부산대학교 도서관

This study explores communicative approach in instruction to develop discourses of inquiry in a science classroom. It focuses on the challenges faced by the teacher and the practical knowledge gained through the process. Action research was conducted: Lesson plans for the wave and optics units in Grade 8 physics were developed based on communicative approach of the 5E instructional model; during the six-week implementation, data were collected and analyzed for weekly reflections and adjustments. These data include class recordings, the teacher's reflection notes, student work, and student interviews. Results reveal challenges including insufficient time for discourse of inquiry, passive student behaviors, how to determine the proper moments for small group or general class discussions and how to enable students to assess their understanding and promote reflection. The teacher's considerations and actions in addressing these challenges indicate the following: (1) Teachers can determine essential tasks and questions while eliminating unnecessary ones during lesson planning by conceptualizing students' inquiry skills as akin to snowflakes accumulating over time. (2) In order to have students own the 'flow experience' for inquiry, teachers need to facilitate modes of discussion according to task difficulty; removing tasks that are too easy, and switching from small groups to general class discussions when the tasks are more difficult. Thus, students would gradually gain inquiry skills and knowledge through participation in quality dialogue with others. Meanwhile, the flow model helps the teacher own an optimal experience for inquiry-based teaching. (3) Advanced inquiry tasks helped students reflect by connecting science with daily life. Further research is suggested to incorporate communicative approach into the design of inquiry-based science textbooks as well as analyze semantic structures of discourse to better understand how inquiry goals are achieved.