• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.537-548
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• 2015

This study aims to identify and compare the patterns of scientific questions generation among elementary science-gifted and general students when conducting observational tasks. The pattern in generating scientific questions, which is distinguished from other types of scientific questions, is the manner that students generate a variety of types of questions in an inquiry process. To analyze the patterns in generating scientific questions, the task of observing dry grapes in soda pop, candlelight, and dyed celery were selected as suitable tasks. The subjects were 26 science-gifted students participating in a gifted education program and 27 general students in an elementary school in the same city. They were all sixth graders. The results of this study are as follows: First, the patterns of scientific questions generation among gifted students and general students during observational tasks were classified into five patterns: [Pattern 1] single, [Pattern 2] sequential, [Pattern 3] repetitive, [Pattern 4] circulative, [Pattern 5] repetitive, and circulative. Second, gifted students and general students presented all of the five patterns, but the frequency of the patterns indicated differences between the two groups. The gifted students primarily presented [Pattern 3] and [Pattern 5]. On the other hand, the general students mainly presented [Pattern 1], [Pattern 2], and [Pattern 3]. These results suggest that the ways of generating scientific questions are very much as important as the types of questions. Teachers can establish teaching-learning strategies for generating scientific questions appropriate to learner's characteristics.

• Journal of The Korean Association For Science Education
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• v.30 no.6
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• pp.752-769
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• 2010

The purpose of this study was to apply the microgenetic analysis method for development of information on an individual's change in a certain area during a consistent time period to seek change in scientific questions that elementary school students create. The study subjects were six 6th graders in I elementary school located in Kyunggido with the students conducting 6 sessions of two observational tasks about dry grapes contained in soda pop and candlelight. Information were collected through students' scientific question development paper, record of field observation and interviews. The results of this study are as follows: first, the number of scientific questions that the elementary school students developed showed a tendency for reduction; second, the changes in type of scientific questions bring different results, which depend on a particular characteristic of the tasks; third, By observing pattern changes in scientific questions of each individual, it was found that different results show for each time for the same task, which in other words means that there exists variability within an individual. Also, variability between individuals were shown by confirming that the change pattern for each person were diverse. Thus, the result of this study shows the following implications on education of scientific question development. For students, scientific question development mean more opportunities to increase the process of developing and acquiring knowledge. Therefore, it is important to create situations where one can come up with scientific questions. In addition, analysis in tasks' nature when selecting tasks would be necessary to develop diverse scientific questions.

• Journal of Science Education
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• v.33 no.2
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• pp.336-345
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• 2009

The purpose of this study is to analysis ERF components patterns of causal questions generated during the observation of biological phenomenon. First, the system that shows pictures causing causal questions based on biological phenomenon (evoked picture system) was developed in a way of cognitive psychology. The ERF patterns of causal questions based on time-series brain processing was observed using MEG. The evoked picture system was developed by R&D method consisting of scientific education experts and researchers. Tasks were classified into animal (A), microbe (M), and plant (P) tasks according to biological species and into interaction (I), all (A), and part (P) based on the interaction between different species. According to the collaboration with MEG team in the hospital of Seoul National University, the paradigm of MEG task was developed. MEG data about the generation of scientific questions in 5 female graduate student were collected. For examining the unique characteristic of causal question, MEG ERF components were analyzed. As a result, total 100 pictures were produced by evoked picture and 4 ERF components, M1(100~130ms), M2(220~280ms), M3(320~390ms), M4(460~520ms). The present study could guide personalized teaching-learning method through the application and development of scientific question learning program.