Journal of Korean Elementary Science Education (한국초등과학교육학회지:초등과학교육)

The Korean Elementary Science Education Society (한국초등과학교육학회)
권호 표지
DOI QR코드

DOI QR Code

Analyses on Elementary Students' Behavioral Domain in Free Science Inquiry Activities Applying a Brain-Based Evolutionary Approach

뇌 기반 진화적 접근법을 적용한 초등학교 학생의 과학 자유탐구에서 행동 영역 분석

  • Received : 2014.08.01
  • Accepted : 2014.08.25
  • Published : 2014.08.31
Download PDF
⟨ Previous Next ⟩

Abstract

In National Curriculum of Science revised in 2007, 'Free Inquiry' was newly introduced to increase student's interest in science and to foster creativity by having students make their own questions and find answers by themselves. The purpose of the study was to analyze characteristics deployed in the processes of elementary school students' free inquiry activities applying a brain-based evolutionary science teaching and learning principles. For this study, 106 the fifth grade students participated, and they performed individually free inquiry activities according to a brain-based evolutionary approach. In order to characterize the diversifying, estimating-evaluating-executing, and extending-applying activities in behavioral domain, the free inquiry diary constructed by the students, observations by the researcher, and interviews with the students were analyzed both quantitatively and qualitatively. The major results of this study were as follows: First, the students preferred basic inquiry process skills and the majority of the students selected observation as a major approach of their inquiry. The reason was found to be that they were accustomed to only typical basic inquiry skills which is frequently presented at textbooks and regular instruction and didn't have appropriate experience for using relevant integrative inquiry skills. Second, most of the methods diversified and selected by the students were confined to descriptive explanation rather than causal one. Third, both of the science attitude and academic achievement were associated with the number of diversified methods and the selection of appropriate method. Based on these findings, implications for supporting domain novices in inquiry learning environments are advanced.

Keywords

References

  1. Campbell, D. T. (1960). Blind variation and selective retention in creative thought as in other knowledge processes. Psychological Review, 67(6), 380-400. https://doi.org/10.1037/h0040373
  2. Campbell, D. T. (1974). Evolutionary epistemology. In P. A. Schilpp (Ed.). The philosophy of Karl Popper. (413-463). LaSalle, IL: Open Court.
  3. Chae, D., Son, Y. A. & Maeng, H. J. (2007). Developing performance assessment materials on scientific inquiry skills for elementary school students. Journal of the Korean Elementary Science Education, 26(3), 341-358.
  4. Chinn, C. A. & Malhotra, B. A. (2002). Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks. Science Education, 86(2), 175-218. https://doi.org/10.1002/sce.10001
  5. Germann, P. J., Haskins, S. & Auls, S. (1996). Analysis of nine high school biology laboratory manuals: Promoting science inquiry. Journal of Research in Science Teaching, 33(5), 475-499. https://doi.org/10.1002/(SICI)1098-2736(199605)33:5<475::AID-TEA2>3.0.CO;2-O
  6. Hodson, D. (1998). Is this what scientists do? Seeking a more authentic science in and beyond the school laboratory. In J. J Wellington (Ed.). Practical work in school science: Which way now? NY: Routledge. pp. 93-108.
  7. Hong, J. E., Lee, I. & Jhun, Y. (2007). An analysis of the ability of inquiry performance for students gifted in science in elementary school. Journal of the Korean Elementary Science Education, 26(3), 267-275.
  8. Hull, D. L. (1988). Science as a process: An evolutionary account of the social and conceptual development of science. The University of Chicago Press, Chicago.
  9. Jang, S. (2006). Prospective elementary school teachers' perception of inquiry-oriented teaching practice, with an emphasis on students' scientific explanation. Journal of Korean Elementary Science Education, 25(1), 96-108.
  10. Kim, C. J., Chae, D. H. and Lim, C. S. (1999). Introduction to science education. Seoul: BooksHill.
  11. Kim, K., Kim, S., Kim, N., Park, S., Kim, J., Park, H. & Jung, S. (2008). Characteristics of achievement trend in Korea's middle and high school students from international achievement assessment (TIMSS/PISA). KICE, Research Report RRE 2008-3-1.
  12. Lim, C. S. (1999). The effects of cognitive style and gender of elementary school children on the observation of living things. The Korean Journal of Biology Education, 27(2), 143-150.
  13. Lim, C. S. (2009). Development of a model of brainbased evolutionary scientific teaching for the learning. Journal of the Korean Association for Science Education, 29(8), 990-1010.
  14. Lim, C. S. (2012). Development of an instructional model for brain-based evolutionary approach to creative problem solving in science. Biology Education (Korea), 40(4), 429-452. https://doi.org/10.15717/bioedu.2012.40.4.429
  15. Lim, C. S., Kim, J. Y. & Baek, J. Y. (2012). Analyses on elementary students' science attitude and topics of interest in free inquiry activities according to a brainbased evolutionary science teaching and learning model. Journal of Korean Elementary Science Education, 31(4), 541-557.
  16. Martin-Hansen, L. (2002). Defining inquiry. The Science Teacher, 69, 34-37.
  17. Ministry of Education and Science Technology (2007). Science curriculum. Ministry of Education and Science Technology Announcement 2007-79 (Supplement 9).
  18. Ministry of Education and Science Technology (2011). Science curriculum. Ministry of Education and Science Technology Announcement 2011-361 (Supplement 9).
  19. Morgan, D. L., Morgan, R. K. & Toth, J. M. (1992). Variation and selection: The evolutionary analogy and the convergence of cognitive and behavioral psychology. The Behavior Analyst, 15(2), 129-138. https://doi.org/10.1007/BF03392595
  20. Park, Y. S. (2006). Theoretical study on opportunity of scientific argumentation for implementing authentic scientific inquiry. Journal of Korean Earth Science Society, 27(4), 401-415.
  21. Peters, E. (2005). Reforming cookbook labs. Science Scope, 29(3), 16-21.
  22. Popper, K. R. (1963). Conjectures and refutations: The growth of scientific knowledge. London: Routledge and Kegan Paul.
  23. Popper, K. R. (1968). The logic of scientific discovery. New York: Harper and Row.
  24. Popper, K. R. (1994). In search of a better world lecture and essays from thirty year. London: Routledge.
  25. Shim, K. C., Park, J. S., Park, S. W. & Shin, M. K. (2007). An analysis of science inquiries as presented in elementary science textbooks. Journal of Korean Elementary Science Education, 26(1), 24-31.
  26. Shin, H. H. & Kim, H. N. (2010). Analysis of elementary teachers' and students' views about difficulties on open science inquiry activities. Journal of Korean Elementary Science Education, 29(3), 262-276.
  27. Simonton, D. K. (2011). Creativity and discovery as blind variation: Campbell's (1960) BVSR model after the half-century mark. Review of General Psychology. Advance online publication. doi: 10.1037/a0022912.
  28. Yoon, H. G. & Pak, S. J. (2000). The change of middle school students' motivation for investigation through the extended science investigations. Journal of the Korean Association for Science Education, 20(1), 137-154.
  29. Ziman, J. (2000). Real science: What it is, and what it means. Cambridge, UK: Cambridge University Press.

Cited by

  1. Elementary School Students' Perceptions on Free Science Inquiry Activities Applying a Brain-Based Evolutionary Approach vol.34, pp.1, 2015, https://doi.org/10.15267/keses.2015.34.1.109
  2. Analyses of Elementary School Students' Interests and Achievements in Science Outdoor Learning by a Brain-Based Evolutionary Approach vol.34, pp.2, 2015, https://doi.org/10.15267/keses.2015.34.2.252
  3. 뇌 기반 진화적 접근법을 적용한 초등학교 학생의 과학 자유탐구에서 인지적 영역 분석 vol.33, pp.4, 2014, https://doi.org/10.15267/keses.2014.33.4.773
  4. Analyses of Elementary School Students’ Learning on Topic of ‘Living Organisms and Environment’ Applying Affective-Domain-Centered Brain-Based Evolutionary Approach vol.43, pp.4, 2015, https://doi.org/10.15717/bioedu.2015.43.4.464
  5. Analyses of the Elementary School Students’ Activities on Topic of ‘Functions of Plant Root’ applying Behavioral Domain-centered Brain-based Evolutionary Approach vol.44, pp.1, 2014, https://doi.org/10.15717/bioedu.2016.44.1.167
  6. '식물의 한살이' 단원에서 속성배추를 활용한 뇌기반 진화적 접근법이 초등학생의 흥미에 미치는 영향 vol.35, pp.3, 2014, https://doi.org/10.15267/keses.2016.35.3.336