• Hwankyungkyoyuk
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• v.17 no.1
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• pp.77-89
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• 2004

This study aims to consider interrelations and reasonability to inquiry elements of environment units in 10th Science textbooks of 7th curriculum on the basis of their inquiry contexts, processes and activities. Frequency of inquiry contexts is 59.9% of the highest value in natural environment context but is 4.0% of the lowest one in techno-industrial context. Measurements, inferences, predictions, experiments, data-interpretations, correlations, conclusionreveals in inquiries are in all the textbooks, but observations and classifications, hypothesis generations, controlling variables, experimental designs and generalizations are not in some textbooks. Discussions, experiments, investigations in inquiry activities are included in all the textbooks. However, inspections are not appeared in the all the books. Based on the above results, social and techno-industrial inquiry contexts in the varied scopes are necessary in the environment curricula with a unified direction. Inquiry processes with pro-environmental behaviors as a last goal might be given into the curricula, having tasks that could be understand unified inquiries. In addition, inspections with effectiveness might be thrown into the scene of education.

• Journal of The Korean Association For Science Education
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• v.42 no.2
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• pp.239-252
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• 2022

This study aims to develop performance criteria based on characteristics observed in science inquiry tasks for elementary school students. First, the performance characteristics by observing 70 fifth-grade elementary school students' science inquiry activity report are listed. Second, the checklist-type scoring criteria in connection with the theoretical framework of scientific inquiry process and relevant competencies are developed. Third, with the developed scoring criteria, 11 raters participate in scoring 350 students' reports. The main findings are as follow: first, the scoring data are well-fitted for the many-faceted Rasch model, and 22 scoring criteria are reasonably-well differentiated for various levels of proficiency. Second, at low performance level, observable characteristics are to answer questions explicitly required by the task or to observe objects or phenomena using pre-learned scientific concepts, while at high performance level, to explore additional data other than given data or to reflect on one's experimental process. Based on the results, the usefulness of analyzing students' performance characteristics for developing the scoring criteria, and further research directions are discussed.

• Journal of Korean Elementary Science Education
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• v.28 no.4
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• pp.404-414
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• 2009

The revised curriculum in 2007 includes open inquiry approach to increase students' interest in science and to build up creativity. So teachers and pre-service teachers should be equipped with the ability of open inquiry performance. In order to investigate pre-service teachers' readiness to perform open inquiry tasks, we analyzed reports written as homework by a group of 71 juniors in a national university of education. The investigation tool was composed of four domains: topic selection, the inquiry process, the conclusion, and reporting. Each domain had three or four sub-domains. By using the framework, four raters scored the students' inquiry reports. The findings reveal that the pre-service elementary school teachers have difficulty in the domain of 'topic selection' and the 'conclusion' compared with the other domains. Under the topic selection domain, they showed weaknesses in 'creativity' and 'scientific topic' and under the conclusion domain, they had difficulty in 'recognizing limits' and 'value of conclusion'. The finding suggests that pre-service teaching program should provide with opportunities to perform open inquiry continually.

• Journal of The Korean Association For Science Education
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• v.23 no.5
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• pp.494-504
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• 2003

The primary purpose of the study was to determine the appropriateness of the inquiry processes described in Science VII's written based on the 7th National Science Curriculum. It was found that the basic processes were well reflected on the textbooks analyzed for the research. However, only a few integrated processes and the inquiry activities could be seen on the same textbooks. Furthermore, a larger majority of the inquiry processes and activities were not agreed with what the tasks and titles say. Especially, the none of as many as 71 experiments were not coincided with their titles' intentions. Also suggested in the paper were the implications of the results for the science education in the Korean middle schools.

• Journal of The Korean Association For Science Education
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• v.23 no.3
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• pp.239-245
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• 2003

The primary purpose of the study was to determine the appropriateness o the inquiry processes and its activities as described in Science 8's which were written according to the 7th National Science Curriculum. It was found that the basic processes were well reflected on the textbooks analyzed for the research. However, only a few integrated processes and the inquiry activities could be read on the same textbooks. Furthermore, a large majority of the inquiry processes and activities were not agreed with what the tasks and titles say. Especially, the none of as many as 216 experiments were not coincided with their titles' intentions. Also suggested in the paper were the implications of the results for inquiry-based science education in the Korean middle schools.

• Journal of the Korean earth science society
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• v.38 no.3
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• pp.222-238
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• 2017

The purpose of this study is to explore a learning progression for integrated process skills in Earth science inquiry. For the purpose, a hypothetical learning progression (HLP) that capture how students' integrated process skills of science become sophisticated over time is developed through the literature review. This learning progression contains four components of the integrated process skills of science: designing inquiry, collecting data, analyzing data, and forming conclusion. Three hypothetico-deductive inquiry tasks of Earth science that start from recognition of the given problem to the forming conclusion are developed in order to document students' integrated process skills. A total of 126 students from middle, high, college level students participated in this study. After conducting the Earth science inquiry tasks, the integrated process skills of individual students are assessed by element based on HLP. In addition, the validation process for HLP was administered by applying the Rasch model using the students' assessment data. Finally, based on the analyzed data, the empirical learning progression (ELP) is developed by revising and supplementing the HLP. This study can help to find scaffolding methods to effectively improve the students' integrated process skills in Earth science inquiry class by identifying the factors that affect students' development of integrated process skills. It also provide implications for improving teachers' PCK of Earth science inquiry instruction.

• Journal of the Korean earth science society
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• v.41 no.1
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• pp.48-60
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• 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 Association For Science Education
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• v.13 no.2
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• pp.247-256
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• 1993

The purpose of this study is to analyze the contents and problems on astronomical areas in the elementary science textbooks. The results of analysis are as follows; 1. In objective analysis of the elementary science textbooks, completeness of unit was shown 50% in chapters, 67% in sections. and 100% in periods. 2. In inquiry activities, the total number of inquiry tasks are 108, among them observation has much more percentage(30%) than any other task. 3. The total inquiry index of the science textbooks are found about 73.4, this index is higher than 35-50 of NSTA. 4. The openness scale of the science textbooks is found to be scale 2 for all sections.

• Journal of The Korean Association For Science Education
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• v.19 no.4
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• pp.528-541
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• 1999

In order to obtain data for developing an ideal science curriculum. four kinds of General Science textbooks based on the 6th curriculum were analyzed. Particularly inquiry activities were analyzed by Scientific Inquiry Evaluation Inventory(SIEI). The results are as follows: 1) The average number of inquiry activities in four kinds of textbooks is 115.5. And the number in each textbook is very diverse: textbook A contains 94 inquiry activities, textbook B 147. textbook C 100 and textbook D 121. 2) As for the number of inquiry activity scopes in four kinds of textbook. observation comes to 22, experiment 117, interpreting data 196, investigation 64, discussion 51, classification 4 and prediction 8. And then the conceptional inquiry activity is about 2.3 times as many as the inquiry experiment. 3) According to the analysis of each inquiry task by SIEI. textbook A has 268, textbook B 328, textbook C 207 and textbook D 304. 4) In the analysis of the structure of inquiry activity, the evaluation of the competition and cooperation scale shows more emphasis on common tasks. no pooled results(87.1 %). The discussion scale mostly consists of activities without discussion required among students(83.5%). The evaluation of openness scale shows more emphasis on activities with problems, procedures and answers presented(58.3%). In the evaluation of inquiry scope scale, the inquiry scope scale mostly has the activities to demonstrate or verify the contents of the text(66.9%). 5) As for the analysis of inquiry activities as a whole. The inquiry pyramid in four kinds of General Science textbooks shows the type I that emphasizes the inquiry activities in low level such as gathering and organizing data. The inquiry index in four kinds of textbooks is average 47.8, shows very high level (above 35).

• Journal of The Korean Association For Science Education
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• v.19 no.3
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• pp.448-460
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• 1999

Worksheets with various levels are major instructional material in open classroom, but sometimes they have been arbitrarily developed in elementaryschools. Especially, pedagogical elements of science course seem to have been neglected in developing science learning papers. To solve these problems, a model of worksheets was developed considering the contextual nature of science knowledge and educational constructivism. The frame of this model is composed of inquiry skill and context, which are two dimensions of each learning task. The level of each worksheet was determined by the level of inquiry skills and the familiarity of contexts.