientific concepts beyond simple memorization. Fourth, in terms of performance, repeated inquiry experiences and collaborative activities gradually fostered students’ confidence and willingness to participate as active agents in solving problems. This study suggests that community resource-based science inquiry activities can serve as a meaningful context for the development of elementary school students’ science identities and highlights the need for curricular support and institutional foundations to sustain such activities.

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기사명 저자명 페이지 원문 목차
Multisensory speech processing in adults with normal hearing and hearing loss : a preliminary EEG study Soojin Kang, Soyoon Lee, Sohyun Baik, Hye Yoon Seol p. 1-12
생명과학 과제 집착 과정에서 나타나는 생명과학 연구자의 전전두엽 활성 규명 = Identification of biology researcher's prefrontal cortex activation during the process of biological task commitment 이수민, 김보미, 권용주 p. 13-28
디지털 사용 경험 및 교과 전공이 생물교사의 AI-TPACK 이해와 활용에 주는 영향 = Effects of digital experience and subject major on biology teachers' AI-TPACK understanding and utilization 변정호, 권용주 p. 29-48
지역사회자원 기반 과학 탐구활동 참여 과정에서 나타나는 초등학생의 과학 정체성 변화 탐색 = Exploring the development of elementary students' science identity through community resource-based science inquiry 홍주성, 김주원, 임성만 p. 49-62
과학·환경 프로젝트 기반 수업이 초등학생의 환경 역량에 미치는 영향 = The effect of science-environment integrated project-based instruction on elementary school students' environmental competency 서정민, 김재선, 임성만 p. 63-76
회귀 모델에 대한 해석을 강조한 인공지능 융합 화학 수업의 교육적 영향 분석 = An analysis of the educational impacts of an AI-integrated chemistry class emphasizing the interpretation of regression models : focusing on high school students' AI literacy, knowledge-information processing competency, and perceptions of the class : 고등학생들의 인공지능 리터러시, 지식정보처리 역량, 수업에 대한 인식 관점에서 문샛별, 박철규 p. 77-93
수능형 국어 문항 자동 생성에서 소규모 SFT의 효과와 한계에 대한 단계별 분석 = A stage-wise analysis of the effects and limitations of small-scale SFT in Korean CSAT-style question generation 김길재 p. 95-116

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