• The Bulletin of The Korean Astronomical Society
• /
• v.36 no.1
• /
• pp.77.2-77.2
• /
• 2011

이 연구의 목적은 7차 교육과정에서 소개된 과학적 자유탐구 활동 모형을 개발하고 이러한 자유탐구 활동모형에 대한 효과를 알아보기 전에 예비 초등교사들의 인식조사를 하는 것이다. 개발 목적은 학생들의 과학탐구 활동능력신장에 있으며, 본 연구는 천문학사에 근거한 예를 사용하였다. 연구방법으로 Lawson(2010)의 과학적 탐구추론모형을 택하였다. 천문학사에서 예를 택해 자유탐구 모형과 설문지를 개발하여 예비초등교사들의 인식조사를 실시하였다. 연구결과는, (1)대부분 예비 초등교사들은 이러한 자유탐구전략의 사용에 대한 아이디어를 좋아했으며, (2)이러한 과학적 자유탐구활동의 사용의 효과 또한 대부분의 응답자들이 잘 인식하고 있었다. (3)그럼에도 불구하고 많은 예비 초등교사들은 이러한 자유탐구 전략의 구성이 쉽지 않은 과정임을 인식하였고, 학생들에게 적합한 자유탐구활동모형의 개발을 위해서는 학생을 지도하는 교사들이 서로가 협력해야 한다고 응답하였다.

• Journal of the Korean earth science society
• /
• v.31 no.2
• /
• pp.185-204
• /
• 2010

Inquiring earth science phenomena is characterized by the followings: a big scale of time and space, inaccessibility, uncontrollability, and complexity. Thus, it is very difficult or, in some cases, impossible to investigate them through the actual manipulation in laboratories. Therefore, it is necessary to provide chance for students to experience scientific inquiry without actual manipulation in earth science classes. This study is to explore the role of reasoning based on a thought experiment as a representative model without actual manipulation, and to investigate features of various inquiry models using reasoning in classes. We can make implications when applying for applying each inquiry model to earth science classes, proposing a reasoning-based inquiry model embedded in earth scientific phenomena.

• Journal of The Korean Association For Science Education
• /
• v.30 no.5
• /
• pp.557-575
• /
• 2010

The purpose of the study was to suggest the characteristics and goals of the science teaching model for use as criteria in selecting the appropriate teaching model for science in secondary schools. These characteristics and the goals have been organized based on the analyses of the literature on the teaching and/or instructional model. The teaching models have been classified into four areas, and the characteristics and goals of each area have been summarized as follows: $\cdot$ Traditional models: teaching of scientific knowledge through lectures, acquisition of scientific knowledge through discovery, acquisition of inquiry process skills through inquiry-based teaching/learning $\cdot$ Transitional models: demonstration and discovery as teaching strategies, acquisition of inquiry process skills through inquiry approach, acquisition and change of scientific knowledge $\cdot$ Modernistic model - conceptual change models: differentiation of scientific knowledge, exchange of misconceptions for scientific concepts - learning cycle models: conceptual differentiation, exchange of misconceptions, acquisition of science process skills Also described in this paper are the model's characteristics and goals that can be used as the criteria for selecting the appropriate teaching model for the subject that will be taught.

• The Journal of Korean Association of Computer Education
• /
• v.9 no.3
• /
• pp.47-65
• /
• 2006

For the purpose of analysis, the supporting methods for inquiry process is divided into 3 types; when CSILE supports low-level of basic inquiry process, when CSILE supports high-level of integrated inquiry process and when CSILE supports both low-level and high-level of inquiry process. Strauss and Corbin's(1998) grounded theory was used to analyze inquiry process of learning groups. 48 elementary school students in 6th grade participated in this study. Those participants were assigned into 3 groups and each group consisted of 16 students. Then, participants studied a retarded unit in science subject cooperatively for 4 weeks using CSILE program. Through this extensive experiment, 3 types of inquiry model was revealed.

• Journal of Science Education
• /
• v.37 no.1
• /
• pp.170-185
• /
• 2013

The purpose of this study is to investigate a cognitive model of task commitment on biology classification inquiry. To achieve this goal, first, this study analyzed several literatures on task commitment in biology inquiry, and invented the tentative model of the task commitment. To investigate a tentative model invented, 2 main tasks were developed. These tasks were administered to 8 high-school students, first grade. Raw protocols were collected by thinking aloud method and a retrospective interview method. Collected protocols were converted to segmented protocols and coded by analyzing frame based invented model. The codes were analyzed. As a result, some problems were discovered, tentative model were revised. New analyzing frame based on Improved model were composed, and raw protocols were re-analyzed. Finally, a cognitive model of task commitment on biology classification inquiry was investigated. The investigated cognitive model of task commitment on biology classification inquiry was constructed 3 steps, 'Task commitment Induction', 'Task commitment Reinforcement', 'Task commitment Maintenance'. And each steps were consisted of several sub-factor. And commitment component were changed in each steps. Through this results, base information for strategy that improvement task commitment on biology classification inquiry is provided. Furthermore, the cognitive model of task commitment on biology classification inquiry will assist on evaluation and feedback by stage on task commitment.

• Journal of Korean Library and Information Science Society
• /
• v.40 no.1
• /
• pp.471-492
• /
• 2009

Inquiry instruction is a dynamic process that uses questioning and answering to have students actively participate in their own learning. Inquiry instruction is a teaching technique in which teachers do not provide knowledge, but help students discover knowledge by themselves. However, Inquiry instruction currently has problems of lack of connection between inquiry process and school library, lack of collaboration between the media specialist and teacher, and lack of applicable models. Information literacy is the ability to access, evaluate and use information. Information literacy process is closely related to the inquiry process. Thus, this study suggested an elaborative model in inquiry instruction using information literacy process. This research derived the skills, strategies, activities of inquiry instruction model by comparing and analyzing Lippitt's inquiry process with information literacy process(Big6 Skills, Pathways to Knowledge, I-Search, 8Ws, Inquiry Process, Inquiry in the Research Process). Based on the results, this study designed an elaborative model in inquiry instruction using information literacy process.

• Journal of The Korean Association For Science Education
• /
• v.40 no.6
• /
• pp.657-670
• /
• 2020

The knowledge-information-processing competency is the most essential competency in a knowledge-information-based society and is the most fundamental competency in the new problem-solving ability. Data-driven science inquiry, which emphasizes how to find and solve problems using vast amounts of data and information, is a way to cultivate the problem-solving ability in a knowledge-information-based society. Therefore, this study aims to develop a teaching-learning model and strategy for data-driven science inquiry and to verify the validity of the model in terms of knowledge information processing competency. This study is developmental research. Based on literature, the initial model and strategy were developed, and the final model and teaching strategy were completed by securing external validity through on-site application and internal validity through expert advice. The development principle of the inquiry model is the literature study on science inquiry, data science, and a statistical problem-solving model based on resource-based learning theory, which is known to be effective for the knowledge-information-processing competency and critical thinking. This model is titled "Exploratory Scientific Data Analysis" The model consisted of selecting tools, collecting and analyzing data, finding problems and exploring problems. The teaching strategy is composed of seven principles necessary for each stage of the model, and is divided into instructional strategies and guidelines for environment composition. The development of the ESDA inquiry model and teaching strategy is not easy to generalize to the whole school level because the sample was not large, and research was qualitative. While this study has a limitation that a quantitative study over large number of students could not be carried out, it has significance that practical model and strategy was developed by approaching the knowledge-information-processing competency with respect of science inquiry.

• 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 earth science society
• /
• v.41 no.1
• /
• pp.48-60
• /
• 2020

The purpose of this study is to analyze the patterns and characteristics of changes in integrated process skills during the process of science high school students' inquiry by using group-based trajectory modeling. 59 students participated in this study. Three hypothetico-deductive inquiry tasks were used as an intervention activity. We asked science high school students to perform those three tasks sequentially and to generate reports of the process and results. We evaluated students' reports by four elements (designing inquiry, collecting data, analyzing data, and forming conclusion) of the integrated process skills according to the scoring rubric developed by Lee and Park (2017), and analyzed the level of changes in integrated process skills in those three inquiry tasks by using group-based trajectory modeling. In addition, we analyzed the characteristics of changes in integrated process skills from several perspectives. The findings are as follows: First, concerning the change patterns of students' integrated process skills, all of the four elements were classified into two groups, but the change patterns were very different by elements. Second, regarding the change characteristics of students' integrated process skills, we found the context-dependency of integrated process skills, variation of learning progression for integrated process skills, and jaggedness of integrated process skills level. Based on these findings, we suggested that a couple of ways be sought to improve the integrated process skills of science high school students.

• Journal of the Korean earth science society
• /
• v.26 no.5
• /
• pp.387-394
• /
• 2005

We have analyzed the science-gifted educational program (year 2002) at the Seoul National University in terms of its educational objectives, scientific models, and cognitive processes in scientific inquiry in order to provide insights into developing and improving science-gifted educational program. We assumed the following items as important factors for teaching scientifically gifted students: higher-order thinking skills involving synthesis domain in the educational objectives, highly abstract nature and complexity in the scientific models, cognitive processes of planning experiments in the cognitive processes in scientific inquiry. According to the analyzed results, the program has the following characteristics: (1) the rates of both higher and lower-order thinking skill domain in the educational objectives are similarly high, but the rate of synthesis domain is relatively low; (2) in the case of the scientific models, the rate of the multiple concepts and/or processes model is relatively low, while the level of the abstractness is relatively on average (3) cognitive processes of authentic scientific inquiry is not thoroughly reflected in the scientific inquiry activities, and very few cognitive processes of planning experiments factor is reflected. Therefore, we conclude in the synthesis domain in the educational objectives, multiple concepts and/or processes model, and cognitive processes of planning experiments should be especially reflected more on the science-gifted educational program in order to serve the needs of scientifically gifted students.