• Journal of Science Education
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• v.32 no.2
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• pp.33-50
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• 2008

This study was designed to raise the quality of education programs for those gifted students in science education. The authors suggest the importance of autonomous inquiries amongst various activities for those gifted in this study. For this purpose, we identified the meaning of autonomous inquiry by comparison with the open inquiry and presented the importance of the autonomous inquiries with the aim of the gifted in science education. From this, we emphasized the necessity of program development to cultivate the gifted adolescents' independence, creativity, and autonomy beyond previous programs.

• Korean Educational Research Journal
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• v.38 no.3
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• pp.167-188
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• 2018

The purpose of this study is to suggest safety education on life science inquiry activity, which subjects on the exploration and autonomous research to the relevant topics, mainly done by the science high school students. Investigation was made on subjects of research activity proposed from Life science and autonomous research from science high school students by examine thoroughly 2009 revised education curriculum. To prevent school laboratory accidents, education of basic safety regulations and general precautions should be repeatedly notified by clear statements and expression to each topic. Expressing the safety factors considering the themes of autonomous inquiry and activities presented in the course of education should be done, so that students should not experience laboratory accidents by reason of ignorance. From the beginning of organization to performing research, safety rules about disposing chemicals and tools wastes occurring during research should be noticed and expressed in precautions following waste disposal system should be adopted. It is necessary to level up the accessibility of information about the laboratory safety rules to confirm to the every student, and also ensure the takeover of the clean-up and use of utilities at the time of search end in order to prevent the incidence of laboratory accidents during the thorough stages of biological inquiry activities.

• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.295-306
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• 2022

This study aims to analyze the aspect of inquiry activity for seven national science textbooks, which were recently authorized and developed for elementary schools. The study reviewed seven of the abovementioned textbooks, which were introduced to the authorized textbook system for 2022 in elementary schools. In-depth analysis was conducted on inquiry activities, which were frequently emphasized since the third curriculum. A chapter entitled "Stratum and Fossils" was selected to analyze the detailed types of inquiry activity using the framework. First, analysis was conducted on six types of inquiry activity. The result indicated that two out of seven inquiry activities different among the national and authorized textbooks. In other words, the two slightly differed from the inquiry activities presented in national textbooks. It was not reasonable that the introduction of the authorized textbook exerted an effect on the increase of autonomy and variety of teaching and learning activities compared with those of national textbooks. Second, science process skills, material, and inquiry process were established as standards for the detailed types of inquiry activity. The study demonstrated a slight difference among textbooks in terms of material and inquiry process, whereas the inquiry activities of the seven authorized textbooks were the same or similar. This finding indicated that students could experience seven types of inquiry activities. Moreover, the study examined inquiry activities related to essential learning contents in detail and found that there were more diverse than types of inquiry activities.

• Journal of the Korean Chemical Society
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• v.63 no.3
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• pp.183-195
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• 2019

In this study, we investigated the characteristics of the authentic inquiry components in the inquiry tasks of Science Inquiry Experiments textbooks developed under the 2015 Revised National Curriculum. After classifying inquiry tasks by core concepts, we analyzed the cases that students autonomously planned or performed the authentic inquiry components. The results of the study revealed that investigating multiple materials component most frequently appeared in all units. However, generating research question, selecting variables, observing multiple variables and transforming observations components appeared in a few tasks of history and everyday science units as they were often guided or structured in textbooks. Controlling simple or complex variables, observing intervening variables and considering methodological flaws components rarely appeared in all units as most of textbooks did not consider or indicate explicitly. Authentic inquiry components of everyday science unit tended to be handled in small group activities. On the bases of the results, the implications for the development of the inquiry tasks of Science Inquiry Experiments textbooks are discussed.

• Journal of The Korean Association For Science Education
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• v.37 no.6
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• pp.971-980
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• 2017

In this study, we explored the characteristics of instrumental genesis in high school students' scientific inquiries. Twenty-three 10th to 11th graders in a science research club participated in this study. The students in 6 groups autonomously planned and performed their own scientific inquiries for one semester. Their activities were videotaped and recorded. Semi-structured interviews were conducted. Material request papers and group worksheets were also collected for analysis. The results of the study suggested that students' practices were categorized as instrument genesis. When instrument genesis did not occur, the cases at the beginning of and during the practice were described respectively. Instrumental genesis was found to appear in three categories: instrumentation; instrumentation and instrumentalization; and instrumentalization. The characteristics and details of case represented in each category were described and discussed related to affordance as the results of the study. On the bases of the results, the implications for the reconsideration of the instruments in school science inquiries are discussed.

• Journal of Science Education
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• v.36 no.1
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• pp.139-152
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• 2012

The purpose of this study is to provide some suggestions for future improvement of scientific inquiry activities in Korean elementary science textbook. The modified framework of Lee(2005) and Millar et al.(1998) was used to compare inquiry activities in the Korean and Singaporean science textbooks. The results of this study are as follows: Korean text books have more activities than Singapore's, but both countries have similar time allotment for science classes. In the area of 'inquiry process skill', Singapore is more balanced in 'Basic inquiry process skills' and 'Integrated inquiry process skills' than Korea. Singapore's integrated inquiry rate is also higher than Korea's. Next the results of comparing leaning objectives to scientific inquiry activities shows that Korean text books tend to focus on 'contents objectives', while Singapore's text books focus on balancing 'contents objectives' and 'process objectives'. Korean science textbooks encourage students to communicate the results of experiments but in most case these communication activities are actually not performed. Lastly Korea and Singapore have low degree of openness in inquiry activities. Remarkably 'Suggest questions' are totally conducted by teachers. This study implies that Korean science textbooks should have lower amounts of inquiry activities to accomodate enough time for communication about results. Next we need to make balance not only 'Basic inquiry process skills' and 'Integrated inquiry process skills' but also 'Content objectives' and 'Process objectives'. Lastly we need to make student to be the leader in science classes through encouraging them to plan procedures for experiments and to discover results by themselves.

• Journal of Korean Elementary Science Education
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• v.41 no.3
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• pp.501-520
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• 2022

Considering the importance of spatial thinking in the process of learning astronomy, it is necessary to educate pre-service teachers on teaching methods that consider spatial thinking from the teacher training program stage. Accordingly, after providing education on spatial thinking to pre-service science teachers, problems and improvement plans perceived by them were explored for the images and inquiry activities of astronomy textbook units. In this study, spatial thinking in the astronomical domain was defined as the amalgam of the concepts of space, representation tools, and reasoning processes. The juniors attending the University of Education in the metropolitan area were educated on spatial thinking for two weeks in October 2021. They were then asked to voluntarily select one of the astronomy units to analyze problems in the textbooks and present modification plans to address those problems. Finally, 33 cases presented by 22 pre-service science teachers were analyzed, and the results of the study were as follows. Pre-service teachers recognized the problems in textbooks in terms of the concepts of space and reasoning processes, and proposed improvement plans to supplement them. However, in some cases, even if pre-service teachers properly recognized a problem, the improvement plan was not appropriate, or they were not able to analyze the images or inquiry activities in terms of spatial thinking. This study is significant in that it shows that pre-service teachers have the potential to properly reorganize and revise textbooks by participating in teacher training programs on spatial thinking. Furthermore, based on the results of this study, the direction of the teacher training program concerning spatial thinking was discussed.

• Journal of The Korean Association For Science Education
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• v.36 no.1
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• pp.135-145
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• 2016

The purpose of this study is to investigate elementary teachers' views on the democratic scientific inquiry and the methods for promotion of democratic citizenship in science classroom, and to conduct exploratory discussions about science classroom for promotion of democratic citizenship based on their views. Data were collected from 96 elementary teachers. AS results show, the elementary teachers in the study thought that the features of democratic scientific inquiry was 'communication and cooperation', 'autonomy and fairness', and 'contribution to the benefit of mankind and society'. In addition, the participants regarded the 'inquiry/activity focused on communication and cooperation' as the best method for promotion of democratic citizenship in science classrooms. Finally, several suggestions on the science education for promotion of democratic civic literacy and the democratic inquiry were given.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.3
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• pp.235-253
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• 2017

The purpose of this study is to compare by learner groups(K-12, geology-related majoring students, science teachers) how geologic fieldwork education cases in domestic and foreign papers for recent 20 years reflect the elements of inquiry in field geology. The total number of analyzed cases is 53(58 for double counting), and the analysis was conducted on the elements of inquiry in field geology and their sub-element. As a result, there was a clear difference between the cases of geologic fieldwork education for K-12 and college students majoring in geology-related disciplines, in the way of reflecting elements of inquiry in field geology. Because most of K-12 target fieldworks were designed based on the curriculum, it mainly included 2-3 elements of observations, representations, and/or abductive reasoning. On the other hand, because fieldworks for geology-related major students aim to train geologic experts, it diversely contained four or five of the elements of inquiry in field geology, including spatial thinking and diachronic thinking in a high proportion, and also frequently used activities that require specialized skills such as geological mapping. Fieldworks for science teachers were found to have mixed features of K-12 and geology-related major students. Considering the diversity of included inquiry elements, similarities with the activities performed by geologists, and the autonomy of learners, it was analyzed that geologic fieldwork for geology-related major students was more close to authentic geologic inquiry than fieldwork for others. Based on the results of this study, we suggested implications for improving geological fieldwork as authentic science inquiry.

• 한국정보교육학회:학술대회논문집
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• 2004.08a
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• pp.351-361
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• 2004

매스컴을 통해 자주 보도되는 정보통신 윤리 관련 범죄는 정보통신 윤리 교육의 필요성이 강조되게 하고 있으며, 최근 교육학자들은 정보 윤리 교육의 실행방안에 대해 많은 연구를 하고 있다. 추병완(2001)은 가상공간의 질서 유지를 위한 네티켓은 강제적이고 억압적인 외적규제보다는 네티즌 자신의 자율성에 의존하는 내적 규제라는 점을 고려해 볼 때, 정보통신윤리 교육은 학생들의 자율성을 발달시켜 주는 방향으로 실시되어야한다고 제시한다. 정보 윤리 교육이 학생들의 자발적인 활동과 체험을 중시하는 가운데 양방향적으로 이루어질 수 있게 하기 위한 방법을 제시하고 설명형, 탐구형, 시범형, 활동형방법의 네 가지 방법을 통합적으로 활용하는 것이 바람직하다고 하였다. 정보통신윤리 교육방법을 통합적으로 활용할 수 있는 코스웨어가 필요하며 그 대안으로 GBS(Goal-Based Scenarios) 방식의 코스웨어를 제시하며 초등학생을 대상으로 하여 GBS를 기반으로 정보통신윤리교육을 위한 사례중심 프로그램을 개발하고 적용해 봄으로써 그 효과를 검증해 보고자 정보 나열형 코스웨어와 사례중심형 코스웨에의 두 가지 종류의 프로그램으로 사전검사를 통해 동질집단으로 밝혀진 두 집단을 학습시키고 사후검사를 통해 두 집단간 비교를 하였으며 각 집단의 사전 사후 대응 검정을 통하여 프로그램의 효과를 검증하였다.