• Journal of the Korean Society of Earth Science Education
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• v.7 no.1
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• pp.133-143
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• 2014

The purpose of this study was to examine the effect of scientific discussion classes focusing problem finding on the primary school students' scientific creative problem solving ability, science process skills and attitude toward science class. To verify this research problem, the subject of this study was fifth-grade students selected from four classes of M elementary school located in Busan city. For four months, the experimental group of 51 students was taught using the "scientific discussion classes focusing problem finding". The control group also of 53 students was taught in normal classes which used a text-book. All students were given pre and post test to verify the effects of scientific discussion classes focusing problem finding on the primary school students' scientific creative problem solving ability, science process skills and attitude toward science class. The results from this study are as the following. First, the scientific discussion classes focusing problem finding were effective in scientific creative problem solving ability among the primary school students. It is possibly because in the process where one student compare his/her own thoughts with the others' ones and discuss them. Second, the scientific discussion classes focusing problem finding were effective in science process skills among the primary school students. Third, the scientific discussion classes focusing problem finding were effective in attitude toward science class. In conclusion, the scientific discussion classes focusing problem finding had positive effects on improvement of primary school students' scientific creative problem solving ability, science process skills and also could lead to a change in students' cognition about science class to a positive way. Therefore, the scientific discussion class focusing problem finding is hopefully to be provided as an effective instructive strategy of science class in school in the future.

• Journal of Korean Elementary Science Education
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• v.25 no.4
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• pp.419-429
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• 2006

This study investigated gender differences in the factors affecting elementary school students' ability to identify scientific problems. Scientific problem finding tasks, involving written instruments including IQ tests, content knowledge, science process skills, divergent thinking skills, intrinsic/extrinsic motivation, personality traits, and home environment were administered to 96 elementary school students(male; 50 & female: 46). The data collected was analyzed by means of a t-test, Pearson's correlation, multiple regression analysis, and canonical correlation analysis. The finding indicated that there were significant gender differences in scientific problem finding performance. Female students were significantly higher in both total score and elaborate score of scientific problem finding than male students. Personality traits and intrinsic motivation positively and extrinsic motivation negatively predicted male students' abilities in scientific problem finding. Science process skills, personality traits and intrinsic motivation positively and extrinsic motivation negatively predicted female students' scientific problem finding and IQ positively predicted female students' elaborate score of scientific problem finding.

• 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.

• Journal of The Korean Association For Science Education
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• v.35 no.1
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• pp.109-119
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• 2015

In this study, we investigated how the scientific problem-finding ability of pre-service teachers is improved through open-situation scientific problem-making activity. We organized two experimental groups and a control group by degree of participation. The 1st experimental group is an actively participating class, while the 2nd experimental group is a passively participating class. We developed and applied a worksheet for training in problem-making. The pre-service teachers filled in the worksheet for problem-making once a week for seven weeks, then the lecturer gave feedback for every worksheet. We developed and applied a problem finding test in an open-situation to measure their problem finding ability at pre- and post-training. As a result of the training, problem level and diversity improved for pre-service teachers through continuous problem-making activities and feedback. The 1st experiment group significantly improved on the quality and quantity of problems. Especially in the originality, elaboration, verifiability, and variables' category, the 1st experimental group significantly improved compared to the control group and the 2nd experimental group. On the other hand, the quality and quantity of problems of the 2nd experimental group decreased. These results provide a basis for correlation between training attitude and improvement of problem-finding ability. Based on the result of this study, continuous problem-making training and feedbacks are helpful in improving the problem-finding ability of pre-service teachers.

• Journal of Gifted/Talented Education
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• v.21 no.4
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• pp.1033-1053
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• 2011

In the process of establishing the principle of genetics, Mendel discovered problems based on various observations. Mendel's scientific thinking ability can be effective if this ability is embedded in gifted science education programs. The study aims to develop a science gifted education program utilizing Mendel's scientific thinking ability shown in the principles of genetics and examine students' changes in scientific thinking ability before and after the program implementation. For the program development, first, the characteristics of Mendel's scientific thinking ability in the process of establishing the principle of genetics were investigated and extracted the major elements of inquiry. Second, the science gifted education programs was developed by applying the inquiry elements from the Mendel's Law. The program was implemented with 19 students of $7^{th}$, $8^{th}$ graders who attend the science gifted education center affiliated with university during July 2011. The Mendel's scientific thinking ability was classified into induction, deduction, and integration. The elements of inquiry extracted from the Mendel's scientific thinking include making observation, puzzling observation, proposing causal questions, generating hypothesis, drawing inference, designing experiment, gathering and analyzing data, drawing conclusions, and making generalization. With applying these elements, the program was developed with four phases: $1^{st}$ - problem finding; $2^{nd}$ - hypothesis generating; $3^{rs}$ - hypothesis testing and $4^{th}$ - problem solving. After implementation, students' changes in scientific thinking ability were measured. The findings from the study are as follows: First, students' abilities of problem finding is significantly (p<.05) increased. Second, students' abilities of hypothesis generating is significantly (pp<.05) increased.

• International Journal of Advanced Culture Technology
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• v.7 no.3
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• pp.79-85
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• 2019

This study examined the effects of a robotics curriculum based on "Bee-Bot" on the scientific problem-solving ability on 5-year-old children. A robotics curriculum was also designed to enhance their scientific problem-solving ability. This study examined a 4-week robotics curriculum was conducted 12 times for 4 weeks. For this study, 14 children in kindergarten A in Korea were set up as a treatment group and 18 children in kindergarten B in Korea as a control group. It was found that children in the treatment group who engaged in the robotics curriculum using "Bee-Bot" performed better on scientific problem-solving tests. This finding indicates that an enhanced planning experience using "Bee-Bot" was beneficial for improving young children's scientific problem-solving ability. The implications for designing appropriate curricula using "Bee-Bot" robots for kindergarteners are addressed.

• Journal of Korean Elementary Science Education
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• v.32 no.4
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• pp.464-472
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• 2013

The purpose of this study was to analyze the science inquiry problem finding ability of gifted elementary students of science and general elementary students. For this purpose, this study analyzed the types of science inquiry problems in an ill-structured problem finding situation. Also, this study has compared science inquiry problem finding abilities of those two groups. From the results of this study, new ways of improving student' science inquiry problem finding ability and selection of gifted students of science were suggested. The results of this study can be summarized as follows. First, most of the inquiry problems generated by the scientifically gifted and the general students in an ill-structured problem situation could be categorized into seven types (measurement, method, cause, possibility, what, comparison, relationship) according to the inquiry objectives, and both group found more problems in scientific context than in everyday context. Regardless of the context of problem, scientifically gifted students found more problems and the type of problems generated by them were more various than those of general students. Second, there were differences in problem finding ability between scientifically gifted and general students. Scientifically gifted students found more problems and the quality of problems were higher than general students.

• Journal of The Korean Association For Science Education
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• v.28 no.2
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• pp.139-149
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• 2008

The purpose of this study is to develop a valid and reliable instrument for measuring scientific problem-finding ability for the scientifically-gifted student. On the basis of an operational definition of scientific problem-finding ability, this instrument consists of five sections(appropriateness, flexibility, originality, elaboration, and valuation) which are designed for measuring the ability of the scientifically-gifted. This instrument was checked the validity of content and evaluation criteria by the five experienced specialists in science education, and then was administered to 38 students of science high school. Because the validity of content and evaluation criteria, construct validity, inter-rater reliability, item difficulty, and item discrimination are suitable for the criteria of good test, this developed instrument in this study is considered valid and reliable.

• Journal of The Korean Association For Science Education
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• v.26 no.6
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• pp.765-774
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• 2006

The purpose of this study was to suggest an instructional direction for improving scientific problem-finding ability. For this purpose, the present study made an in-depth analysis about activity on problem finding tasks of high school students in an ill-structured scientific problem situation. Subjects were divided into two groups (cooperative and individual) and two kinds of problem finding tasks were administered to two groups. Results indicated that a cooperative activity on problem finding happened to a series of steps exploring problem situation, expressing knowledge and experience, discussing provisional problems, creating various problems and selecting the best problem. Besides, a cooperative activity on problem finding depended heavily on prior knowledge and experience, and in the meantime, various scientific concepts turned out to naturally be expressed. As for the problems found out during a cooperative activity, their scores in creativity factors, including the degree of agreement in original problem selection came out to be on the whole, as excellent. In addition, the types of the problems found out in open problem situation showed that they were more various than those found out in closed problem situation. Subjects perceived that activity on problem finding had positive influence on scientific concept and science process skills. Findings of this study have the following educational implications: First, it is needed to prepare for educational environment that enables students to explore various knowledge and information. Second, the offering of various opportunities is needed to enlarge the scope of scientific knowledge and experience. Third, it is needed to prepare for a study atmosphere that lets students express their knowledge and experiences freely.

• Journal of The Korean Association For Science Education
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• v.28 no.8
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• pp.860-869
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• 2008

The purpose of this study is to suggest an instructional direction for improving scientific inquiry problem-finding ability of the scientifically-gifted. For this purpose, this study has made an in-depth analysis of the scientific inquiry problems generated by the scientifically-gifted in Problem-Finding Activity in Ill-structured Inquiry Situation (PFAIIS) and Problem-Finding Activity in Well-structured Inquiry Situation (PFAWIS). The results of this study turned out to be as follows: First, most of the problems generated in PFAIIS and PFAWIS could be categorized into seven types (measurement, method, cause, possibility, what, comparison, relationship) according to the inquiry objectives, while the frequency of each type shown in each inquiry objective was a little different. Second, the frequency of scientific concepts stated in inquiry problem was more in PFAWIS than in PFAIIS. But the scientific concepts were shown more diversely in PFAIIS than in PFAWIS. Therefore, results of this study have the following educational implications. First, it is necessary to offer various opportunities of problem-finding activity under ill-structured scientific Inquiry situation. Second, it is needed to emphasize that a new inquiry problem can be found out even during general scientific experiment and frequently to discuss inquiry problems generated during an experiment. Third, it is needed to encourage the scientifically-gifted to generate a scientific inquiry problem based on at least more than seven types.