• Journal of Science Education
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• v.36 no.1
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• pp.139-152
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• 2012

The purpose of this study is to provide some suggestions for future improvement of scientific inquiry activities in Korean elementary science textbook. The modified framework of Lee(2005) and Millar et al.(1998) was used to compare inquiry activities in the Korean and Singaporean science textbooks. The results of this study are as follows: Korean text books have more activities than Singapore's, but both countries have similar time allotment for science classes. In the area of 'inquiry process skill', Singapore is more balanced in 'Basic inquiry process skills' and 'Integrated inquiry process skills' than Korea. Singapore's integrated inquiry rate is also higher than Korea's. Next the results of comparing leaning objectives to scientific inquiry activities shows that Korean text books tend to focus on 'contents objectives', while Singapore's text books focus on balancing 'contents objectives' and 'process objectives'. Korean science textbooks encourage students to communicate the results of experiments but in most case these communication activities are actually not performed. Lastly Korea and Singapore have low degree of openness in inquiry activities. Remarkably 'Suggest questions' are totally conducted by teachers. This study implies that Korean science textbooks should have lower amounts of inquiry activities to accomodate enough time for communication about results. Next we need to make balance not only 'Basic inquiry process skills' and 'Integrated inquiry process skills' but also 'Content objectives' and 'Process objectives'. Lastly we need to make student to be the leader in science classes through encouraging them to plan procedures for experiments and to discover results by themselves.

• Journal of the Korean earth science society
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• v.29 no.2
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• pp.151-162
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• 2008

This study quantitatively investigated the actual situations and perceptions of gifted students and their teachers during small group inquiry activities in Korea. Some 1,670 gifted math students and 1,732 gifted science students as well as 614 of their teachers were selected through random sampling to participate in this study. Data were collected by means of a survey developed by the researchers of this study, based on reviews of literature related to inquiry and small group cooperative learning. The results were as follows: (1) In Korean gifted education, small group inquiry activities were frequently used as teaching and learning strategies, and both the students and teachers perceived its effects to be very positive in terms of cognition and affection. (2) Gifted education teachers emphasized the development of students' procedural inquiry skills as well as logical thinking skills, whereas they were indifferent to the essential elements of small group cooperative learning and therefore the lessons did not surpass the level of traditional group activities. (3) The fact that the actual small group inquiry activities did not reflect the characteristics of well-organized small group activities is due to a lack of knowledge on the teacher's part as to effective teaching strategies concerning cooperative learning. This study implies that gifted education teachers require the opportunity to reflect on and develop their knowledge and understanding of small group inquiry activities through professionally developed programs in order to maximize the effectiveness of small group inquiry activities in gifted education.

• Journal of the Korean Chemical Society
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• v.47 no.6
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• pp.633-644
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• 2003

The purpose of this study was to analyze the inquiry elements and inquiry activity of the inquiry area in chemistry I textbooks authorized by 7th curriculum. It was to confirm suitable reflection of the 7th science curriculum and to find educational suggestions of inquiry learning. It was found that the basic inquiry elements except measuring and classifying were well reflected on the textbooks. However, only several integrated inquiry elements and the inquiry activities were well reflected on the same textbooks. For the integrated inquiry elements, interpreting data was shown as the tower above the rest inquiry elements. In the analysis of inquiry activity, the numbers of experiment is placed almost half of all inquiry activities. The sum of two numbers of investigation and discussion is similar ratio to experiment but field trip and project are rarely or low ratio. As the integrated inquiry elements and inquiry activities were not balanced for various inquiry learning. It is suggested that learners be educated with complementary of these aspects in inquiry learning.

• Journal of the Korean Chemical Society
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• v.64 no.6
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• pp.389-400
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• 2020

The purpose of this study was to examine the effects of Argument-based Inquiry activities on the claims and evidence in elementary students' science writing. Participants were thirty three fifth grade elementary school students and argument-based inquiry activities on five topics were implemented. We analyzed the Summary Writing samples written by students to investigate the effect of the Argument-based inquiry activities on elementary students' claims and evidence in their science writing, and also analyzed the writing samples of the experimental group to which the Argument-based inquiry activities were implemented, to examine the change of claims and evidence. The results of this study showed that the mean of experimental group was significantly higher than that of the comparison group. As a result of analyzing claims and evidence in Summary Writing of experimental group, the level of claim and evidence has tended to increase gradually as the number of classes progresses.

• Journal of The Korean Association For Science Education
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• v.32 no.5
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• pp.928-937
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• 2012

The purpose of this study was to analyze inquiry activities in high school chemistry II textbooks on the revised 2009 curriculum. It also compared them to the textbooks based on the 7th curriculum, which were published by the same companies. The results in this study turned out to be as follows: First, the number of the activities and rate of inquiry activities per total pages were quite different from each publisher, and all of them decreased. Second, there were too many activities for specific inquiry process elements. Third, the types of inquiry activities differ slightly between each publisher. Experimenting and thinking were the most used while practicing was the least. Fourth, in the inquiry context, activities in scientific context were prevalent and activities in usual context were the second most common. Comparing to the text book on the 7th curriculum, the use of technical-social context increased, however, the technical-social context as well as the natural-environmental context were not used enough, as they constitute less than 10% of the activities. From these results, chemistry teachers should introduce a variety inquiry activities in chemistry curriculum for resolving those problems. Also, textbook developer should accommodate the results of research about science textbooks.

• 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 Korean Elementary Science Education
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• v.29 no.4
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• pp.414-426
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• 2010

For this study, inquiry-based learning program was developed for promoting elementary students' scientific justification activities based on their uses of scientific evidences. The program was applied to the 5th grade science class to examine the types of evidences and major features of scientific justification activities. Analysis of the data showed that the evidences used by students were classified into knowledge-based evidence, experience-based evidence and authority-based evidence. As for students' justification features, this study reports three major cases: a case evolving evidence and justification to become more valid and logical, as inquiry activities progressed, other case maintaining less valid and illogical evidence and justification, and final case revealing passive and reluctant participation in the inquiry activities. Overall, students' participation in scientific justification process became more valid and relevant, while there were some students who were unable to make the relevant relations between evidences and claims they made. The educational implications were discussed to consider more effective ways to improve the scientific classroom environment through social knowledge construction.

• Journal of Korean Elementary Science Education
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• v.31 no.1
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• pp.40-56
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• 2012

The purpose of this study was to understand the teaching effects after conducting ASI module in the open inquiry activities of the elementary science class. in order to understand the effects of ASI(Authentic Scientific Inquiry) module application using science research notes in open inquiry activities to students' science research ability. The results of this study were as follow. First, the after test results were covariance-analyzed to be the effects to science process skills were statistically significant in 0.5 significance level. Second, in the covariance analysis of the after test of the study group and the comparative group, the effects to scientific creative problem solving skills were statistically significant in 0.5 significance level. Third, the covariance analysis of the after test in the effects of ASI module application using science notebooks to students' scientific attitude revealed that the two groups' average difference was statistically significant in 0.5 significance level. In conclusion, application of the ASI module using science notebooks had a positive effect on improvements of students' science process skills, science creative problem solving ability and scientific attitude. Therefore, the ASI module using science notebooks is hopefully to be provided as an effective instructive strategy in the open inquiry activities courses in school in the future.

• Journal of The Korean Association For Science Education
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• v.13 no.2
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• pp.146-151
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• 1993

This study analyzed the problem associated with inquiry centered science education and formulated some improvement Strategies for inquiry learning in the standard Korean high school course. In order to attain the goals of questionaire survey methods were used. To examine the current status of biology education, seperate questionaires were developed through an educational research and development procedure used for tearchers and student. The questionaires were developed to ask about instruction and evaluation methods, the level of inquiry learing and abstacles to it. Here are some of our results: 1) Biology instruction and learning is more knowledge-orinted than inquiry-orinted, 2) Inquiry approach in science teaching is hard to be applied because of crowed classroom conditions. 3) The material is too broad in range and too difficult in content. There is virtually nothing that can be related to everyday life. The material focusing on inquiry activities is unsatisfactorily selected and organized. 4) Effective methods of inquiry-based instruction and evaluation are not available. 5) Biology teachers are burdened with too many class hour a week and too many varieties of additional works. 6) 91.1% of biology teachers and 90.3% of students recognize that lab and field works are needed to enhance inquiry learning. However, in reality, such inquiry activities are lacking. 7) 73.3% of schools have no lab assistants. 8) The university entrance examination is the greatest factor against inquiry learning. 9) There are very few chances of in-service education for biology teachers to learn more about biology curriculum and science education theory.

• Journal of Science Education
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• v.43 no.2
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• pp.227-238
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• 2019

In this study, we investigated the perception of elementary school students on inquiry activities and collaborative problem-solving ability in data-based scientific inquiry. For this purpose, 20 data-based scientific inquiry classes were conducted in 26 elementary school students in Gyeongnam City. After selecting the inquiry problem, students conducted an inquiry process to collect data using digital inquiry instruments. The following results were obtained through questionnaires and interviews after the classes: First, students perceived the step on 'inquiry design and execution' as the most useful in the data-based scientific inquiry. Second, students perceived that their scientific ability and cooperation improved through data-based scientific inquiry, with the selection of inquiry problems being the most difficult. Third, students perceived positively the improvement of cooperative problem-solving ability. From the above results, it was found that data-based scientific inquiry is necessary to improve the elementary school students' scientific inquiry ability and cooperative problem-solving ability. Based on this research, we hope that the development and research of various inquiry activities will provide opportunities for inquiry that can cultivate various abilities needed for students living in the future.