Journal of Korean Elementary Science Education (한국초등과학교육학회지:초등과학교육)

The Korean Elementary Science Education Society (한국초등과학교육학회)
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The Features of Inquiry Activities Using Technology in Elementary Science Digital Textbook - Focusing on the Cases of Using Virtual Experiment, Virtual Reality and Augmented Reality -

초등학교 과학 디지털교과서에 제시된 테크놀로지를 활용한 탐구 활동의 특징 - 가상실험, 가상현실, 증강현실 활용 사례들을 중심으로 -

  • Received : 2019.04.30
  • Accepted : 2019.05.26
  • Published : 2019.05.31
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Abstract

The purpose of this study is to investigate the features of inquiry activities using technology in the 2015 revised elementary science digital textbooks. For this, we analyzed the features of inquiry context and inquiry method presented in inquiry activities using three kinds of technology: Virtual experiment, virtual reality and augmented reality. As a result, firstly, the most common types of 77 inquiry activities were realistic type which shows the phenomenon actually and vividly as possible and realistic-abstract type which shows the phenomena with the abstract concepts. Second, the ways of using three technologies were different depending on the processes of inquiry and the sub-domains of science. For example, virtual experiment technologies were mostly used in the contents of physics and chemistry with the inquiry context of realistic-abstract type for investigating the relationship between variables of experiments and describing the phenomena mechanically. On the other hand, virtual reality and augmented reality techniques tended to be used more frequently in biology and earth science contents with the inquiry context of realistic type for observing and describing the phenomena. Finally, we discussed educational implications in terms of developing and applying technology-based inquiry activities.

Keywords

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Fig. 1. An example of realistic type inquiry context using virtual reality (4-1, p. 18).

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Fig. 2. An example of realistic-abstract type inquiry context using augmented reality (5-1, p. 34).

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Fig. 3. An example of manipulative description or measure using virtual experiment (4-2, p. 65).

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Fig. 4. An example of nonmanipulative description or measure using virtual reality (6-1, p. 32).

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Fig. 5. An example of phenomenon-based reasoning using virtual reality (3-1, p. 18).

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Fig. 6. An example of relation-based reasoning using virtual experiment (4-2, p. 36).

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Fig. 7. An example of good questions in inquiry activities using virtual reality.

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Fig. 8. An example of good guidance in inquiry activities using virtual reality.

Table 1. Technology-based inquiry activities analyzed in this study

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Table 2. The analysis framework of this study

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Table 3. The status of technology-based inquiry activities

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Table 4. The features of inquiry context presented in technology-based inquiry activities

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Table 5. The features of inquiry methods presented in technology-based inquiry activities

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Table 6. The types of reasoning presented in technology-based inquiry activities

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