Journal of Korean Elementary Science Education (한국초등과학교육학회지:초등과학교육)

The Korean Elementary Science Education Society (한국초등과학교육학회)
권호 표지
DOI QR코드

DOI QR Code

The Analysis of Inquiry Activity in the Material Domain of the Elementary Science Textbook by Science and Engineering Practices

과학 공학적 실천에 의한 초등학교 과학 교과서 물질 영역의 탐구 활동 분석

  • Received : 2016.03.08
  • Accepted : 2016.05.29
  • Published : 2016.05.31
Download PDF
⟨ Previous Next ⟩

Abstract

We examined the inquiry activities in the material domain of the elementary science textbooks and experimental workbooks based on 2009 revised curriculum. The analysis framework was SEP (Science and Engineering Practices) - 'Asking questions and defining problems', 'developing and using models', 'planning and carrying out investigations', 'analyzing and interpreting data', 'using mathematics and computational thinking', 'constructing explanations and designing solutions', 'engaging in argument from evidence', and 'obtaining, evaluating, and communicating information'. Sub-SEP of each grade band were also used. The results showed that the $3^{rd}{\sim}5^{th}$ grade science textbooks and workbooks mainly emphasized 'make observations and/or measurements', 'represent data in tables and/or various graphical displays', or 'use evidence to construct or support an explanation or design a solution to a problem' among around 40 sub-SEP. In the case of the inquiry activities for $6^{th}$ grade, majority of sub-SEP included were also only 'collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions', 'analyze and interpret data to provide evidence for phenomena' or 'construct a scientific explanation based on valid and reliable evidence obtained from sources'. The type of 'asking questions and defining problems', 'using mathematics and computational thinking' or 'obtaining, evaluating, and communicating information' were little found out of 8 SEP. Educational implications were discussed.

Keywords

References

  1. Abd-El-Khalick, F., BouJaoude, S., Duschl, R., Lederman, N., Mamlok-Naaman, R., Hofstein, A., Niaz, M., Treagust, D. & Tuan, H. (2004). Inquiry in science education:International perspectives. Science Education, 88(3), 397-419. https://doi.org/10.1002/sce.10118
  2. Anderson, R. D. (2002). Reforming science teaching: What research says about inquiry. Journal of Science Teacher Education, 13(1), 1-12. https://doi.org/10.1023/A:1015171124982
  3. Asay, L. D. & Orgill, M. (2010). Analysis of essential features of inquiry found in articles published in The Science Teacher, 1998-2007. Journal of Science Teacher Education, 21(1), 57-79. https://doi.org/10.1007/s10972-009-9152-9
  4. Cho, H. J., Han, I. K. & Kim, H. N. (2008). Analysis of elementary teachers' views on barriers in implementing inquiry-based instructions. Journal of the Korean Association for Research in Science Education, 28(8), 901-921.
  5. Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. New York: The Macmillan Company.
  6. Ireland, J., Watters, J. J., Brownlee, J. L. & Lupton, M. (2014). Approaches to inquiry teaching: Elementary teacher's perspectives. International Journal of Science Education, 36(10), 1733-1750. https://doi.org/10.1080/09500693.2013.877618
  7. Jeon, S. S. & Park, J. H. (2014). Analysis of relationships of scientific communication skills, science process skills, logical thinking skills, and academic achievement level of elementary school students. Journal of the Korean Association for Research in Science Education, 34(7), 647-655. https://doi.org/10.14697/jkase.2014.34.7.0647
  8. Jeon, Y. (2015). An analysis of inquiry activities in high school chemistry II textbooks for the 2009 revised science curriculum: 8 Practices of science. Ewha Womans University Graduate School of Education, Dissertation of master.
  9. Kang, N. H. & Lee, E. M. (2013). An analysis of inquiry activities in high school physics textbooks for the 2009 revised science curriculum. Journal of the Korean Association for Research in Science Education, 33(1), 132-143. https://doi.org/10.14697/jkase.2013.33.1.132
  10. Kim, J. Y., Han, J. E. & Park, J. S. (2012). The analysis of inquiry activities in high school chemistry II textbooks on the revised 2009 curriculum. Journal of the Korean Association for Research in Science Education, 32(5), 928-937. https://doi.org/10.14697/jkase.2012.32.5.928
  11. Kim, Y. S. (2015). Analysis of scientific and engineering practices within STEAM programs in Korea. Ewha Womans University Graduate School of Education, Dissertation of master.
  12. Krajcik, J. (2015). Project based science. The Science Teacher, 8(1), 25-27.
  13. Lim, S. M. (2015). An analysis of concepts and inquiry activities related to the ‘earth science' area in the South Korean elementary school textbooks to the current and a study on the improvement of future textbook. Journal of Korean Elementary Science Education, 34(3), 288-296. https://doi.org/10.15267/keses.2015.34.3.288
  14. Lotter, C. Singer, J. & Godley, J. (2009). The influence of repeated teaching and reflection on preservice teachers' views of inquiry and nature of science. Journal of Science Teacher Education, 20, 553-582. https://doi.org/10.1007/s10972-009-9144-9
  15. Lucero, M., Valcke, M. & Schellens, T. (2013). Teachers' beliefs and self-reported use of inquiry in science education in public primary schools. International Journal of Science Education, 35(8), 1407-1423. https://doi.org/10.1080/09500693.2012.704430
  16. Martin-Hansen, L. (2002). Defining inquiry: Exploring the many types of inquiry in the science classroom. The Science Teacher, 69(2), 34-37.
  17. McNeill, K. L. (2011). Elementary students' views of explanation, argumentation, and evidence, and their abilities to construct arguments over the school year. Journal of Research in Science Teaching, 48(7), 793-823. https://doi.org/10.1002/tea.20430
  18. Ministry of Education (2015). Science curriculum. http://nice.go.kr/
  19. Ministry of Education and Science Technology (2012). Science curriculum. http://nice.go.kr/
  20. National Educational Association [NEA]. (1894). Report of the committee of ten on secondary school studies with the reports of the conferences arranged by the committee. New York: The American Book Company.
  21. National Research Council [NRC] (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: The National Academies Press.
  22. NGSS Lead States. (2013). Next generation science standards: For states, by states. Washington, DC: The National Academies Press.
  23. Schwab, J. J. (1962). The teaching of science as enquiry. In P. E. Bradwein (Ed.), The teaching of science (pp. 1-103). Cambridge, MA: Havard University Press.
  24. Stroupe, D. (2015). Describing "Science Practice" in learning settings. Science Education, 99(6), 1033-1040. https://doi.org/10.1002/sce.21191
  25. Wargo, B. M. (2014). Incorporating science and engineering practices into preservice secondary science teachers' planning practices: Testing the efficacy of an intervention. Doctoral Dissertation, University of Pittsburgh.
  26. Zhai, J., Jocz, J. A. & Tan, A.-L. (2014). Am I like a scientist?': Primary children's images of doing science in school. International Journal of Science Education, 36(4), 553-576. https://doi.org/10.1080/09500693.2013.791958

Cited by

  1. Investigation of Preservice Elementary Teachers' Perception on Science Inquiry Regarding Science Practices vol.21, pp.6, 2017, https://doi.org/10.24231/rici.2017.21.6.644
  2. Preservice Elementary Teachers’ Images of Scientific Inquiry Regarding Practices of Next Generation Science Standards vol.21, pp.4, 2016, https://doi.org/10.24231/rici.2017.21.4.450
  3. 2015 개정 교육과정에 따른 과학탐구실험 교과서에 나타난 참탐구 요소 분석 vol.63, pp.3, 2016, https://doi.org/10.5012/jkcs.2019.63.3.183
  4. 초등 5~6학년군 과학 교과서에 제시된 탐구 활동 유형 분석 vol.38, pp.4, 2019, https://doi.org/10.15267/keses.2019.38.4.453