Browse > Article
http://dx.doi.org/10.14697/jkase.2021.41.2.93

Effects of Providing Scientific Information on an Unexpected Phenomenon on High School Students' Setting Inquiry Problems  

Park, Chulkyu (Seoul National University)
Shin, Soyeun (Seongnam High School)
Hong, Hun-Gi (Seoul National University)
Publication Information
Journal of The Korean Association For Science Education / v.41, no.2, 2021 , pp. 93-102 More about this Journal
Abstract
In this study, we investigated the characteristics of inquiry problems set by high school students who observed an 'unexpected phenomenon' and identified the effects of providing scientific information on setting inquiry problems. The subjects of this study were 126 eleventh grade students in Seoul that were randomly assigned to group A (N=66) and group B (N=60). In the study, watching a video of about 45 seconds of the unexpected phenomenon repeatedly for 20 minutes, all the students freely wrote inquiry problems that they wanted to carry out in their handouts. At this time, it is characterized that only the handout of group B additionally included scientific information on the unexpected phenomenon. As a result of the study, students, regardless of group, set more 'curiosity-oriented inquiry problems (i.e., focusing on inquiries they want to do rather than revealing what might be the cause of the phenomenon)' rather than going into a 'cause-oriented inquiry problem solving (i.e., revealing the cause of the phenomenon).' Among the curiosity-oriented inquiry problems, most of them were 'new-result inquiry problems (i.e., investigating what new results will occur by simply manipulating experimental situations).' It was also found that students who were provided with the scientific information tended to set significantly more inquiry problems using the provided information than those who were not (χ2(1)=8.996, p<.01), nevertheless the students with the scientific information did not set significantly more cause-oriented inquiry problems (χ2(1)=1.376, p>.05). The findings have been discussed from the four perspectives (i.e., lack of provided information, lack of opportunities to internalize the provided information, personal curiosity-seeking, and intuitive thinking), and implications for inquiry problem setting were suggested.
Keywords
providing scientific information; unexpected phenomenon; inquiry problem setting; high school students;
Citations & Related Records
Times Cited By KSCI : 5  (Citation Analysis)
연도 인용수 순위
1 Dunbar, K. (2000). How scientists think in the real world: Implications for science education. Journal of Applied Developmental Psychology, 21(1), 49-58.   DOI
2 Park, K. S. (2019). Action research on open inquiry instruction of the science-gifted: Focusing on students' difficulties and pedagogy of teacher. Doctoral dissertation, Seoul National University.
3 Song, J., Kang, S.-J., Kwak, Y., Kim, D., Na, J., Do, J.-H., Park, S. C., Son, Y.-A, Son, J. W., Oh, P. S., Lee, J.-K., Lee, H. J., Ihm, H., Jeong, D. H., Joung, Y. J., Kim, J. (2019). Developing performance expectations, school implementation strategies, evaluation indicators of the Korean Science Education Standards (KSES) for the next generation. Seoul: KOFAC.
4 Park, J. (2000). Analysis of students' processes of generating scientific explanatory hypothesis: Focused on the definition and the characteristics of scientific hypothesis. Journal of the Korean Association for Science Education, 20(4), 667-679.
5 Park, J. (2001). Analysis of students' processes of generating scientific explanatory hypothesis: Focused on the analysis of university students' responses. Journal of the Korean Association for Science Education, 21(3), 609-621.
6 Park, J. (2003). An analysis of the experimental designs suggested by students for testing scientific hypotheses. Journal of the Korean Association for Science Education, 23(2), 200-213.
7 Park, J. (2005). Analysis of the characteristics and processes of the generation of scientific inquiry problems. New Physics: Sae Mulli, 50(4), 203-211.
8 Park, J., Chang, J., & Song, J. (2016). Why did I cope with so?: A teacher's strategy to cope with anomalous situations in primary practical science lessons. Journal of Korean Elementary Science Education, 35(3), 277-287.   DOI
9 Park, J. H., Kim, J., & Bae, J. H. (2001). The effect of free inquiry activities on the science process skills and scientific attitudes of elementary school students. Journal of Korean Elementary Science Education, 20(2), 271-280.
10 Park, J. S., Oh, W. K., Park, J. W., & Chung, B. H. (1999). Criteria for the program development for science gifted children extracted from a science camp activity. Journal of the Korean Association for Science Education, 19(2), 329-339.
11 Ryu, S. G., & Park, J. S. (2008). Analysis of the scientific inquiry problem generated by the scientifically-gifted in ill and well inquiry situation. Journal of the Korean Association for Science Education, 28(8), 860-869.
12 Kang, S. J., Kim, H. J., Lee, G. J., Kwon, Y. S., Kim, M. H., Kim, Y. S., Kim, Y. H., Shin, H. S., Lim, H. Y., & Ha, J. H. (2009). A study of scientifically gifted high school students' perceptions on the research and education program. Journal of the Korean Association for Science Education, 29(6), 626-638.
13 Ryu, S. G., & Park, J. S. (2009). Analysis of the scientific problem-finding activity of the scientifically-gifted. Secondary Education Research, 57(2), 59-83.   DOI
14 Ministry of Education (MOE). (2015). 2015 revised science curriculum 2015-74 [issue 9].
15 Jeong, J., & Kim, H. (2013). An analysis of the science inquiry problem finding processes of elementary science gifted and general students. The Journal of Educational Studies, 44(1), 123-145.
16 Kim, S., & Choi, W. (2019). Recognition of high school students and college student mentors on research project lessons using college student mentoring. School Science Journal, 13(1), 45-62.   DOI
17 Jung, W. K., Lee, J. K., & Oh, S. W. (2011). Investigation on the difficulties during middle school students' finding inquiry topics on open-inquiry activities. Journal of the Korean Association for Science Education, 31(8), 1199-1213.   DOI
18 Kahneman, D. (2011). Thinking, fast and slow. NY: Farrar, Straus and Giroux.
19 Kang, E. G., & Kim, J. N. (2012). Problem-finding process and effect factor by university students in an ill-structured problem situation. Journal of the Korean Association for Science Education, 32(4), 570-585.   DOI
20 Kwon, Y. J., Yang, I. H., & Chung, W. W. (2000). An explorative analysis of hypothesis-generation by pre-service science teachers. Journal of the Korean Association for Science Education, 20(1), 29-42.
21 Park, J., Jang, K. A., & Kim, I. (2009). An analysis of the actual processes of physicists' research and the implications for teaching scientific inquiry in school. Research in Science Education, 39(1), 111-129.   DOI
22 Lee, S. K., Han, J., Lee, J., & Noh, T. (2015). Characteristics of student inquiry found in project-based science practices: Focusing on theory-evidence-method coordinations and skills in using tools. Journal of the Korean Association for Science Education, 35(4), 599-608.   DOI
23 Klein, G. (2013). Seeing what others don't: The remarkable ways we gain insights. NY: Public Affairs.
24 Ko, I. S. (2002). A critique of Sunwoo Hwan's view on (correct) scientific explanation. Korean Philosophical Association, 70, 259-282.
25 Krajcik, J., Blumenfeld, P. C., Marx, R. W., Bass, K. M., Fredricks, J., & Soloway, E. (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. Journal of the Learning Sciences, 7(3-4), 313-350.   DOI
26 Kim, Y., Seo, H., & Park, J. (2013). An analysis on problem-finding patterns of well-known creative scientists. Journal of the Korean Association for Science Education, 33(7), 1285-1299.   DOI
27 Miyake, N., & Norman, D. A. (1979). To ask a question, one must know enough to know what is not known. Journal of Verbal Learning and Verbal Behavior, 18(3), 357-364.   DOI
28 Lim, M. (2015). The application of unexpected phenomena to the problem-solving type inquiry program: A case study on mixing water and ethanol. Master's thesis, Seoul National University.
29 Lim, S. M., Yang, I. H., Kim, S. M., Hong, E. J., & Lim, J. K. (2010). Investigation on the difficulties during elementary pre-service teachers' open-inquiry activities. Journal of the Korean Association for Science Education, 30(2), 291-303.   DOI
30 McNeill, K. L., & Krajcik, J. (2008). Inquiry and scientific explanations: Helping students use evidence and reasoning. In J. Luft, R. Bell, & J. Gess-Newsome (Eds.), Science as inquiry in the secondary setting, (pp. 121-134). VA: NSTA Press.
31 Oh, P. S. (2010). How can teachers help students formulate scientific hypotheses? Some strategies found in abductive inquiry activities of Earth Science. International Journal of Science Education, 32(4), 541-560.   DOI
32 Simonton, D. K. (2004). Creativity in science: Chance, logic, genius, and zeitgeist. NY: Cambridge University Press.
33 Ryu, S. K., & Park, J. S. (2006). An analysis of high school students' activity on problem-finding in ill-structured scientific problem situation. Journal of the Korean Association for Science Education, 26(6), 765-774.
34 Scardamalia, M., & Bereiter, C. (1992). Text-based and knowledge based questioning by children. Cognition and Instruction, 9(3), 177-199.   DOI
35 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.
36 Cheon, M., & Lee, B. (2018). Analysis of characteristics of scientific inquiry problem finding process in small group free inquiry. Journal of the Korean Association for Science Education, 38(6), 865-874.   DOI
37 Ausubel, D. P., Novak, J. D., & Hanesian, H. (1978). Educational psychology: A cognitive view (2nd ed.). NY: Holt, Rinehart and Winston.
38 Berlyne, D. E. (1960). Conflict, arousal, and curiosity. NY: McGraw-Hill.
39 Berlyne, D. E. (1966). Curiosity and exploration. Science, 153(3731), 25-33.   DOI
40 Yang, I. H., Kim, E. A., & Oh, C. H. (2008). A case study of science high school students' hypothesizing and designing process. Secondary Education Research, 56(3), 293-331.
41 Yang, I. H., Oh, C. H., & Cho, H. J. (2007). Development of the scientific inquiry process model based on scientists' practical work. Journal of the Korean Association for Science Education, 27(8), 724-742.
42 Kuhn, T. S. (1962). The structure of scientific revolutions. IL: The University of Chicago Press.
43 Hanson, N. R. (1961). Patterns of discovery. Cambridge: Cambridge University Press.
44 Cho, D. K., & Han, K. S. (2015). An analysis of gifted high school students' problem-finding process in science: Based on grounded theory. Anthropology of Education, 18(3), 97-129.   DOI
45 Cohen, J. (1988). Statistical power analysis for the behavioral sciences. NJ: Lawrence Erlbaum Associates.
46 Einstein, A., & Infeld, L. (1971). The evolution of physics. London: Cambridge University Press.
47 Jeong, D. H., & Son, M. H. (2018). Review of recent studies on chemical experiments and suggestions for their implementation in school education. School Science Journal, 12(4), 399-416.   DOI
48 Jung, C., & Shin, D. (2020). Changes of the abductive inquiry performance in outdoor geological fieldwork. Journal of the Korean Earth Science Society, 41(5), 531-554.   DOI
49 Hong, S., & Chang, H. W. (2010). Laboratory and creativity: The role of the leader and laboratory culture. Journal of Science and Technology Studies, 10(1), 27-71.
50 Cho, S., & Baek, J. (2015). A case study on the inquiry guidance experiences of pre-service science teachers: Resolving the dilemmas between cognition and practice of inquiry. Journal of the Korean Association for Science Education, 35(4), 573-584.   DOI