• Journal of Korean Elementary Science Education
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• v.25 no.1
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• pp.96-108
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• 2006

The purpose of this study was to investigate how prospective elementary school teachers perceived teacher's inquiryoriented teaching practice, with an emphasis on students' scientific explanations based on scientific evidence. For this study, 94 prospective elementary school teachers were participated. 14 among 94 participants had chances to intensively experience this particular teaching methods for 15 weeks. All of the 94 participants observed the intended science teaching practice for 4th graders in two different elementary schools, which utilized the science talks emphasizing students' scientific explanation activity. For quantitative data analysis, they were asked to provide their reaction to the science teaching methods after their classroom observation. For qualitative data analysis, 5 among the participants, who had relatively long term experience with this teaching practice, were chosen to interview in order to understand their individual reasons of the ways they perceived about the inquiry-oriented teaching methods boosting students' scientific explanation. The results show that the prospective elementary teachers generally thought the emphasis of students' scientific explanation based on scientific evidence could enhance young elementary students' science content understanding, stimulate their curiosity/interests, and further develop their ability to engage actively in scientific discussions. However, some prospective teachers tended to think that the science teaching. methods would not be effective in terms of managing science classes, though. This study concludes that the prospective teachers tended to hold an endemic dilemma. On the one hand, they had their clear preference to the inquiry-oriented teaching practice as the most ideal teaching methods. On the other hand, they also had their persistent hesitance in using these methods due to their fear that elementary students might not adequately grasp the important science content when engaged in scientific discourse through an inquiry-oriented class.

• Journal of The Korean Association For Science Education
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• v.16 no.2
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• pp.175-189
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• 1996

There is a growing tendency that it gives the first primacy to inquiry learning as lesson style from lecture or simple experiment in present primary. middle and high school. But in fact. inquiry learning is difficult due to space limit, lack of laboratory, instruments and program for inquiry learning. Therefore, it is very important for science camp which stimulates much interest in science to be activated by doing of scientific activities in out-of-doors. This study is to investigate the present operational status and educational effects of science camp in which Korean and American students and teachers found. The science camps held by Seoul YMCA Chong-Ro BR. and Dongdaemun BR., Bun-Dong middle school, and Cho-Sun IL BO and Inkel corp., were analyzed. The 284 students and 12 teachers who take part in science camps in Seoul YMCA Chong-Ro BR. and Bun-Dong middle school, and 197 students who attending in 6 schools in seoul were questionaired. The 37 American students and 16 teachers in Pennsylvania, were also questionaired, Most students and teachers thought it useful regarding science-program which proceeded at science camps. And it was thought that science program had much relation to science class in school, especially science-camp made it help to arouse interests on science.

• Journal of The Korean Association For Science Education
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• v.5 no.1
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• pp.19-34
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• 1985

Teaching inquiry process is one of the most important objectives in science education. To promote students scientific process skills, a science teacher should encourage the students do something by themselves. One method for that purpose which has been used in many schools would be group experiment. The researcher has been experienced a lot of difficulties in controlling or guiding every group to finish the assigned experiment within the given class hour. Therefore, the researcher decided to select several leaders from students and trained them in advance of the given class hour. This leaders are expected to guide the remaining students in the class. As the result of this study, the classroom with and without student leaders showed very significant difference(P>0.001) in their achievement of scientific process skills. The experimental group also showed more positive attitude toward science. The researcher concluded that the use of student leaders is very effective in promoting scientific process skills. This method is also regarded very effective in a large class sized like Korean Schools.

• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.425-443
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• 2013

We developed problem-solving type inquiry learning programs reflecting scientists' research process and analyzed the activities of science-gifted high school students, and the understanding and the effects of the programs after implementation in class. For this study, twelve science-gifted students in the 10th grade participated in the program, which consisted of three different modules - making a cycloidal pendulum, surface growth, and synchronization using metronomes. Diet Cola Test (DCT) was used to find out the effect on the improvement of the ability to design experiments by comparing pre/post scores, with a survey and an interview being conducted after the class. Each module consisted of a series of processes such as questioning the phenomenon scientifically, designing experiments to find solutions, and doing activities to solve the problems. These enable students to experience problem-solving type research process through the program class. According to this analysis, most students were likely to understand the characteristics of problem-solving type inquiry learning programs reflecting the scientists' research process. According to the students, there are some differences between this program class and existing school class. The differences are: 'explaining phenomenon scientifically,' 'designing experiments for themselves,' and 'repeating the experiments several times.' During the class students have to think continuously, design several experiments, and carry them out to solve the problems they found at first. Then finally, they were able to solve the problems. While repeating this kind of activities they have been able to experience the scientists' research process. Also, they showed a positive attitude toward the scientists' research by understanding problem-solving type research process. These problem-solving type inquiry learning programs seem to have positive effects on students in designing experiments and offering the opportunity for critical argumentation on the causes of the phenomena. The results of comparing pre/post scores for DCT revealed that almost every student has improved his/her ability to design experiments. Students who were accustomed to following teacher's instructions have had difficulty in designing the experiments for themselves at the beginning of the class, but gradually, they become used to doing it through the class and finally were able to do it systematically.

• Journal of The Korean Association For Science Education
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• v.39 no.5
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• pp.669-679
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• 2019

In this study, we investigated how 'Scientific Inquiry Experiment,' a newly introduced subject under the 2015 revised curriculum, was implemented to identify the difficulties that science teachers face in the process of teaching the subject and to explore how to support them through online survey and interview methods. A questionnaire of the survey, which consisted of environmental factors of class, preparation and execution of class, teacher self-evaluation of class, and direction for the subject, was developed, and the online survey was requested with a response from one teacher per school from 1674 high schools nationwide. We analyzed the results from 814 teachers who answered all required questions, and we also conducted interviews and online advisory discussions to ensure the validity of our analysis. In the results of the study, teachers complained of lack of time for preparation and execution of the subject, and they demanded laboratory assistants and quality teaching materials. In addition, in order to achieve the goal of the subject, they agreed the necessity of using the 'block scheduling' though they also agreed the difficulties of its implementation. Meanwhile, the alteration of guidelines for evaluation, which was changed from 9-grade system to 3-grade system, was positively recognized by teachers. As a result of this change, the percentage of performance assessment increased in 2019 compared to 2018, but there were no significant changes in the number of 'hands-on activity.' Finally, we proposed ways to support 'scientific inquiry experiment'.

• Journal of Korean Elementary Science Education
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• v.30 no.4
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• pp.468-481
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• 2011

This research is to observe and analyze the student interactions when inquiry problems were generated along with the students by using asynchronous discussion methods with the class bulletin board. For this research, 10 students from a single class of 6th grade were selected. The subject students were divided into 2 groups by cognitive levels. After the students were submitted the 4 problem situations for 1 week each, the discussion process was analyzed. The research results are as follows. First, the analysis of the step by step interactive discussion showed that several students answered for the question from a single student while discussing first for the question and answer in a form of a question with many multiple answers without any connections with the previously asked questions. At the end of the discussion, one to two students answered to a question by taking turns and the type of discussion changed to one question - one answer type by answering to the person who spoke prior to the next. Second, the discussion took place with the students in the transitional stage speaking in time in order, to provide comments to the bottom of the linear form and students in the formal operational stage students speaking in temporal order, regardless of the number of comments in the direction of the radiation(mind map) forms. The individual comment speaking rates were similar in the two groups so the students were able to speak indiscriminately.

• Journal of Korean Elementary Science Education
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• v.40 no.2
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• pp.210-226
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• 2021

The purpose of this study was to understand what orientations elementary school teachers have related to their science classes, what realities they encounter in real classes, how they overcome their frustrations and failures they experience. We employed a narrative inquiry method and analyzed the experiences of two early career elementary school teachers (Miss Park and Mr. Choi). Miss Park wanted to conduct students-driven inquiry classes, in which students become active investigators, but in reality, she faced herself who conducted teacher-driven classes. Mr. Choi wanted to conduct science classes based on constructivism, but in reality, he encountered himself as a knowledge giver rather than scaffolder. However, rather than giving up their orientations, the two teachers tried to keep them in their own way. It was expected that by understanding what strategies beginner teachers take when their theoretical orientation and ideals are not well implemented in actual educational reality, we could find a clue that will lead to a more successful transition from pre-service teacher to teacher.

• Journal of the Korean Society for Library and Information Science
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• v.50 no.2
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• pp.5-23
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• 2016

The purpose of this study is to analyze common inquiry tasks of middle school history textbooks and find out it's implications on teacher librarians' educational information services. There are 84 common inquiry tasks according to examinations of inquiry tasks related to world history in 18 kinds of middle school history textbooks. Results of the analysis show that almost all of common inquiry tasks of world history make middle school students who should resolve them research the pictures and reading materials included in the textbooks individually and verbalize under the information literacy process. Compared with information literacy process of the "Library and Information Skills" for middle schools, the First step of task definition and figuring out information needs and the Third step of representation of information are being implemented. For this reason, teacher librarian could reduce history studies teachers' burden of running the class and promote students' inquiry activities by teaching skills of information analysis and interpretation, synthesis and organization and evaluation of their information literacy process and results.

• Journal of the Korean earth science society
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• v.38 no.3
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• pp.222-238
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• 2017

The purpose of this study is to explore a learning progression for integrated process skills in Earth science inquiry. For the purpose, a hypothetical learning progression (HLP) that capture how students' integrated process skills of science become sophisticated over time is developed through the literature review. This learning progression contains four components of the integrated process skills of science: designing inquiry, collecting data, analyzing data, and forming conclusion. Three hypothetico-deductive inquiry tasks of Earth science that start from recognition of the given problem to the forming conclusion are developed in order to document students' integrated process skills. A total of 126 students from middle, high, college level students participated in this study. After conducting the Earth science inquiry tasks, the integrated process skills of individual students are assessed by element based on HLP. In addition, the validation process for HLP was administered by applying the Rasch model using the students' assessment data. Finally, based on the analyzed data, the empirical learning progression (ELP) is developed by revising and supplementing the HLP. This study can help to find scaffolding methods to effectively improve the students' integrated process skills in Earth science inquiry class by identifying the factors that affect students' development of integrated process skills. It also provide implications for improving teachers' PCK of Earth science inquiry instruction.

• Journal of the Korean Chemical Society
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• v.59 no.5
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• pp.434-444
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• 2015

Inquiry-based experiments provide opportunities to understand scientific knowledge and acquire nature of science. In this study, the difficulties which pre-service teachers experienced in inquiry-based experiment class were investigated and analyzed. Twenty-two pre-service teachers attended course designed as ‘ill-structured inquiry’ for 13 weeks, and researchers investigated their difficulties by questionnaires and interview. They showed difficulties mostly in designing experiment and interpretation and also in understanding inquiry purpose, lack of prior knowledge, confidence in inquiry performance, and understanding of experimental instruments and facilities. As a result, it is necessary to provide opportunities to engage in inquiries and environments to properly instruct pre-service teachers the inquiry ability in college of education.