• Journal of the Korea Convergence Society
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• v.10 no.5
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• pp.267-278
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• 2019

The objective of the current study was to engage in an in-depth discussion and analysis about the process of overcoming hardships in students that play varsity sports as student athletes and who grew up under incomplete family structures, To achieve this end, the current study conducts a narrative inquiry into the subjects, which found the following: First, in terms of improvement and expansion of interpersonal relationships, the student athletes were able to change their personalities to be more confident and active in their daily routines. Second, in forming positive emotions through playing sports, the student athletes were able to actively search for ways to overcome difficult situations and self-regulated their emotions. Third, in relation to improvement of problem-solving skills, the student athletes were able to find the most effective ways to overcome hardships caused by their broken family situations, in addition to exhibiting advanced problem-solving skills that enabled them to find courses that are most adequate for solving future problems.

• Journal of The Korean Association For Science Education
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• v.32 no.10
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• pp.1489-1501
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• 2012

The purpose of this study was to search for effective strategies on teaching open-inquiry by comparing students' and teachers' recognition of its difficulties and helpful strategies. This study focused on the cases of science high school students and their teachers, who carried out open-inquiry to participate in KYPT. This research was conducted through participant observation, questionnaires, and interviews. The research findings were as follows: students stated that planning and doing experiments were the most difficult parts, whereas teachers viewed that their students had difficulties in analyzing data and making a conclusion. With respect to the effective strategy, students stated that they gained many ideas from peer discussions although they have had to carry out their individual tasks. On the contrary, teachers thought that reference materials and the discussions with teachers were most helpful. There were clear differences between students' and their teachers' recognition toward open-inquiry and the gap needs to be closed. Consequently, it would be useful to guide students to form teams and to spend more time in peer discussions especially when doing experiments and to encourage teachers to understand students' actual difficulties and needs.

• Journal of the Korean Chemical Society
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• v.55 no.2
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• pp.290-303
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• 2011

The purpose of this study was to introduce the practical model on the enhancement of the divergent and convergent thinking skills through inquiry instruction in science class. In this study, the creative thinking skill has been defined by divergent thinking skill as the narrow sense. In the science field, the problem solving thinking skill is just same as the inquiry thinking skill. Also, the problem solving thinking skill has been defined by convergent thinking skill as the critical thinking skill. This new instruction had been used for the college student in the class of general chemistry laboratory for the one semester. The first results had been founded that the students' divergent thinking skill had been increased significantly. Especially, the skills of recognition of problems, the skills of making hypothesis, and the skills of transformation and interpretation of data had been increased significantly. The second results had been founded that the students' convergent thinking skill had been increased significantly. Especially, the skills of making hypothesis, the skills of transformation and interpretation of data, and the skills of making conclusion and generalization had been increased significantly. The third results had been founded that the students' the creative and problem solving thinking skill had been increased significantly. Especially, the rest of all skills exception the skill of control variables had been increased significantly.

• Journal of The Korean Association For Science Education
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• v.31 no.1
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• pp.128-142
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• 2011

The goal of this study was to investigate how hypotheses were elaborated after their initial appearances in the context of scientific problem solving. Data were collected from a class in which preservice elementary school teachers in groups carried out abductive inquiry of earth science. The analysis revealed two major processes of hypothesis elaboration: theory-driven and evidence-driven. The theory-driven process was in turn distinguished into two kinds of subprocesses: one is in pursuit of internal coherence and the other external coherence. The evidencedriven elaboration also had two subprocesses, which were triggered by direct evidence and indirect or analogical evidence, respectively. In addition, hypotheses were more often than not modified by a wrong theory or evidence whether it was driven by a theory or evidence. Implications for science education and related research were discussed.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.540-549
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• 2002

The 7th national curriculum is focused on breeding an independent and creative Korean who will lead the age of globalism and information in the 21st century. It is necessary to improve the existing assessment methods in order to develop higher thinking abilities such as creativity and problem-solving skill. Although teachers have been aware of this necessity, they have realized that it is difficult to improve the current assessment methods. In this study, we selected some assessment domains on science learning with literature reviews and case analysis. In addition, we calculated the degree of its importance by the use of Analytic Hierarchy Process(AHP). We suggest a direction for improving the present assessment domains on science learning on the basis of the research. Inquiry, cognitive, creative, and affective domain among assessment domains seemed to be listed in order of importance. Moreover, problem-identifying, hypothesizing, and inquiry-planning appeared to be the highest in the degree of importance among sub categories. Considering the results of this study, the current school assessment system which is focused on cognitive domain should be improved.

• Journal of The Korean Association For Science Education
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• v.28 no.4
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• pp.282-290
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• 2008

The Research and Education (R&E) program was a year-long, apprenticeship and research-based program that was guided by mentors who are scientists or science teachers. The objective of the R&E program was to help scientifically gifted students in Korea Science Academy (KSA) and Science High Schools (SHS) to enhance abilities in creative thinking, scientific inquiry, problem solving, positive attitude towards scientists, and promoting cooperative research and interests in science and technology. In this study, the impact of the R&E program on the goals of 182 gifted college students in KAIST was evaluated using Likert-type items and multiple-choice method approach that provided a more comprehensive evaluation of the program's impact on science attitudes, creative thinking, scientific inquiry, and interests in science and technology. The results indicated a positive impact on cooperative research, gaining knowledge on the research topic, attitude towards scientists, interest in science and technology, scientific inquiry, and creative thinking in that order. There were rather remarkable and meaningful differences in science inquiry (p<.05), and scientific knowledge (p<.01), between the two groups of KAIST freshmen who came from SHS and KSA in 2006. Implications for science apprenticeship or a research-based mentorship program and their respective evaluations are also discussed.

• Journal of Science Education
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• v.48 no.1
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• pp.31-46
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• 2024

This study analyzes the academic achievement characteristics of Korean fourth graders on the problem solving and inquiry tasks (PSIs) introduced in TIMSS 2019. TIMSS 2019 conducted a computer-based assessment in addition to the traditional paper-based assessment. The PSIs were included only in the computer-based assessment, so 30 countries participated in the PSIs of the computer-based assessment. PSIs consist of integrating multiple content and cognitive domains, including 10 or fewer items. Most of the items are constructed in an open-ended format rather than multiple-choice. The analysis results showed that there were differences in student achievement across countries depending on the inclusion of PSIs. Korea's average achievement score decreased by 1 point. The analysis of individual items showed that students' achievement was somewhat low, and the correct answer rate for male students was generally higher than that for female students in many items. Furthermore, item-by-item analysis revealed that there were items where countries such as England and Finland had higher correct answer rates than traditional high-achieving countries, i.e. Singapore, Taiwan, and Korea. Considering the recent emphasis on integrated education, it seems necessary to review the use of PSIs in assessments in Korea as well.

• The KIPS Transactions:PartA
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• v.19A no.1
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• pp.9-16
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• 2012

Abstract In informatics subject, a good understanding of information representation and the structure of materials is the first step to acquire the basic principles of computer science. But few studies have ever focused on the educational significance of the structure of materials in informatics subject or how to organize materials in a manner to stimulate students to introspect. The purpose of this study was to examine whether the 'information representation and management' sections of informatics textbooks of the revised 2007 curriculum that have been in use since 2010 had an inquiry tendency or not. As a result of analyzing the textbooks by utilizing Romey method, one textbook was found to have an inquiry tendency in terms of texts, figures/diagrams, activities and questions at the end of chapters. If textbooks are just organized to convey knowledge, it might result in making students less interactive in class. Specifically, informatics is a subject to teach basic problem-solving skills by using IT, and the findings of the study suggest that students who get less interactive in class are likely to have less chances to learn about how to solve the given problems in diverse ways.

• Journal of the Korean Chemical Society
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• v.58 no.6
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• pp.649-657
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• 2014

The purpose of this study was to develop a teaching strategy focused on science writing and to investigate its effects on enhancing students' problem solving ability. A teaching strategy using science writing enhancing problem solving ability (REWS model) was designed. The REWE model consisted of four stages: 1) Sensing and Stating of Scientific Problem by Reading (R stage), 2) Exploring Problem (E stage) 3) Explaining by Writing (W stage), 4) Integrated problem-solving (S stage). 135 10th grade of students were assigned to one experimental group and one control group. Students in the experiment group were taught by REWE model. Students in control group were taught by traditional lecture-based instructions. The program was implemented over a semester. The results indicated that the experimental group presented statistically meaningful improvement in critical thinking necessary to solve problems (p<.05). This study suggests that science writing can be effective for improvement of problem solving ability.

• Journal of the Korean earth science society
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• v.26 no.1
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• pp.1-8
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• 2005

The purpose of this study is to identify the effect of Problem-Based Learning on Student's Creativity Ability in Middle School Science Class. The experimental group had Problem-Based Learning classes for six weeks and control group had traditional inquiry instruction for the same period. The results of this study presents that Problem-Based Learning is significantly effective for the improvement of creative skills test and creative tendencies. And PBL group student's had positive thinking for PBL. It's not easy to generalize these results because of many different variables. but the results suggests that teachers should make an effort to improve student's creativity applying Problem-Based Learning. And it's necessary to develop many kinds of problems and teacher's instruction method to enrich creativity in the process of Problem-Based Learning.