• Journal of Korean Elementary Science Education
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• v.39 no.2
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• pp.228-242
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• 2020

The purpose of this study is to develop a student-led instructional strategy that is central to the teaching-learning process and to investigate its effects. For this study, we analyzed the learner-centered learning types (discovery learning, problem-based learning, inquiry learning) and extracted elements applicable to newly developed teaching-learning. Based on this, a student-led class strategy was established using pre-learning, teacher collaboration, small group composition, and limited open data and product presentation, and then science classes were conducted. As a result of the post-tests of the five science core competencies of the experimental group using the student-led instructional strategy and the comparative group conducting lecture-based classes, the experimental group showed higher scores than the comparative group in the scientific thinking, scientific communication, and scientific attitudes (p<.05). Based on these results, it was confirmed that the student-led class, in which the student self-adjusts the entire process of designing, exploring, and presenting learning, can help the student's scientific ability. In addition, I would like to discuss the implications of teachers' teaching-learning composition.

• Journal of The Korean Association For Science Education
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• v.32 no.8
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• pp.1333-1344
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• 2012

This study aimed to enhance creative problem solving skill by using the Creative Problem Solving (CPS) learning model which was developed based on creative problem solving approach and five essential features of inquiry. The key strategy of the CPS learning model is using real life problem situations to provide students opportunities to practice creative problem solving skill through 5 learning steps: engaging, problem exploring, solutions creating, plan executing, and concepts examining. The science content used for examining the CPS learning model was "matter and properties of matter" that consists of 3 learning units: Matter, Solution, and Acid-Base Solution. The process to assess the effectiveness of the learning model used the experimental design of the Pretest-Posttest Control-Group Design. Seventh grade-students in the experimental group learned by the CPS learning model. At the same time, students at the same grade level in the control group learned by conventional learning model. The learning models and students' prior knowledge levels were served as the independent variables. The creative problem solving skill was classified in to 4 aspects in: fluency, flexibility, originality, and reasoning. The results indicated that in all aspects, the students' mean scores of creative problem solving between students in experimental group and control group were significantly different at the .05 level. Also, the progression of students' creative problem solving skills was found highly progressed at the later instructional periods. When comparing the creative problem solving scores between groups of students with different levels of prior knowledge, the differences of their creative problem solving scores were founded at .05 level. The findings of this study confirmed that the CPS learning model is effective in enhancing the students' creative problem solving skill.

• Educational Technology International
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• v.11 no.1
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• pp.27-46
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• 2010

The purpose of this paper is to apply the newly developed SICAT teaching and learning model to the actual scene of teaching and learning and draw a point of discussion for utilizing teaching and learning model, by uncovering the satisfaction of students and the inhibiting/facilitating elements when using the model. SICAT(Scientific Inquiry and Creative Activity with Technology; from here on SICAT), a teaching and learning model custom-built for engineering education, was developed, as more and more people paid attention to the demand for creative engineers. It was developed from the basis of PBL(Problem Based Learning), includes three sub-types which can be applied to the actual theory, design, and experimentation fields within engineering education. The three sub-types, which are ARDA(Analysis-Reasoning Activity & Discussion-Argumentation Activity), CoCD (Collaboration Activity & Capstone Design Activity), and ReSh(Reflection Activity & Sharing Activity), respectively support deductive and argumentation activities, creative design and collaboration activities, and retrospection and sharing activities. However, no research has been conducted to investigate whether or not there are inhibiting or facilitating elements in the application procedure, or what the rate of satisfaction for students is, when applying the SICAT model, which was newly developed to innovate existing engineering education, to the actual site of teaching and learning. Therefore, this research applied three types of SICAT teaching and learning models to the theory, design, and experimentation classes at the department of materials science and engineering at Hanyang University for eight weeks. After application, the students, teachers and tutors were surveyed and interviewed, and then the results analyzed in order to uncover inhibiting/facilitating elements and the rate of satisfaction. The satisfaction rate of students from the SICAT teaching and learning model was 3.78(in a perfect score of 5: The A type-3.65, The C type-3.80, The R type-3.90), and inhibiting/facilitating elements were drawn from the aspects of learning activities, support system. In conclusion, they can be contributed for implications of SICAT teaching and learning model universal use at engineering education in University.

• Journal of The Korean Association For Science Education
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• v.40 no.1
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• pp.77-87
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• 2020

Scientific inquiry has emphasized its importance in various aspects of science learning and has been performed according to various methods and purposes. Among the various aspects of science learning, it is emphasized to develop core competencies with science, such as scientific thinking. Therefore, it is necessary to support students to be able to formulate scientific reasoning properly. This study attempts to explore problem-finding and scientific reasoning in the process of performing scientific inquiry. This study also aims to reveal what factors influence this complex process. For this purpose, this study analyzed the inquiry process and results performed by two groups of college students who conducted the inquiry related to osmosis. To analyze, research plans, presentations, and group interviews were used. As a result, it was found that participants used various scientific reasoning, such as deductive, inductive, and abductive reasoning, in the process of problem finding for their inquiry about osmosis. In the process of inquiry and reasoning complexly, anomalous data, which appear regularly, and the characteristics of experimental instruments influenced their reasoning. Various reasons were produced for the purpose of constructing the best explanation about the phenomena observed by participants themselves. Finally, based on the results of this study, several implications for the development context of programs using scientific inquiry are discussed.

• Journal of The Korean Association For Science Education
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• v.34 no.2
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• pp.63-78
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• 2014

Integrative STEM education is an engineering design-based learning approach that purposefully integrates the content and process of STEM disciplines and can extend its concept to integration with other school subjects. This study was part of fundamental research to develop an integrative STEM education program based on the science inquiry process. The specific objectives of this study were to review relevant literature related to STEM education, analyze the key elements and value of STEM education, develop an integrative STEM education model based on the science inquiry process, and suggest an exemplary program. This study conducted a systematic literature review to confirm key elements for integrative STEM education and finally constructed the integrative STEM education model through analyzing key inquiry processes extracted from prior studies. This model turned out to be valid because the average CVR value obtained from expert group was 0.78. The integrative STEM education model based on the science inquiry process consisted of two perspectives of the content and inquiry process. The content can contain science, technology, engineering, and liberal arts/artistic topics that students can learn in a real world context/problem. Also, the inquiry process is a problem-solving process that contains design and construction and is based on the science inquiry. It could integrate the technological/engineering problem solving process and/or mathematical problem solving process. Students can improve their interest in STEM subjects by analyzing real world problems, designing possible solutions, and implementing the best design as well as acquire knowledge, inquiry methods, and skills systematically. In addition, the developed programs could be utilized in schools to enhance students' understanding of STEM disciplines and interest in mathematics and science. The programs could be used as a basis for fostering convergence literacy and cultivating integrated and design-based problem-solving ability.

• Journal of the Korean Chemical Society
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• v.60 no.4
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• pp.267-275
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• 2016

Experiment is recognized as an important part in science and science education. Scientists do experiments for verifying or refuting theory and they take many forms to do experiments. One of the central goals of science education is to improve inquiry ability. So we have taken for granted that students engage in authentic inquiry and experiment which scientists carry out to research. But it is not always positive about discussions and opinions what school experiment and its role is in learning science and understanding about science. There is certainly a gap between experiments which scientists and students do even though there is a theoretical basis of school science experiment. In this study, we discussed how scientific inquiry and school inquiry are different, and what it means to use instrument in school science experiment. And as a case, we analyzed chemistry experiments in science textbook and manipulation level of instruments which were handled in chemistry experiments, we shed light on the meanings of experiments and instruments in school science inquiry based on the result of experiments and instruments analysis.

• Journal of The Korean Association of Information Education
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• v.12 no.1
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• pp.89-97
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• 2008

The purpose of this study was to design a system of web-based discovery learning and testify its effectiveness, in order to complement the difficulties of discovery learning considered to be hard to be applied to the school education because of shortage of time and materials, though discovery learning is one of inquiry learning emphasized in the 7th national curriculum of elementary science. As for the process of testifying, it compared the differences between comparative group with normal discovery learning model and experimental group with web-based system of discovery learning model, targeting the subject of extending spring among the 4th grade science. As a result, the experimental group achieved higher academic performance compared to the comparative group applied to the normal discovery learning model.

• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.249-265
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• 2013

The purpose of this study was to examine the influence of reading framework on writing for reflection when applied to inquiry-based Science Writing Heuristic approach. This study was conducted with 67 3rd grade middle school students. Thirty-two out of 67 students were assigned to R-SWH (Reading framework-Science Writing Heuristic) group while the other 35 students were assigned to SWH (Science Writing Heuristic) group. The R-SWH group has consistently used reading framework which the SWH group has not used when the inquiry-based science writing heuristic approach were carried out. The result of this study indicated that the R-SWH group showed a higher proportion of students who made writing for reflection by learning from reading materials than the SWH group. The R-SWH group used reading materials in order to understand the idea comprehensively and concept related to the topic the most, while the SWH group also used them for the same purpose as the R-SWH group but the ratio was less than the R-SWH group. In addition, as the learning activity has progressed, the R-SWH group showed that the proportion of students who transferred the science concept from reading materials into writing for reflection and the number of transferred concepts were higher than those of the SWH group. Therefore, the reading framework applied to inquiry-based science writing heuristic approach can facilitate a meaningful activity on reading and writing as a scaffolding to develop conceptual understanding.

• Journal of the Korean earth science society
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• v.40 no.1
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• pp.68-85
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• 2019

The purpose of this study was to understand science teaching experiences of elementary school teachers who taught the system thinking-based science inquiry class. The phenomenological methods were applied to analyze four elementary teachers' meaningful experiences. The four step methods of phenomenological experience research proposed by Giorgi (1985) and interview questions developed by Seidman (1998) and Schuman (1982) were used in order to collect qualitative data. The major findings of this study were as follows: First, teachers intentionally tried to ask divergent thinking questions which promoted the system thinking in classes. The teachers used divergent thinking questions to promote their students' thinking activities and to induce students' system thinking. In addition, the receptive mood created by teachers and interactive environments had a positive effect on promoting system thinking skills. Second, teachers remarked lack of teaching and learning materials and difficulties in selecting themes of their classes in order to teach the system thinking-based science inquiry class effectively. In addition, it was very difficult for teachers to evaluate the contents and processes of students' learning correctly because there were little evaluative tools and methods readily available. The findings indicated that there were some limitations in maximizing the effects of system thinking-based science inquiry instruction due to elementary students' inappropriate process skills of inquiry activities. Findings of this study revealed significant insights about elementary school teachers' experiences regarding the system thinking-based science class.

• Journal of the Korean Chemical Society
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• v.62 no.4
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• pp.299-313
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• 2018

Inquiry-centered education is important in science education, but in the actual education field, scientific research is being done in a uniform manner due to realistic difficulties. In this study, we use RS (Reverse Science) as a secondary chemistry class to provide opportunities for students to engage in inquiry learning and scientific thinking through process-oriented activities. In this study, we developed and applied it to explore the effects on the scientific inquiry abilities of middle school students and checked the students' perception of it. For the application of the program, 128 students were selected from 6 classes of the 2nd grade in D district middle school, 64 from the experimental group and 64 from the comparative group. The experimental group taught RSP-based the chemistry inquiry programs and the comparative group taught instructor-led classes and verification experiments on the same topic over the seventh hour with three themes. In addition, we analyzed the results of the pre- and post-test by using the science inquiry ability test, and discussed the effects of the program based on the students' perceptions through class observation, student activity area, questionnaire and interview. As a result, the class using the program showed statistically significant changes in the science inquiry ability of secondary school students. Specifically, the experimental group was found to be significant in its prediction among the subcomponents of basic exploration ability compared to the comparative group. The differences have also been shown to be significant in terms of data translation, hypothesis setup and variable control, which are subcomponents of integrated exploration capabilities (p <. 05). In addition, students became interested in the process of creating the theory of science, and were highly interested in collaborating with their friends. It also provided students with opportunities to experience scientific thinking through process-oriented inquiry. Finally, based on the positive impact of the RSP-based chemistry inquiry program on students, we were able to identify the potential use of the program.