• Korean Journal of Health Education and Promotion
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• v.14 no.2
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• pp.113-123
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• 1997

This Study attempts to verify the effects of expository and inquiry instruction on learning attitude and academic achievement of health education in elementary school. For the accomplishment of the above purpose, specific problems were formulated as follows: The expository instruction is based on David Ausubel’s Advance Organizers and the inquiry instruction, Richard Suchman’s Inquiry Training in this study. To testify the above research problems, 247 students of six classes were randomly sampled from sixth graders of “Y” elementary school, located in Suwon city. One group was taught by expository instruction method and other group was taught by inquiry instruction method. The measurement tools used in this study were learning attitude test, pre-post academic achievement test, expository teaching-learning sheets and inquiry teaching-learning sheets. The experimental treatments had been lasted for eight weeks from June to October 1996. After the experimental treatments, to testify the effects of the experiment, the pre-test and post-test were administered and the results of the tests were compared by t-test. The conclusions were as follows; 1. There was a significant difference between expository and inquiry instruction(p〈.001). Inquiry instruction was more effective than expository instruction in changing learning attitude. 2. There was a significant difference between expository and inquiry instruction(p〈.001). expository instruction was more effective than Inquiry instruction in changing academic achievement. This study suggests that instructional method should be determined in accordance with the purpose of the lesson.

• Journal of Korean Elementary Science Education
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• v.29 no.2
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• pp.155-165
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• 2010

The purpose of this study is to look into self-concept and teaching anxiety of elementary school teachers about inquiry instruction in science class, and investigate correlations among them. For this study, the survey was carried out on 338 elementary school teachers, and the interview was conducted with 5 of them. The results of this study are as follows; Self-concept of elementary school teachers about inquiry instruction in science class was more positive than usual. And the teachers who were male, older and majored in science education showed more affirmative self-concept about inquiry instruction in science class. Teaching anxiety of elementary school teachers about inquiry instruction in science class was less than usual. And the teachers who were male, older and majored in science education showed less teaching anxiety about inquiry instruction in science class. The correlation of self-concept and teaching anxiety of elementary school teachers about inquiry instruction in science class was an negative interrelation. This presents that the teachers, who have more positive self-concept about inquiry instruction in science class, have less teaching anxiety than those who have more negative one. Consequently, teacher training and retraining programs should be developed and conducted by grasping teachers' self-concept and their anxiety, to reduce anxiety about inquiry instruction in science class.

• Journal of Korean Library and Information Science Society
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• v.40 no.1
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• pp.471-492
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• 2009

Inquiry instruction is a dynamic process that uses questioning and answering to have students actively participate in their own learning. Inquiry instruction is a teaching technique in which teachers do not provide knowledge, but help students discover knowledge by themselves. However, Inquiry instruction currently has problems of lack of connection between inquiry process and school library, lack of collaboration between the media specialist and teacher, and lack of applicable models. Information literacy is the ability to access, evaluate and use information. Information literacy process is closely related to the inquiry process. Thus, this study suggested an elaborative model in inquiry instruction using information literacy process. This research derived the skills, strategies, activities of inquiry instruction model by comparing and analyzing Lippitt's inquiry process with information literacy process(Big6 Skills, Pathways to Knowledge, I-Search, 8Ws, Inquiry Process, Inquiry in the Research Process). Based on the results, this study designed an elaborative model in inquiry instruction using information literacy process.

• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.389-403
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• 2019

This study aims to analyze criteria and characteristics for preservice elementary teachers' critiques of their peers' inquiry-based instruction. This study reviews critiques written by 31 preservice elementary teachers enrolled in an elementary school science inquiry methods course wherein the teachers designed and implemented inquiry-based instruction. These preservice teachers participated in inquiry-based instruction as if they were elementary students and then evaluated their peers' instruction. Analysis of the critiques reveals that preservice teachers evaluated their peers' instruction on the following criteria: instruction context, science content, teaching strategies, students, instructional goals, non-verbal attitude, and assessment. Their beliefs about teaching science inquiry were reflected in the critiques. Additionally, it was found that four orientation for teaching inquiry-didactic, academic rigor, activity-driven, inquiry orientation-reflected in critiques; some of critiques held more than one of these orientations. And they did not merely criticize but suggested alternatives to general teaching strategies; furthermore, of inquiry-instruction specific teaching strategies. They showed higher epistemic understanding of inquiry-based instruction after mid-term demonstrations. The evidence demonstrated that the proportion of critiques specifically about inquiry-based instruction increased after the mid-term demonstrations. Moreover, the post mid-term critiques emphasized interaction between students as well as understanding of the nature of science. These findings could provide implication for teaching inquiry and criticizing others' instruction as part of elementary school science courses in preservice elementary teacher education.

• Journal of the Korean Society of Earth Science Education
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• v.1 no.1
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• pp.63-71
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• 2008

The purpose for this study is to check if research activities can make positive effects on inquiry instruction utilizing materials when compared to traditional instruction utilizing the textbook. The effects of the class should be measured both in cognitive domain and in affective domain. The cognitive domain was measured by the change in achievements in learning science, and the affective domain was measured by the change in learning attitudes of science. The assumptions to be verified in this study were as follows. First, achievements in learning science are higher in the learner oriented inquiry instruction utilizing materials than in the learner oriented traditional instruction utilizing the textbook. Second, learning attitudes of science are higher in the learner oriented inquiry instruction utilizing materials than in the learner oriented traditional instruction utilizing the textbook.The results of the research are as follows. In the cognitive domain, achievements in learning science showed significant change(p=.045) measured by verifying the score for the difference among the averages for each sub-scale, in 5% of meaningful probability, and were higher in the inquiry instruction utilizing materials study. In the affective domain, learning attitudes of science showed significant change(p=.019) measured by verifying the score for the difference among the averages for each sub-scale, in 5% of meaningful probability, and were higher in the inquiry instruction utilizing materials study. In learning attitudes of science, 2 items(self-conception of science, attitudes of learning science) out of 3 items(self-conception of science, attitudes of learning science, learning habits of science) showed significant changes (p=.045, p=.001). But the difference(learning-habits of science) was not significant(p=.914).

• Journal of Korean Elementary Science Education
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• v.28 no.3
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• pp.277-291
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• 2009

This study is intended to develop plant inquiry instruction using Rapid-cycling Brassica rapa (RcBr) whose life cycle is relatively short, and to apply it to the elementary science instruction of the 4th grader and examine their plant concept, science inquiry skills and science-related attitudes. The materials were consisted of laboratory manuals for the students as well as teachers' guide. By observing the life cycle of RcBr, students can experience the conceptual learning of the plant's life cycle. In addition, this study investigated the cause of change in science inquiry skills and science-related attitudes by interviewing 12 students. It has shown that plant inquiry instruction using RcBr has meaningful effects on students' understanding of the plant concept, improving students' science inquiry skills, and changing students' science-related attitudes. Students who showed improvement in science inquiry skills were able to answer questions regarding science knowledge correctly. And students whose science related attitudes were improved had a positive attitude on cultivating RcBr. Students told that RcBr was an interesting and good material to inquire plant. Because of its small size and its relatively short life cycle of RcBR, it should be a desirable plant material for the inquiry instruction which can give rise to useful and meaningful results for the elementary school students.

• The Mathematical Education
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• v.49 no.2
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• pp.223-246
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• 2010

Goos(2004) introduced educational researchers' demand for change on the way that mathematics is taught in schools and the series of curriculum documents produced by the National council of Teachers of Mathematics. The documents have placed emphasis on the processes of problem solving, reasoning, and communication. In Korea, the national curriculum documents have also placed increased emphasis on mathematical activities such as reasoning and communication(1997, 2007).The purpose of this study is to analyze the impact of inquiry-oriented instruction with guided reinvention on students' mathematical activities containing communication and reasoning for science high school students. In this paper, we introduce an inquiry-oriented instruction containing Polya's plausible reasoning, Freudenthal's guided reinvention, Forman's sociocultural approach of learning, and Vygotsky's zone of proximal development. We analyze the impact of mathematical findings from inquiry-oriented instruction on students' mathematical activities containing communication and reasoning.

• Journal of Korean Elementary Science Education
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• v.24 no.4
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• pp.321-328
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• 2005

In this study the effects of science teaming with the level of inquiry requirement in elementary school science experiment instruction were investigated on cognitive domain. We assigned seventy-three students of the fifth grade into two groups according to the levels of inquiry requirement. After each instruction was implemented, the characteristics of the students' tearning science on cognitive domain were compared and analyzed with the levels of them. The higher level (HL) inquiry-required instruction was more effective in increasing and maintaining the memory on the science teaming than the lower level (LL). Especially, in the aspects of the experimental methods and taking cares which the students engage and perform actively rather than do passively, the memory scores of HL group were higher than those of LL. In addition, the memory scores and the degree of maintenance were higher among students who perceived the instruction as easy and interesting. In conclusion, the HL of instruction could stimulate the students to challenge the problems, thereby make them construct meaning actively and improve the amount and degree of maintenance of memory on science teaming.

• Journal of the Korean School Mathematics Society
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• v.11 no.2
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• pp.177-199
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• 2008

In the Netherlands, Streefland(Elbers, 2003) gave a solution on how teachers can help students to participate in the process of knowledge construction by investigating constructions and activities of a community of inquiry for a primary school students(between 11 and 13 years of age). In Australia, Goos(2004) analyzed the teacher's role in creating a classroom culture of inquiry, which appeared to be taken for granted by the Grade 12 group, for the Grade 11 students by classroom observation and interviews. In Korea, because of diverse obstacles with a university entrance examination, a study about teacher's role in inquiry-oriented instruction for high school mathematics schooling has rarely appeared in the literature. The purpose of this study is to investigate teacher's role for promoting and managing inquiry-oriented mathematics instruction effectively by a case study. To fulfill this purpose, we develop inquiry-oriented instruction model by investigating teacher's role as an assistant for helping students to do mathematical activity.

• Journal of The Korean Association For Science Education
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• v.18 no.3
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• pp.443-450
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• 1998

This study was performed to find the environmental factors of inquiry instruction perceived by secondary school science teacher. The instrument consisted of three domains such as teaching conditions, viewpoints of secondary school science teachers of environmental factors for inquiry instruction, and barrier and improve! rent factors of inquiry instruction. Teaching conditions between middle school and high school science teachers were not different significantly. Environmental factors of inquiry instruction of secondary school science teacher included five factors such as 'facilities and encouragement', 'amount of works and materials', 'teacher education and textbook', 'practice and knowledge' and 'perception of necessity and satisfaction'. And all factors except 'perception of necessity and satisfaction' were very low state for inquiry instruction. In the disturbant and improving factors, the critical factors were 'over students per class', 'textbook' and 'learning materials' for middle school science teachers, and 'over students per class', and 'entrance examination' for high school science teachers. Thus the development and diffusion of adequate inquiry learning materials may be helpful to practicing inquiry instruction as decrease of works and psychological charges, and it is needed to reorganize systematically and intensify pre- and in-service teacher education to practice inquiry instruction.