This study aims to investigate tenth graders’ understanding of the nature of scientific inquiry (NOSI). A total of 100 public school students participated. A questionnaire of Views about Scientific Inquiry was used to assess their understanding of the NOSI, and data were collected using qualitative research methods such as open-ended questionnaires and, when necessary, semi-structured interviews. By employing a constant comparison method to analyze their responses, five students were consistently categorized as the group with informed views regarding all the eight aspects of the NOSI. The rest of the students showed different levels of understanding regarding each aspect. A large portion of the students represented a group with mixed views about four aspects and informed views about three aspects, whereas naive views about one aspect prevailed among them. The results showed that many students comparatively lacked understanding of the aspect related to the scientists’ process of constructing explanations and formulating theories. This study discusses the relationship between its results and the current science curriculum and presents implications for the overall enhancement of students’ understanding of the NOSI. Finally, it encourages the acquisition of scientific inquiry ability and makes suggestions to promote further studies.

Abstract
요 약
서 론
연구 방법
    연구 참여자 및 맥락
    조사 도구
    자료 수집 및 분석
연구 결과
    과학적 탐구는 서로 다른 방법을 취할 수 있다.:VASI #1a, b, c
    모든 과학적 탐구는 질문을 제기하여 시작하지만,반드시 가설을 시험하는 것은 아니다.: VASI #2
    모든 과학자가 같은 과정을 수행한다 해도 같은결론을 얻게 되는 것은 아니다.: VASI #3a
    탐구 과정은 그 결과에 영향을 미칠 수 있다.:VASI #3b
    과학적 자료와 증거는 다르다.: VASI #4
    탐구 과정은 탐구 문제에 의해 안내된다.: VASI #5
    연구 결론은 수집된 자료에 모순되지 않아야 한다.: VASI #6
    수집된 자료와 이미 알려진 바를 종합하여 설명이 구축된다.: VASI #7a, b
결론 및 제언
References

• 조은진(서울대학교 과학교육과) | Eunjin Cho (Department of Science Education, Seoul National University) Corresponding author