• Journal of the Korean Society of Earth Science Education
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• v.5 no.3
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• pp.256-266
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• 2012

The purpose of this study is to use DARTs (Directed Activities Related to text) to foster inquiry problems while actively engaging accelerated gifted elementary students in the field of earth sciences. This study is continually evolving in the classroom on the proposition that accelerate the scientific thought whether inquiry problems show any change according to the extent of prior background knowledge through DARTs. Researchers appointed the accelerated gifted elementary students with 14 investigation problems and it was their duty to not only classify the inquiry problems, but to analyze using interviewing methods according to type classification framework. Many scientific terms were used concretely in the inquiry problems that were propose after DART. The students gave a direct effect to the inquiry problem to be proposed according to the level of the content that it is presented in the DARTs worksheet. As a result, the NP-IP type and the EC-IP, NC-IP inquiry problem type proposed above much as a whole in DARTs former and prior. Particularly, the EMC-IP type and etc. was variously proposed after the DARTs. And the students proposing the inquiry problem of above average proposed the inquiry problem of the EP-IP type much unlike the general average student after the DARTs. The EC-IP, NC-IP and NF-IP type were changed much after DARTs used. Particularly, the EC-IP and NC-IP type were changed much.

• Journal of Korean Elementary Science Education
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• v.24 no.3
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• pp.268-280
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• 2005

Teaching with laboratory activities in school science, which are distinctive characteristic, is placed from other disciplines fur teaming almost 200 hundred years ago. A number of science educators have suggested that there are rich benefits in teaming from using laboratory activities. At these time, however, some educators have begun to seriously question the effectiveness and the role of laboratory activities. There are some causes related to obscure and vague aims of laboratory activities. The purposes of this paper is to review aims of laboratory activities presented in the literatures through historical overview, and to obtain implication for school science. There are various aims of laboratory activities by a number of researchers. Overall synthesizing, there are ffur domains of aims of science teaching through laboratory activities, (a) science knowledge has two sub-domains; scientific content knowledge and procedural knowledge, (b) nature of science, (c) science attitude has two sub-domain; scientific attitude and attitude toward science, and (d) ability of scientific inquiry has two sub-domain; manipulative skills and scientific thinking. But, it is necessary to continue the following study in order to obtain the aims of laboratory activities agreed by expert community, and setting up of lists of aims of laboratory activities for students to achieve hierarchies of school science curriculums.

• Journal of The Korean Association For Science Education
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• v.24 no.6
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• pp.1216-1234
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• 2004

School science practical work is often criticized as lacking key elements of authentic science, such as peer argumentation or debate through which social consensus is obtained. The purpose of this paper is to review the recent studies about the argumentation and to explore the conditions and the model of argumentative scientific inquiry, which is specially designed open inquiry in order to facilitate students' peer argumentation. For this purpose, a theoretical discussion for the argumentative scientific inquiry as the way of authentic inquiry in schools was developed. The conditions for argumentative scientific inquiry were found to be the following: multiple arguments, students' own claims, opportunities for oral and written argumentation, equal status of debaters, and community of cooperative competition. For these conditions, the argumentative scientific inquiry was organized into experiment activities and argumentation activities. During argumentation activity, students should be guided to advance written argumentation through writing a group report for peer review and oral argumentation through a critical discussion. Through the argumentation between groups and in group, the students' arguments would be elaborated repeatedly. The feedback from argumentation links experiment activities to argumentation activities. Hence, the whole process of this inquiry model is circular.

• Journal of the Korean Chemical Society
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• v.67 no.6
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• pp.441-461
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• 2023

This study explore characteristics of teaching orientation and pck of science teachers in online-offline mixed learning environment. Data consisted of open-ended survey, semi-structured interview, class observation, field notes from 12 science teachers. We categorized teaching orientation considering both science education goals and science teaching·learning orientation. There were 8 different teaching orientations such as 'understanding science concepts-lecture centered' 'constructing science concepts-inquiry based' 'applying science concepts and inquiry-inquiry based' 'applying science concepts and inquiry-lectured centered' 'analyzing and judging science information-inquiry based' 'developing scientific attitude-inquiry based' 'developing scientific attitude-lecture centered' and 'developing perception of interrelationships among science, technology, and society-inquiry based'. Teachers with inquiry based teaching·learning orientation seemed to have knowledge of science curriculum specific to online learning environment for student inquiry. While teachers with 'understanding science concepts-lecture centered' teaching orientation appeared to have questioning strategy of checking student understanding and strategy of repeating a lecture, teachers with 'constructing science concepts-inquiry based' teaching orientation appeared to have knowledge of instructional strategies to perform online group activities targeting student construction of knowledge and to replace face-to-face group activities with virtual experiments and individual experiments. While teachers with 'understanding science concepts-lecture centered' teaching orientation did not show knowledge of student science learning, teachers with 'constructing science concepts-inquiry based' teaching orientation appeared to have knowledge of student difficulties in inquiry based learning.

• Journal of The Korean Association For Science Education
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• v.28 no.8
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• pp.901-921
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• 2008

The purpose of this study was to investigate elementary teachers' views on the barriers in implementing inquiry-based instruction in science education. For this, semi-structured in-depth interviews were performed with 22 elementary school teachers who have served for more than five years in the Gyeonggi province. The interview questions were developed through triangulation of Seidman's phase to achieve reliability in the interview data, then interview questions were modified and completed through an analytic induction method in pre-interviews. In-depth interviews were performed individually and all the interviews were recorded. The data of teachers' views on the barriers were categorized and analyzed into external and internal factors of teachers. The study found that the external factors referred by teachers included the following; the lack of a unit time, lack of materials and equipments, too many students in a class, problems in science curriculum management, difficulty in the assessment of students' inquiry activities, the students' learning, lack of opportunities for teaching inquiry activities, harmfulness of accidents, and so on. Internal factors included the following; lack of preparation for inquiry activities, lack of self-confidence, lack of patience, and so on. The various barriers presented and their causes were analyzed in detail, and possible efforts in activating inquiry activities in elementary science education were suggested.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.1
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• pp.43-56
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• 2011

The purpose of this study is to examine the effects of small group inquiry skills on improving science process skills and attitudes toward science in elementary school science. The research questions of this study were as follows. First, effects of small group inquiry skills on improving science process skills in elementary school science. Second, effects of small group inquiry skills on improving attitudes toward science in elementary school science. The subjects of this study is two classes from 6th grade elementary classes in Busan. The experiment class practiced small group inquiry skills, while the control class practiced self inquiry. To verify the effect of the experiment, ANOVA was conducted. The main findings of this study are as follows. First, the small group inquiry skills gave a significant influence on increasing the science process skills, including the basic science process skills and the integrated science process skills, of students. Especially, among subordinate factors of science process skills between groups, it was effective to increase abilities of observing, reasoning, interpreting data, formulating hypothesis. It is necessary for teachers to make an effort to teach according to steps of the small group inquiry skills and to support inquiry activities, in order to increasing the science process skills. However, frequency of additional lessons have a little influence on increasing the science process skills. Second, there is meaningful change in the attitudes toward science for those who studied the small group inquiry skills. Also, they affected subordinate factors of the attitudes toward science, like the attitudes toward science inquiry, the happiness about science class. This study shows that the small group inquiry skills give a positive influence on the science process skills and attitudes toward science in elementary school science.

• Journal of the Korean earth science society
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• v.26 no.8
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• pp.751-758
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• 2005

The purpose of this study was to develop an inquiry analysis framework based on the features of earth science inquiry methodology and to analyze inquiry activities in the 8th grade 'Earth History and Diastrophism' unit by using this framework. The framework classified earth science methods as logical inference, hermeneutic, and historical methods, each of which was subdivided in consideration of its subordinate methods and characteristics. The analysis revealed that the logical inference method reflected in the unit as the 'abductive method' (70%) was used more frequently than the 'inductive' (23%) and 'deductive' (22%) methods. The hermeneutic method was found in terms of the 'forestructures of understanding' (92%), 'circular reasoning' (9%). and 'historical nature of human understanding' (17%). The historical method also used as the 'constructing proper taxonomy' (53%), 'adhering to the modem principle of uniformitarianism' (47%), and 'relic interpretation' (41%) were identified with ratios more fester than those for the 'place substituting for time in stage theorizing' (3%) and 'evaluating independent lines of inquiry for convergence' (3%).

• Journal of Korean Elementary Science Education
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• v.25 no.spc5
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• pp.465-475
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• 2007

The purpose of this study was to develop a spider inquiry program for elementary school students based on the scientific-knowledge generating model. For the purposes of this study, we selected three species of snider (e.g. Pardosa astrigera, Argiope bruennichii, Nephila clavata) which were easily found in a school garden by elementary school students. The spider inquiry program was based on a model of the process of scientific-knowledge generation, and consisted of two sections: for students and teachers. The students' program was designed to generate scientific-knowledge, whilst the teachers' program was designed to guide the inquiry smoothly even in the case of teachers who lack experience in inquiry activities or possess limited subject knowledge on spiders. As a result, this program was found to have an influence on generating the scientific-knowledge of elementary students and the results further suggest that it may be helpful to teachers conducting an inquiry activity. Additionally, this program could be used as a selective activity lesson such as a science inquiry lesson, or as a biology inquiry class, as a weekend life experience study or as an activity on a science camp.

• Journal of Korean Elementary Science Education
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• v.17 no.1
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• pp.61-73
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• 1998

This research suggests science inquiry play of analogy as a teaming method to help the students in concrete operational stage to develop scientific thinking skills and to understand abstract science conceptions. The research focuses on/considers the characteristics and merits of the science inquiry plays, and the learning method by analogical reasoning. This learning through the science inquiry play of analogy can be considered as a meta-model for scientific thinking skill. The learning has the following processes: 1) Students analogize the abstract science conceptions and facts into play-type activities including the concrete contents such as students themselves, their physical-sensory motions, concrete objects, play methods, and play rules. 2) Students as analogized objects play a role physically and sensuously according to the methods and rules analogized in the play. 3) Students find out the concrete contents included in the science inquiry play of analogy, draw the results, and deduce the new conceptions from the results by reflective thinking and analogical reasoning.

• Journal of Science Education
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• v.45 no.3
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• pp.304-316
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• 2021

The purpose of this study is to analyze high school students' critical opinions on others' inquiries in small group open inquiry. Forty-one high school students participated in these activities at the inquiry planning stage and the intermediate stage of inquiry. In the two activities, 595 and 233 opinions were presented respectively, and analyzed into categories based on the inquiry process. The main research results are as follows: first, many opinions were presented in the areas of 'problem recognition and hypothesis setting' and 'design of inquiry' in the feedback on the inquiry plan, especially related to 'revision and addition of research problems,' 'research targets and conditions,' and 'control of variables.' Second, in the feedback on the results of the inquiry, there were many opinions related to 'report preparation' and 'design of inquiry' area. Based on the research results, implications related to the application of critical opinion activity were discussed.