• Journal of the Korean Chemical Society
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• v.55 no.2
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• pp.290-303
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• 2011

The purpose of this study was to introduce the practical model on the enhancement of the divergent and convergent thinking skills through inquiry instruction in science class. In this study, the creative thinking skill has been defined by divergent thinking skill as the narrow sense. In the science field, the problem solving thinking skill is just same as the inquiry thinking skill. Also, the problem solving thinking skill has been defined by convergent thinking skill as the critical thinking skill. This new instruction had been used for the college student in the class of general chemistry laboratory for the one semester. The first results had been founded that the students' divergent thinking skill had been increased significantly. Especially, the skills of recognition of problems, the skills of making hypothesis, and the skills of transformation and interpretation of data had been increased significantly. The second results had been founded that the students' convergent thinking skill had been increased significantly. Especially, the skills of making hypothesis, the skills of transformation and interpretation of data, and the skills of making conclusion and generalization had been increased significantly. The third results had been founded that the students' the creative and problem solving thinking skill had been increased significantly. Especially, the rest of all skills exception the skill of control variables had been increased significantly.

• Journal of Gifted/Talented Education
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• v.18 no.1
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• pp.23-52
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• 2008

The purpose of this study was to examine the Structural Equation Model (SEM) of scientific problem finding ability based on science related attitude, motivation and self-regulation learning strategy of the gifted in science. A total of 153 scientifically gifted students were selected from a university-based Sifted education center The instruments used for the study were Test of Science-Related Attitudes, Motivated Strategies for Learning Questionnaire (MSLQ), and Science Problem Finding Test. In order to examine Structural Equation Model (SEM) of scientific problem finding ability, we assumed scientific problem finding model related to science inquiry, model I (domain specific), and scientific problem finding model related to creativity, model II (domain general) The results of this research are as follows. First, the correlations between science related attitudes and MSLQ were significant; motivation and self-regulated learning strategy as sub factors were positively correlated to science related attitudes. Only scientific attitude as a sub factor of science related attitudes was significantly correlated to elaboration of creativity category in scientific problem finding ability. In other hand, self-regulated learning strategy was significantly correlated to elaboration, inquiry motivation and inquiry level in scientific problem finding ability. Second, as the results of SEM analysis, we confirmed model I and model II were the best adequate through the indices of best fit (TLI, CFI>.90, RMSEA<.08); scientific problem finding ability was directly influenced motivation and self-regulated learning strategy but science related attitudes indirectly influenced scientific problem finding ability through motivation and self-regulated learning strategy. Based on the results, the implications for science gifted education were discussed.

• School Mathematics
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• v.15 no.4
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• pp.957-973
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• 2013

This study analyzed Secondary Mathematically Gifted' mathematical thinking processes demonstrated from the activities. They configured regular triangle tessellations in the Non-Euclidean hyperbolic disk model. The students constructed the figure and transformation to construct the tessellation in the poincare disk. gsp file which is the dynamic geometric environmen, The students were to explore the characteristics of the hyperbolic segments, construct an equilateral triangle and inversion. In this process, a variety of strategic thinking process appeared and they recognized to the Non-Euclidean geometric system.

• Proceedings of the Korea Water Resources Association Conference
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• 2023.05a
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• pp.381-381
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• 2023

농업유역 내 적절한 배수시스템 활용은 농업생산성 향상에 있어 매우 중요한 요소이다. 하지만 농업유역은 상·하류 간 공간적 비대칭이 존재하며, 배수시스템 작동에 있어 물리적 불평등을 초래하게 된다. 그 결과, 배수관로에서 가까운 농민들과 배수관로에서 먼 농민들은 배수시스템의 건설 및 유지관리에 있어 서로 다른 선호 양상을 띠게 된다. 이와 같은 이해 당사자들 간의 입장 차이는 농업배수시스템 유지를 위한 농민들 간의 협력을 방해하게 되며, 이로 인해 유역 내 배수시스템이 적절하게 작동하지 않을 경우 해당 유역 전체의 농업생산성은 감소하게 된다. 본 연구에서는 농민들의 인식 차이에 따른 배수시스템의 기능 정도가 유역의 농업생산성에 영향을 주게 되는 사회수문학적 현상을 반영하여 인간과 농업배수시스템을 결합한 사회수문모형을 개발한다. 나아가, 개발한 모형의 매개변수 변화에 따른 시스템 반응 관찰을 통해 인간과 농업배수시스템의 관계와 상호작용을 탐구한다.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.565-572
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• 2015

The purpose of this paper is to offer an analysis on the research trends of web-based inquiry learning effectiveness in science education, and to present suggestions for future studies. This study compiled data on 43 articles in Korea and international journals. The content analysis of articles published were from academic journals related to science education and educational technology from 2000 to 2014. The results are as follows: Among domestic articles, the participants ranged from school children to high school students. On the contrary, among foreign articles, the participants are centralized on secondary school students; most used experimental studies; most of the studies resulted with web-based inquiry learning in science education showing effectiveness on science learning performance or science inquiry ability; all web-based inquiry learning were designed using different models of teaching and learning, with the result in the case of domestic research, the utilized models refer to the STS learning model, Internet utilization problem-center inquiry learning model, Procedural model, while in the case of overseas research, the utilized models are SCY, IBLE, and TESI model. Implications of the findings are then discussed, which implies considerations for further research related to web-based inquiry learning.

• Journal of the Korean Chemical Society
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• v.60 no.1
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• pp.59-68
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• 2016

The cultivation of scientific literacy in recent science education can be improved by experiencing and understanding scientific inquiry by which scientific knowledge is formed. The National Research Council(NRC) released the Next Generation Science Standards (NGSS) including 8 practices of science that help students experience scientists' inquiry and subdividing achievement standards to perform 8 practices of science into by grade clusters. This study was intended to examine science inquiry activities included in 4 high school chemistry II textbooks developed by the 2009 revised curriculum using the 8 scientific practices and their achievement standards for 9th-12th grade. The science inquiry activities and the science practices included in the 4 textbooks were 173 and 678. The science practices included in the inquiry activities of 4 textbooks included the most ‘analyzing and interpreting data.’ The ‘engaging in argument from evidence’, ‘Obtaining, Evaluating, and Communicating Information’ were less than other practices. The ‘asking questions and defining problem’ and ‘developing and using models’ were not nearly included in the 4 high school chemistry II textbooks.

• Journal of the Korean Society for Library and Information Science
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• v.58 no.1
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• pp.31-51
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• 2024

The purpose of this study is to propose a design model for school library based instruction under EduTech. EduTech-based education expands learning boundaries and requires new instructional environments and learning experiences for learner-centered deeper learning. Accordingly, this study modified the ADDIE model based on the system theory and presented a four-stage instructional design model (draft) consisting of 'analysis stage, preliminary learning and development stage, learning management stage, and team teaching evaluation stage.' This model reflects elements of flipped learning, the backward design model, and inquiry-based learning to develop of customized student materials and inquiry activities. In addition, the scope of learning was expanded to include prior learning, face-to-face learning, and additional learning to increase the diversity of collaboration and opportunities to utilize school library materials. Also, Several ways for school library based instruction within EduTec were proposed in terms of teacher librarians' expertise, school library space, budget, standard curriculum development, and comprehensive support system for reading education.

• Journal of the Korean Chemical Society
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• v.65 no.3
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• pp.209-218
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• 2021

This study investigated the condition of chemistry teacher's student competency assessment based on the inquiry report. To this end, an inquiry report was collected for chemistry teachers who took the training at two universities that conducted the 2020 first-class chemistry teacher training. The science subject competencies presented in NAEA analysis framework was used to analyze what kind of competencies teachers assess students through inquiry reports. A total of 63 chemistry teachers submitted inquiry reports, which were analyzed by competency, sub-element of each competency, and detail element to analyze the actual situation. As a result of the study, most chemistry teachers reflected their 'scientific inquiry and problem-solving ability' in their evaluation through inquiry reports. 'Ability to understand and apply scientific principles', which is mainly evaluated through paper-based evaluation, was partially used as confirmation of prerequisite learning at the beginning of the inquiry and the weight of evaluating 'scientific communication skill' was not large. In 'scientific inquiry and problem-solving ability' through inquiry report, 'design and conduct explorations', 'data analysis and interpretation' and 'drawing conclusion and suggesting solution' were mainly assessed. However, 'discover and recognize problems' and 'development and use of model' were hardly assessed.

• Journal of The Korean Association For Science Education
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• v.39 no.2
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• pp.173-186
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• 2019

The purpose of this study is to design and apply a pilot inquiry experiment focusing on the epistemological issues of scientific activities, and derive educational implications by analyzing experimental activities and reflective discussions. Three graduate students who major in science education participated in the study voluntarily. Participants showed the characteristics of stable enquiry in Experiment 1. However, the small but continuous changes in Experiment 2 led the experiment to a phase of fluid enquiry seeking new theories. Participants mobilized various resources, proposed new hypotheses, and models and requested additional experiments to verify them. In the process of reflective discussions, the participants led to the following three epistemological issues. First, at the beginning of the experiment, their observations were theoretically dependent. Second, when the observations were no longer coherent with theory, they face a crisis, and the adjustment of observation and theory proceeds. Third, stable enquiry and fluid enquiry are performed according to the relationship between observation and theory. The educational implications of school science inquiry based on the above process and results are as follows: First, this study shows that fluid enquiry can follow stable enquiry naturally, and examples of the activities are presented together. Second, in this study, it was confirmed that participants could draw up epistemological issues based on their experiences through reflective discussions following inquiry.

• 한국정보교육학회:학술대회논문집
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• 2009.08a
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• pp.141-149
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• 2009

Web 2.0 환경에서 CBL 교수 모형은 유의미한 교수모형으로 등장하고 있다. CBL 교수 모형은 Google, Wikipedia 등 대용량 데이터베이스와 Wikispaces, Voice Thread, Twitter 등 다양한 Web 2.0 도구를 활용하여 학생들이 주도적으로 도전과제를 탐구하고 해결하는 교수 모형이다. 본 논문에서는 Web 2.0 환경에 적합한 교수 모형인 CBL의 개념 및 중요 구성요소 그리고 CBL 수업을 위한 환경구축에 대해 살펴보고 CBL Lesson plan 및 초등학교 교과교육에 CBL 교수모형을 적용한 예시를 소개하고 CBL를 초등학교에 적용하기 위한 고찰을 하였다.