• Journal of the Korean earth science society
• /
• v.26 no.6
• /
• pp.461-468
• /
• 2005

The purpose of this study is to investigate the abilities of 6th grade students to assess the relationship between spatial capability, concept of celestial motion, and science process skills, which can help find a better teaching strategy for students in understanding the concept of celestial motion. The results are as follows. First, in terms of level of accomplishment of these three skills, male students show higher level of accomplishment than female students, but significant differences are found. Second, according to the analysis of the effect of spatial capability and concept of the movement of heavenly bodies, the former has a stronger influence on the students' cognition of celestial motion. Minor elements of spatial capability that influence the conception of celestial motion are device analogy, calculation of wood cut, and revolving light. Third, spatial capability is very influential on the level of accomplishment in science process skills. Among the minor elements of spatial capability that is influential to science process skills, calculation of wood cut is the highest, especially when various elements are interactively related to each other.

• Journal of The Korean Association For Science Education
• /
• v.23 no.6
• /
• pp.634-649
• /
• 2003

The aim of this paper was to diagnose Korean sixth graders' understanding for scientific evidence and explanation. The instrument constructed by Jeong, Songer, and Lee (2002) was used to assess students' understanding for priority of scientific evidence, objectivity of data, relevance of evidence, data interpretation, coordination of theory and evidence, and repeated observation. Results showed that although many students recognized certain features of scientific inquiry such as objectivity of data, few of them understood why such features are valued and how to collect and use such data. In particular, students experienced difficulty in formulating explanation from evidence, not knowing, for example, that repeated observations are needed before making a general statement. The results of this study suggest that efforts to foster students' inquiry abilities need to be based on careful analyses of students existing inquiry skills and understanding.

• Journal of the Korean Chemical Society
• /
• v.50 no.5
• /
• pp.385-393
• /
• 2006

In this study, we analyzed the effects of science inquiry learning that applies open-ended hypothesis-testing learning model in a high school chemistry class of grade 11 in respect of science process skills, science-related attitude, and appreciation towards science class by cognitive level. Open-ended science inquiry learning activities on Metals and their applications unit in Chemistry I were developed and applied to the treatment groups while the conventional science activities were applied to the control groups. Four classes of 92 students in a high school located in Seoul were assigned into the treatment and control groups, respectively. According to the results in the test of science process skills, the students treated with the alternative experiments emphasizing open-ended hypothesis-testing obtained higher scores in experimental design, data conversion and description, and hypothesis test than those with conventional experiments but not in problem cognition and definition and hypothesis fixing'. There was negative effect on science-related attitude due to increased roles and tasks in the open-ended science inquiry learning activities.

• Journal of The Korean Association For Science Education
• /
• v.37 no.4
• /
• pp.669-677
• /
• 2017

The purpose of this study is to estimate the direct and indirect effects of relevant variables on students' science achievements. Path analysis was conducted with data from middle school to examine the effects of perceived positive parenting attitudes, attitudes toward science, science inquiry skills on the science achievements of middle school students. A total of 502 middle school students from the metropolitan area participated in this study. Results suggest that students' perceptions of positive parenting attitudes had no direct influence on their science inquiry skills. However, the students' attitudes toward science and science inquiry skills were found to have meaningful direct effects on their achievements. Students' perception of positive parenting attitudes also presented a significant direct effect on their attitude toward science. In addition, the students' perceived positive parenting attitude revealed an indirect effect on science achievement, through their own attitudes toward science and science inquiry skills. Research findings called for more educational programs and teaching methods considering students' attitudes toward science and science inquiry skills to improve their science achievements. At home, parents need to have positive parenting attitudes to influence their children's attitudes regarding science.

• Journal of The Korean Association of Information Education
• /
• v.15 no.4
• /
• pp.625-634
• /
• 2011

This research examines educational effects on students' scientific process skills after applying a robot utilized MBL learning. Surveys and interviews concerning robot based science lessons were also conducted. The students were divided into experiment group who used the robots and controlled group who used traditional learning method with textbook and experiments. The result showed some significant differences in scientific measurement, prediction and inference(<.05). In contrast, no significant differences were found in observation and classification. The students answered the survey that the robots helped them understand science better and made science lessons more interesting.

• Journal of Science Education
• /
• v.34 no.2
• /
• pp.405-420
• /
• 2010

The purpose of this study was to contrive the specific teaching plans based on the frame of 2007 revised science curriculum for applying open-inquiry lesson in real education situation and to research the effects of open-inquiry lesson on the student's science-related attitude, science process skill, and to investigate instructing teachers' cognition about open-inquiry. For this study, two fifth grade classes were chosen, one class was the experimental group, who were taught by open-inquiry based lesson, and another was the comparative group, who were taught by traditional method based lesson. The findings of this study were as follows: After open-inquiry lesson, the experimental group students came to enjoy open-inquiry learning and had the positive thought about it. After open-inquiry lesson, the experimental group marked higher mean score than the comparative group in science-related attitude's field but didn't showed the meaningful difference. On the other hand, in science process skill's field, the experimental group showed the significant higher improvement than the comparative one, especially in the subordinate area of basic science process skill. Finally, teachers who instructed students open-inquiry lesson thought open-inquiry lesson is the self-directed problem solving learning which raise the student's science process skill and interest. And the teachers thought the obstacles to instruct open-inquiry lesson are the lack of the student's cognition about open-inquiry and the insufficient circumstance for open-inquiry lesson. Therefore the teachers argued that the prerequisite for settling open-inquiry lesson successfully is to develope open-inquiry lesson curricula and teaching materials.

• Journal of The Korean Association For Science Education
• /
• v.19 no.2
• /
• pp.173-184
• /
• 1999

The longitudinal trend of elementary and secondary students' science process skills were investigated to monitor the progress of science learning. Science process skill test, developedin an earlier study on developing a national science process skills assessment system,was revised and administered for the study on March, 1999. Subjects were sampled nation wide according to sex and region. The results of this assessments were compared to those administered on February, 1997. The results showed little difference on science process skills among elementary school students. However, secondary students showed marked increase in science process skills. More systematic and long-term research for assessing science process skills should be planned and performed periodically to provide empirical and foundational data for educational policy making.

• 한국지구과학회:학술대회논문집
• /
• 2006.02a
• /
• pp.169-174
• /
• 2006

현대 교육은 단순한 암기 위주가 아닌 첨단 컴퓨터를 이용한 실험 실습 위주의 직접 보고 듣고 느끼는 방향으로 진보하고 있다. 실험 실습에 의한 과학교육은 사용자의 탐구능력 향상과 과학적 태도 향상에 중요한 역할을 하게 될 것이며 기존의 암기위주나 단순한 수치에 의한 개념 학습을 탈피하여 Data collection 기술과 분석의 활용을 통해 사용자가 과학을 좀 더 이해하고 사용할 수 있도록 하는 능력을 증진하게 한다. 이를 위한 과학교육의 한 방법으로 MBL(Microcomputer Based Laboratory)은 실험자가 실험실이나 야외에서 각종 기구를 사용해 데이터를 습득할 수 있도록 도와주는 컴퓨터 기반 과학 실험 시스템으로서 미국, 영국 등 과학 교육 분야에서 추구하고 있는 세계적인 추세라고 할 수 있다. 이러한 MBL 시스템의 구성은 센서를 통해 얻어지는 자료를 컴퓨터에 전달하는 매개체인 인터페이스, 과학 실험에서 발생하는 데이터를 직접 전기적 신호로 변환하여 인터페이스에 전달하는 센서, 인터페이스에서 전달되는 전기적 신호를 컴퓨터 화면에 나타내어 주는 컴퓨터용 전용 프로그램으로 구성된다. 이러한 MBL을 과학교육에 활용한다면 학생들이 스스로 과학적으로 탐구하고 문제를 해결할 수 있는 능력을 배양하는 데 많은 도움이 될 것이다.

• Journal of The Korean Association For Science Education
• /
• v.25 no.5
• /
• pp.624-633
• /
• 2005

Line graphs are frequently used to communicate data and basic concepts in classroom activities, Science teachers often assume that students are able to interpret the symbolic meaning of the graphs, but such an assumption is not based on sufficient evidence, The purpose of this study was to investigate the relationships of graphing ability to science-process skills and academic achievement of high school students: With regard to science-process skills, graphing ability was found to have a slight correlation with science-process skills (.41). Among the sub-skills of the science-process, graphing ability was seen to have a relatively high correlation with basic science-process skills such as 'measuring', 'inferring', 'predicting', while having relatively low correlation with integrated science-process skills such as 'formulating hypothesis' and 'generalization', With regard to academic achievement, graphing ability appeared to have no correlation with academic achievement (.06). Hence, a correlation between graphing ability and science-process skills was proved. It can also be concluded that improving graphing ability will greatly support students with their science study and, therefore, organized efforts and efficient educational methods should be developed in order to overcome the insufficient graphing ability among high school students.

• Journal of Science Education
• /
• v.43 no.2
• /
• pp.227-238
• /
• 2019

In this study, we investigated the perception of elementary school students on inquiry activities and collaborative problem-solving ability in data-based scientific inquiry. For this purpose, 20 data-based scientific inquiry classes were conducted in 26 elementary school students in Gyeongnam City. After selecting the inquiry problem, students conducted an inquiry process to collect data using digital inquiry instruments. The following results were obtained through questionnaires and interviews after the classes: First, students perceived the step on 'inquiry design and execution' as the most useful in the data-based scientific inquiry. Second, students perceived that their scientific ability and cooperation improved through data-based scientific inquiry, with the selection of inquiry problems being the most difficult. Third, students perceived positively the improvement of cooperative problem-solving ability. From the above results, it was found that data-based scientific inquiry is necessary to improve the elementary school students' scientific inquiry ability and cooperative problem-solving ability. Based on this research, we hope that the development and research of various inquiry activities will provide opportunities for inquiry that can cultivate various abilities needed for students living in the future.