Ex) Article Title, Author, Keywords
New Phys.: Sae Mulli 2021; 71: 86-97
Published online January 29, 2021 https://doi.org/10.3938/NPSM.71.86
Copyright © New Physics: Sae Mulli.
Hunkoog JHO1, Bongwoo LEE2*
1Graduate School of Education, Dankook University, Yongin 16890, Korea
The purpose of this study is to analyze the physicists’ research problem identification process to obtain implications for inquiry teaching. For this purpose, 58 cases of the research problem identification process were collected from 19 physicists and analyzed based on the scientific inquiry process such as problem recognition, research design, conducting research, data analysis, conclusion and reasoning, and evaluation. After that, the focus group had interviews with 3 physicists. The main findings are as follows. Physicists most often found research problems in the process of problem recognition, followed by cases derived from the result of conducting research. Physicists were more inclined to discover new research problems from experiences with and results of previous research rather than everyday experiences. Based on the results of the study we discussed, effective teaching methods for student’s inquiry problem identification.
Keywords: Physicist, Inquiry, Problem identification, Case study