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In this study, since Vee diagram developed by Novak and Gowin(1984) was considered too complex to apply to highschool students, the revised Vee diagram suggested by Vanhear(2006) which can be easily understood and drawn up by students was utilized in conducting inquiry experiment classes. The study aimed to identify its effects on biological inquiry skills and motivation of highschool students. As research subjects, this study adopted two first-grade classes of an academic highschool, one of which was the experimental group consisting of thirty-one students, and the other was the control group consisting of thirty-two. The experimental group was given an inquiry experiment class utilizing revised Vee diagram on the seven subjects for inquiry experiment; the control group was given a class conducting inquiry experiment by the method suggested in the textbook and drawing up traditional reports on the same subjects. As a result of the study, first, the inquiry experiment class utilizing revised Vee diagram was effective in improving biological inquiry skills, particularly indicating significant effects in such sections as Assumption, Interpretation and Hypotheses. Second, the inquiry experiment class utilizing Vee diagram was effective in improving the motivation for learning biology. Significant effects were found in such subsections as intrinsic motivation and personal relevance; self-efficacy and assessment anxiety; self-determination; and grade motivation.