• Journal of Educational Research in Mathematics
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• v.26 no.1
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• pp.143-157
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• 2016

This study aims to find out the feasibility and effectiveness of mathematical games as a way to provide primary pre-service teachers with doing mathematics. The game had induced the active participation of elementary pre-service teachers. Through transforming the game, the teachers have been able to experience of mathematical problem posing and generating mathematical representation. Based on this, we discuss the role of mathematical games as a method of pre-service teacher education.

• Korean Journal of Cognitive Science
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• v.18 no.3
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• pp.245-254
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• 2007

It is an orthodox in epistemology that only those things that affect the truth conduciveness of a belief are relevant to the epistemic rationality of the belief. I criticize this orthodox. In this paper, 1 claim that the epistemic worth of a subject affects the epistemic rationality of inquiries and resulting beliefs. More specifically, I argue that it is epistemically irrational to conduct an inquiry when it is about something unworthy of knowing, and that the epistemic irrationality of an inquiry in this sense makes the resulting beliefs epistemically irrational. After presenting my argument, I defend it from various possible criticisms. Then I explicate the implications of my argument that opposes the core assumptions of contemporary epistemology.

• Journal of the Korean Chemical Society
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• v.58 no.5
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• pp.478-489
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• 2014

The purposes of this study were to develop teaching strategy enhancing the activity to explore variables and to examine the instructional influences on students' creative thinking skills and critical thinking skills. In this study, a model using listing-excluding-controlling variables (DPAS model) was designed and applied to the existing 'Teaching model for the enhancement of the creative problem solving skills'. And it was implemented to preservice science teachers for the one semester. Results indicated that the experimental group presented statistically meaningful improvement in creative thinking skills, especially in recognizing problems, making hypothesis, controlling of variables and interpreting & transforming of data (p<.05). In addition, the strategy contributed to improve critical thinking skills, especially in making hypothesis and making conclusion & generalization (p<.05).

• Journal of the Korean Society of Earth Science Education
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• v.12 no.1
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• pp.94-108
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• 2019

The purpose of this study was to develop the guided R & E program to improve science process skills of the science gifted students. First of all, we developed a guided R & E instructional models that enables students to conduct R & E through the third process from teacher-centered to student-centered, and developed guided R & E programs in accordance with the five-step process. As a result, it showed high average scores in the order of 'Hypothesis setting > Variable extraction > Derivation of inquiry problem > Conclusion derivation > Experimental design > Generalization > Evaluation > Data analysis > Data conversion'. In detail, among the nine evaluation factors, 'Derivation of inquiry problem, Variable extraction, Hypothesis setting, and Conclusion derivation' are at a high level, 'Experimental design' is at an average level, 'Data interpretation, Generalization, and Evaluation' were low level and 'Data conversion' was very low level. We hope that the guided R & E program reflected the elements of inquiry process will help students to improve their thinking ability and creative problem solving ability.

• Journal of the Korean earth science society
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• v.26 no.6
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• pp.501-510
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• 2005

An analysis was done on the “inquiry sections” of Earth Science chapters of 10th grade science textbooks. The Inquiry sections were classified into different types and the frequencies of basic process skills, integrated process skills, and inquiry activities were measured in section to find out whether they sufficiently satisfy the requirements based on the 7th National Curriculum. The number of selected science textbooks that have been used in high school for this study were eleven. The number of inquiry tasks were on an average of 24.0. The types of inquiry sections and the elements of basic and integrated process skills were different in every textbooks. The number of inquiry activities were also different and analyzed more than those presented. They were not integrated activities but presented as scientific process skills. The basic process skills and integrated process skills presented in textbooks were $16\%\;and\;77.2\%$, respectively. However, the distribution of two kinds of process skills were analyzed to be $45.6\%\;and\;55.4\%$, respectively. In the process skills, the frequencies of inferring $(49.5\%)$ and data interpretation (68.7%) were the highest; however, the other process skills including recognizing problem, formulating hypothesis and generalization were not even presented in any of the text books. Due to the lack of the definitions of Science process skills and inquiry activities in the 7th National Curriculum, each text book defined these terms differently. It suggests that the meaning of inquiry, science process skills, and inquiry activities should be operationally defined in the national curriculum and the criteria for construction of inquiry activities are required.

• Journal of Korean Elementary Science Education
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• v.43 no.1
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• pp.81-94
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• 2024

This study explores and conducts an in-depth comparison of the epistemic characteristics in different data types utilized in the science inquiries of preservice teachers regarding noise as a risk in everyday life. Focusing on primary and secondary data in the context of science inquiries about noise, we examined how these data types differ in science inquires in terms of inquiry design, data collection, and analyses. The findings reveal that sensor-based primary data enable direct measurement and observation of key phenomena. Conversely, secondary data rely on predetermined measurement methods within a public data system. These differences require different epistemic considerations during the inquiry process. Based on these findings, we discuss the educational implications concerning teaching approaches for science inquiries, teacher education for inquiry teaching, and the development of risk response competencies in preparation for the VUCA (Volatility, Uncertainty, Complexity, and Ambiguity) era.

• Journal of the Korean Chemical Society
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• v.67 no.2
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• pp.106-115
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• 2023

The purpose of this study was to investigate the errors in science inquiry research reports written by students who won the encouragement award at the National Science Fair, and analyze the frequency of error types by school levels. The framework for analysis was constructed based on the table of contents of the students' science inquiry research reports, and the reports were analyzed for errors in six stages: Research question/hypothesis, prior research, experimental procedure, results, conclusions, and references. The study identified several types of errors at each stage, such as unreasonable research questions and wrong hypotheses in the research question/hypothesis stage, and limited considerations under certain conditions and selection of inappropriate experimental instruments in the experimental procedure stage. The study found that the frequency ratio of experimental procedure error was the highest across all school levels, and the order of errors varied by school level. Frequency ratio of error types of school level was: in the elementary school students' reports, errors were analyzed in the order of experimental procedure (36.88%), prior research (17.02%), conclusions (16.31%), research question/hypothesis (13.48%); In the middle school students' reports, experimental procedure (42.86%), conclusions (20.00%), prior research (14.28%), results (11.43%), research question/hypothesis (10.01%); In the high school students' reports, experimental procedure (45.16%), research question/ hypothesis (16.13%), conclusions (16.13%), and prior research (11.83%). The findings could be used to guide teachers in helping students conduct scientific inquiry research or write reports.

• School Mathematics
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• v.7 no.4
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• pp.319-336
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• 2005

This study is to find the properties of Diffy activity and to investigate the problems and conjectures which could be posed in the Diffy activity. The Diffy is a simple subtracting activity. But, 1 think it is a field where the mathematical thinking can take place. I proposed some problems and conjectures which can be posed. I solved the problems using excel and the software I developed and proposed the related data. I think such problems and the data will be the good materials for elementary students and gifted to think mathematically with.

• Journal of Educational Research in Mathematics
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• v.18 no.3
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• pp.373-389
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• 2008

In this paper, we designed a teaching unit for the learning mathematization of secondary pre-service teachers through exploring the relationship between partition models and generalized fibonacci sequences. We first suggested some problems which guide pre-service teachers to make phainomenon for organizing nooumenon. Pre-service teachers should find patterns from partitions for various partition models by solving the problems and also form formulas front the patterns. A series of these processes organize nooumenon. Futhermore they should relate the formulas to generalized fibonacci sequences. Finding these relationships is a new mathematical material. Based on developing these mathematical materials, pre-service teachers can be experienced mathematising as real practices.

• The Mathematical Education
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• v.60 no.3
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• pp.363-386
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• 2021

To learn statistics meaningfully, we must provide an opportunity to experience the process of solving statistical problems with actual data. In particular, exploration questions at the problem setting stage are important for students to successfully guide them from the beginning to the conclusion of the statistical problem solving process. Therefore, in this study, a mixed research method was carried out for the exploration questions of pre-service mathematics teachers during the problem setting stage. As a result, some pre-service mathematics teachers categorized incorrect statistical questions because they did not clearly define the meaning or variables of the questions in the process of categorizing them from possible questions. In addition, questions that cannot be solved statistically were categorized due to misconceptions about statistical knowledge. Second, only 50% of the pre-service mathematics teachers met all 6 conditions suitable for solving statistical problems, while there maining they met only a few conditions. Therefore, the conclusion of this study is as follows. First of all, they should be given the opportunity to experience all the statistical problem solving processes through teacher education because they do not have enough experience in statistical problem solving. Secondly, since the problem setting stage is very important in the statistical problem solving process, a series of subdivided processes are also required in the problem setting stage.