• Journal of Gifted/Talented Education
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• v.13 no.2
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• pp.43-56
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• 2003

In this study, learning materials that can be applied for web-based distant learning model were developed based on the characteristics of elementary school science in which investigation skills and thinking ability are considered to be important. And the effect of students' activity in a discussion room on student's investigating and thinking ability was investigated. Through very active on-line discussion, students showed their ability to come up with new ideas and to design and implement diverse experimental methods. Especially, since all of the study tasks given to the students were aimed to utilize experimental means and tools that are so common in everyday life, shortfalls that might reside in the web-based distant learning program could be overcome and students' investigative activity might be stimulated.

• Journal of the Korean earth science society
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• v.41 no.5
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• pp.531-554
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• 2020

In order to provide explanations of the practice of the abductive inquiry-based outdoor geological fieldwork education, this study examined the characteristics of students' performance in geological fieldwork before and after the introduction of explicit learning of geologic knowledge and inquiry. To this end, a 21st-class program was developed in the order of pre-evaluation, initial fieldwork, explicit learning of geologic knowledge and inquiry, and post-evaluation and applied to nine middle school students. As research data, outdoor geological fieldwork class recording data and students' activity sheets were collected and analyzed qualitatively. As a result, during the initial fieldwork, students caught clues of low geological importance and used everyday experience and/or general scientific knowledge as a rule when asked to generate hypotheses about the origin of the clues. Also, students evaluated their hypotheses by the scientific accuracy of the rule or their own criterion. Meanwhile, during the final fieldwork, students frequently caught key clues in geologic perspectives and generated geological event hypotheses related to the clues by borrowing geologic knowledge as a rule. Furthermore, students scientifically evaluated their hypotheses based on the consistency of evidence and rules. Combining these results, the effects of learners' geological knowledge and inquiry (abduction) abilities as a path model were presented in order to help students carry out a proficient abductive inquiry in geological fieldwork.

• Journal of The Korean Association For Science Education
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• v.29 no.5
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• pp.541-551
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• 2009

This study aimed to investigate the effect of pre-service science teachers' experiences in nuclear physics research on their understanding of scientific inquiry process and career planning. The thirty-week URP (Undergraduate Research Participation) program was designed with the participation of six pre-service science teachers. Data sources included in-depth interviews with the individual teachers, group discussions, participant observations with field notes over the weeks, journals and lab logs, etc. Results indicated that the teachers perceived the complex and repetitive nature of the science research process, the importance of scientists' creativity and collaboration, etc. Their typical impressions of scientists has also more or less changed. In addition, the teachers had opportunities to confirm their aptitude in physics and to explore their career options in physics-related fields.

• Journal of The Korean Association For Science Education
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• v.40 no.5
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• pp.515-529
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• 2020

'Scientific inquiry experiments', which was newly created subjects in the 2015 revised curriculum, was expected in the aspect of learning science and developing core competences through science practices. Based on changed view of evaluation, assessments of a practice-centered subject 'Scientific inquiry experiments' should be try to conducted in various ways, but many challenges were reported. In this study, through analysis of current status of assessment of the subject, we intended to find the way of conducting and supporting 'Scientific inquiry experiments'. We collected assessment materials and explanatory description about them from 25 teachers who taught 'Scientific inquiry experiments' in 2018 and 2019. And we analyzed the cases with framework which were consisted with three main categories: elements, standards, methods of assessments. Also, we investigated how the results of assessment were utilized. For the validity, we requested verification of the results of our data analysis to experts of science education and science teachers. From them, we also collected their opinions about our analysis. As a result of the study, teachers assessed some elements of inquiry skills such as 'analysis and interpreting the data', 'conducting inquiry' more than others which were closely related to what subject-matter the teachers used to organized inquiry program with. In the aspect of domain of assessments, though cognitive domain and affective domain as well as skills were evaluated, we also found that the assessment of those domains had some limitation. In terms of standard of assessment, the goals of assessment were presented in most cases, but there were relatively few cases which had the specific criteria and the stepwise statements of expected performance of students. The time and subject of the assessment were mainly post-class and teachers, and others such as in-class assessments, peer-assessments were used only in specific contexts. In all cases, the results of assessments used for calculating students' grade, but in some cases, we could observe that the results used for improving teaching and feedback for students. Based on these results, we discussed how to support the assessments of 'Scientific inquiry experiments'.

• Journal of the Korean earth science society
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• v.39 no.6
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• pp.617-629
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• 2018

The purpose of this study was to explore the elementary school teachers' perceptions about making a model of volcanic activity. Thirty elementary teachers participated in the study after they in which they conducted the experiment of "Making a Model of Volcanic activity". A questionnaire was used to investigate how the teachers understood the strengths and weaknesses of the experiment in terms of the goals of school science inquiry. The results showed that 50-60% of the teachers were able to conduct the experiment as guided in the textbook regardless of their career or area of concentration. The teachers perceived that the experiment of current textbook was safe and useful for students to develop their creativity. However, they pointed out three major weaknesses of the textbook experiment: First, the textbook experiment does not clearly present the main purpose of the activity. Second, it does not appropriately reflect the natural volcanic activity. Third, it is a merely simple craft activity. In addition, the teachers agreed that the main goals of school science inquiry are the application of scientific knowledge, development of inquiry skills and cultivation of student's curiosity. However, the teachers perceived that the experiment of current textbook did not meet these three goals. They suggest that the experiment reflect the nature of real volcanic activities.

• Journal of The Korean Association For Science Education
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• v.32 no.2
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• pp.201-209
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• 2012

This study aims to explore patterns and characteristics of coordination between evidence and theories which were found in pre-service elementary teachers' writing for their science inquiry. Five science inquiry activities and a total of 115 writings of the participant teacher at the elementary teacher preparation university in Korea were collected and analyzed for this study. Based on the writing analyses there were found four types of coordination between the evidence and theory. We proposed four types as: Type 1-Consistency of evidence and theory; Type 2-Consistence of evidence and theory including more extension or elaboration of theory; Type 3-Inconsistence of evidence and theory Type 4-Inconsistence of evidence and theory followed by coordination of them. Firstly the findings indicated that the most to least frequent types were Type 1, Type 3, Type 2, and Type 4. The most frequent type was Type 1. It is interpreted that theory in the inquiry questions were frequently figured out by participants and they selected supporting evidence out of data found. There were rarely found relations between activity topics and frequencies of coordination types except in activity 1. The findings in this study will connect to the point of how students collaborate their previously owned knowledge with experiment planning, data analysis and interpretation and making of their own scientific claims.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.7 no.5
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• pp.45-53
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• 2017

Until now, Academic disciplines were categorized according to the standards of the National Research Foundation of Korea, and this categorization has contributed to the development of each disciplines. However, as time goes by, there is a need for a transition to the new trends, convergence. Therefore, to suggest the resolution for pre-existing phenomenon and problems, this study explored the concept and traits of narrative science as a convergence discipline and discussed its implications and tasks. Narrative Science is a human science, based on narrative epistemology, and it focuses on human's interpretation, communication, and inter-subjectivity. Narrative Science has many inner structures per trait, and it provides pre-existing disciplines with narrativistic inter-relation. It also pays attention to human's inner areas. For the development of Narrative Science in the future, it should be free from a misunderstanding as a narratology discipline or a methodology of qualitative research. Under this change, Narrative Science discipline areas should be fused in the perspective of human science, based on narrative philosophy and psychology.

• Journal of The Korean Association For Science Education
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• v.28 no.6
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• pp.685-695
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• 2008

An analysis on the Inquiry unit of Science 10 textbooks was conducted in terms of nature of science (NOS). The subject of the analysis was instructional objectives, activities and sentences in the unit of ten Science 10 textbooks. Contents of the instructional objectives could be grouped into nature of science, nature of scientists, scientific methods, and Science-Technology-Society. The concrete nature of scientific knowledge (SK) and constructing scientific theory or model, however, were not found in the objectives. The total number of activities in the Inquiry unit was 38. Seventeen out of them were presented without any supplemental or introductory materials, and 21 activities were provided with information followed by questions, discussions or investigations. For the most activities, any clear statements about NOS elements and desired/informed views of NOS were not made. The sentences of the Inquiry units were mixed up with constructivist and inductive views on NOS. The definition of science tended to be described based on the inductive view. And the generation of SK tended to be described as discovering regularities in natural phenomena rather than constructing theories. For science teachers who want to teach NOS effectively, stating clear learning objectives and elements of NOS and presenting reading materials with relevant views on nature of science were necessary.

• Journal of The Korean Association For Science Education
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• v.41 no.5
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• pp.401-414
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• 2021

The purpose of this study is to explore the cognitive achievement characteristics by group of achievement levels in the PISA 2018 science domain compared to the results of the PISA 2015, and to compare and analyze the 'epistemic' knowledge in the revised curriculum 2009 and in the revised curriculum 2007. The average correctness rates in PISA 2015 and PISA 2018 were analyzed by sub category of the evaluation frame in the PISA scientific domain. In the competencies domain, especially, the average correct answer rates of 'evaluating and designing scientific inquiry' were the lowest in medium and lower groups, but the rates rose in all achievement groups compared to PISA 2015, which is encouraging. Although the answer rates were low for both 'living system' knowledge and 'epistemic' knowledge in the knowledge domain, the average answer rates of the upper and middle groups increased in 'epistemic' knowledge compared to PISA 2015. The changes in the curriculum experienced by students participating in PISA were analyzed in relation to the 'evaluating and designing scientific inquiry' competency and 'epistemic' knowledge, which increased in average correct answer rates. In terms of understanding science, the "What is science?" unit that explicitly presents epistemic knowledge, and nature of model in inquiry activities, were explicitly presented in the revised curriculum 2009. In terms of understanding the process of justifying scientific knowledge, the number of inquiry activities increased, scientific explanations based on experimental results strengthened, and the "Science and Human Civilization" unit was introduced to help students to understand STS while simultaneously conducting arguments. These findings confirm the educational performance of groups by achievement level in the PISA 2018 scientific domain and suggest that the direction of education relates to epistemic knowledge in Korea's Science curriculum.

• Journal of the Korean Chemical Society
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• v.66 no.2
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• pp.107-123
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• 2022

The purpose of this study is to investigate the effects of learning using computer-based science inquiry program. To this end, the three lessons computer-based science inquiry were developed in domain of material's properties. The developed program was put into K middle school located in Seoul and the effects were verified. For the experimental group, the three lessons computer-based science inquiry related to the separation of mixture were introduced, and for the comparison group, the contents presented in the textbook were introduced as a teacher-centered teaching method. To verify the effects of the program, 2-way ANCOVA was performed on positive experiences about science and science core competency, and 2-way ANOVA was performed on academic achievement. As a result of the study, there were significant differences between the two groups in positive experiernces about science and scientific core competencies and academic achievement (p<.05), and group^*gender interaction effect was only significant in academic achievement (p<.05). From the results of this study, we could see the possibility of using a computer-based science inquiry program as a chemistry teaching method that enables sustainable scientific inquiry.