• Journal of Korean Elementary Science Education
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• v.35 no.4
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• pp.426-441
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• 2016

The purpose of this study was getting the information for successful application to the national curriculum and students' core competencies enhancement, through investigation about competencies discussed in 2015 revised national curriculum development process and analysis about perception of 150 elementary school teachers in study. The results were as follows : Communication skill is considered to be the most important. Thinking ability what has been important traditionally is the middle of the rankings. Elementary school teachers think that a competency is specific to a subject. From this point of view, Creative/Scientific Problem-Solving Ability is the most important in science. They think that the enhancing of the ability of inquiry performance is highlighted in current science class. On elementary school teachers' awareness, inquiry model is the most effective in enhancing of scientific thinking and the ability of inquiry performance. And STS instruction model is in the other. PBL learning model and experimental inquiry model is the most effective in enhancing a competency has the highest feasibility like scientific thinking or the ability of inquiry performance.

• Journal of The Korean Association For Science Education
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• v.31 no.2
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• pp.210-224
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• 2011

The purpose of this study is to analyze students' recognition of the free inquiry activity and to investigate what effect the free inquiry activity of the 2007 Revised Educational curriculum revision has on the science inquiry ability of middle school students. To conduct the research we worked with 262 female students, 8 classes of first graders in a middle school. Among them, 4 classes were taught in free inquiry activity and the remaining 4 classes were taught in the traditional way. The results of Likert-questionnaire indicate that students were learning about cooperative spirit through group investigation activities and discussions and did not take the free inquiry activity as a hard activity. Also they showed positive reaction agreeing that this activity is both a helpful method in learning science and interesting. However, it seemed that the investigation tends to flow between the leading 1~2 members of the group and showed difficulty in carrying out the investigation as a group after school hours. It showed there are few problems and obstacles in operating the free inquiry activity. The free inquiry activity did not give any meaningful influence on the improvement of science inquiry ability of students. Integrative inquiry process skills did not give a relevant influence, however, it showed a meaningful influence on the improvement of basic inquiry process skills. Especially, among the low-ranking element of basic inquiry process skills, it enhanced the capacity for prediction.

• Korean Journal of Child Studies
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• v.22 no.2
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• pp.237-253
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• 2001

This study examined the effects of the inquiry model on children's scientific thinking ability and processing skills. The experimental classroom of a kindergarten in Seoul was assigned the inquiry model while the control classroom was assigned general scientific education (N=48). Seventeen treatment sessions were applied to the experimental group. Tests to investigate the hypotheses included the Sink and Float Test and a new instrument developed by the researchers. Findings showed that preschoolers receiving the inquiry model of instruction gained higher scores in scientific thinking ability and processing skills than the preschoolers in the classroom using the general scientific education model. In sum, this study proved the superior effect of the inquiry model in developing children's scientific skills and ability.

• Journal of the Korean Society of Earth Science Education
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• v.7 no.2
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• pp.180-191
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• 2014

The purpose of this study was to determine the effects on STEAM education for intergrated science inquiry ability of high school students. The experimental and control group were 30 students, respectively. The STEAM program developed by a teacher study group was applied to the experimental group students for 6 months. The control group learned traditional methods. The results of this study showed that the intergrated science inquiry ability of experimental group students were increased positively(P<0.05). Also the abilities as hypothesis, defining variables, determining variables, operational definition and data interpretation improved affirmatively(P<0.05) except graphing.

• Journal of The Korean Association For Science Education
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• v.33 no.7
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• pp.1300-1311
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• 2013

The purpose of this study is to investigate pre-service science teachers' difficulties in the 'inquiry mentoring' program, which was developed to improve pre-service science teachers' inquiry teaching ability. For this study, I developed the 'inquiry mentoring' program in which pre-service science teachers taught high school students. This program was adapted for 2.5 months, and 45 pre-service science teachers participated and taught 44 high school students. During this program, pre-service science teachers kept 'mentor diaries' and wrote 'mentoring reports' at the end of the program. Interviews were conducted with all pre-service science teachers. Results are as follows: first, pre-service science teachers thought that the difficulties in inquiry mentoring resulted from their inadequacy (mentor factor) than students' inadequacy (mentee factor). Second, pre-service science teachers perceived their lack of cognitive ability, inquiry ability and teaching ability as a mentor factor. Third, pre-service science teachers thought that they had difficulties in students' differences and lack of activity as a mentee factor. Fourth, they described difficulties caused by emotional distance as well as physical distance as an interaction factor. They also mentioned the difficulties related to teaching range and online interaction. Fifth, pre-service science teachers expressed a sense of frustration with the inquiry environment. Additionally, some implications were discussed for pre-service science teacher education through the 'inquiry mentoring' program.

• Journal of Korean Elementary Science Education
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• v.31 no.2
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• pp.146-153
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• 2012

The purpose of this study were to know the effects of making science newspaper activity on the science inquiry process ability of elementary school students and to analyse the writing context about their articles. The 33 sixth grader were participated in this program and they made 3 or 4 make a group, 9 groups made their own science newspaper. The results are as follow: first, there were statistically significantly differences(p<.01) on the basic science inquiry process abilities especially measurement and reasoning on making science newspaper activity. But there were no significantly differences on the integrative science inquiry process abilities; second, according to their articles on science newspaper, in personal context, they used many terms such as ecosystem, producer, consumer, decomposer, balance, but it was not personalized. And in social context, They pointed the cause and solution for the pollution and destruction in ecosystem, but it was superficial. Lastly in physical context, They used well their science concepts from class and format in newspaper in making science newspaper.

• Human Ecology Research
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• v.53 no.1
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• pp.67-80
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• 2015

This study aimed to develop a convergent arts and science program for 5yearold children and to evaluate this effectiveness of the program. To meet the purpose of this study, 34 children (aged, 5 year) were divided into two groups, namely the experimental group and the control group. To the experimental group, the creative arts and science convergence program of interest in this study was delivered over a period of 8 weeks. The children of the control group were delivered the Nuri Curriculum (standardized educational curriculum targeted for 3- to 5year olds) during the same experimental period. The levels of the children's creativity were assessed using the Torrance Test of Creative Thinking-Figural and those of their scientific inquiry ability were tested by using the Scientific Inquiry Ability Assessment Scale. The analysis of covariance calculated using by IBM SPSS ver. 21.0 revealed that the experimental group scored higher in creativity and scientific inquiry than did the control group. The results indicated that the proposed convergent arts and science program was effective in promoting creativity and scientific inquiry ability of young children. In this paper, along with the main results of this study, the implications for research and practice are discussed.

• Journal of Korean Elementary Science Education
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• v.30 no.1
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• pp.83-92
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• 2011

The purpose of this study was to develop the learning program using sharing nature that can be utilized in Korean elementary science classes and explore the its effects of science academic achievement, inquiry ability, scientific attitude of students after applying it. Sharing Nature used a playful and inspirational teaching strategy and was named after Flow Learning based on universal principles of how people learn. To examine the effects of Sharing Nature Learning Program this learning materials were applied to elementary science curriculum, and an experimental group and a control group were selected from 4th graders at a elementary school located in Icheon City, Gyeong-gi province. The results of this study found significant difference in the student's enhancement of the science academic achievement, inquiry ability, scientific attitude. In conclusion, Sharing Nature Learning Program is useful to develop the elementary school student's science academic achievement, inquiry ability, scientific attitude and had better be widely applied to science education.

• Journal of Korean Elementary Science Education
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• v.23 no.2
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• pp.123-130
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• 2004

This study is aimed at exploring the effects on Science Inquiry Ability, Scientific Attitude and Science Achievement of the Elementary School Students according to the Input time of Web-Based Instruction Programs. As the object of the study, seventy-two students were selected from three classes in the fifth grade of Y Elementary School located in the city of T, Gyungsangnam-do. They were classified into the three groups such as Group A (Class 1), Group B (Class 2) and Group C (Class 3). The author threw web-based instruction programs into the begining of a unit, during a unit, the end of a unit to each group, and explored the effects. The results of this study were as follows: First, for the learning effect of science inquiry ability, it was indicated that there was the highest effect in the case of throwing web-based instruction programs into during a unit, but the effect reduced a little in the case of throwing them into the end of a unit. Secondly, the scientific attitudes tended to be reduced in the case of throwing them into during a unit, but there did not occur statistically significant improvement. Thirdly, the degree of improvement of the science achievement tended to be highest in the case of throwing them into the end of a unit. Such findings indicated that the time of throwing in web-based instruction programs affected science inquiry ability, scientific attitude and science achievement of elementary school students. Thus, it will be said that teachers need to teach their students with the class strategies of considering various scientific elements revealed at the time of throwing in web-based instruction programs.

• Journal of Korean Elementary Science Education
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• v.37 no.3
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• pp.233-253
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• 2018

Since open inquiry of science was formally introduced at the 2007 Revised Science Curriculum Course, the purpose and effect of it has been positively evaluated, and it is underlined continuously until the revised science education course in 2015. However, through many previous studies, there is still a lack of awareness of open inquiry of both students and teachers in the field, and it was revealed they are continually appealing confusion and difficulties. Therefore, in this research, we analyzed the causes that make it difficult to execute open inquiry, and developed differentiated open inquiry guide materials that can contribute to the realization of teachers and students. They were developed by the brain-based evolutionary approach to provide students with authentic science. The brain-based evolutionary approach is reflecting the evolutionary attributes and the brain functions associated activities of scientists. It was revealed that, in the same way as the pilot test results, the usefulness of the differentiated guide materials were very high, and there was a statistically significant difference in the science attitude. It was found that the application of the brain-based evolutionary approach had positively influenced the stage of determining the inquiry themes, and self-confidence that could be able to do as a scientist. Analysis of top and sub group types on the basis of inquiry ability showed that both groups are improved at science attitude by the differentiated guide materials. There was a positive effect on change in the self-perception of scientific creativity. We were able to see a positive change in the post survey for open inquiry-efficacy. The developed differentiated open inquiry guide materials contributed to the improvement of open inquiry-efficacy for both the teacher and student.