• 한국지구과학회:학술대회논문집
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• 2010.04a
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• pp.68-69
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• 2010

본 연구의 목적은 서울시 소재 과학영재교육원에서 운영하는 프로그램에서 개발된 일부 모듈들에 구현되어있는 과학탐구과정 및 사고과정의 특징이 과학영재프로그램의 목적에 따른 목표를 성취할 수 있는지를 평가하고, 과학탐구과정이나 사고과정의 각 항목을 구현한 탐구의 실제를 알기 위한 것이다. 또, 본 연구의 결과를 토대로 모듈들에 대해 반성하고 개선점을 찾으려는 것이다. 연구 참여자들은 13명이며 연구 목적을 위해 첫째, 영재교육과정 및 평가에 관한 문헌을 근거로 과학영재프로그램의 목적과 목표를 설정, 둘째, 목적과 목표를 근거로 문헌에 제시된 분석틀들을 수정 개발, 셋째, 참여자들이 각자 모듈을 1개 선정하여 분석하고 이를 수정한 후 다시 분석하여 해석, 넷째, 분석결과의 해석을 토대로 반성을 하였다. 각 단계마다 각자 해결한 내용을 공개하고 모든 참여자들이 공개된 내용에 대해 비판하면서 합의하는 과정을 거쳤다. 합의 도출에 의해 첫째, 과학영재프로그램의 목적은 '탐구적 사고과정을 함양하고 지역사회에 유익한 새로운 지식을 창출한다.', 이에 대한 목표는 '자기 주도적인 탐구 계획 능력을 향상한다.'와 '숙달된 탐구 기능을 사용하여 실제문제를 해결할 수 있다.'로 설정하였다. 둘째, 분석틀은 '과학탐구과정' 과 '사고과정'의 두 범주로 구성하였으며, '과학탐구과정'에 해당하는 항목은 '사전탐구, 탐구방법, 해석적 탐구기술, 의사소통능력, 탐구평가, 과학의 본성'으로, '사고과정'에 해당하는 항목들은 '논리적 사고, 창의적 사고'로 구성하였다. 셋째, 선정된 모듈들을 분석한 결과 모듈들은 대체로 탐구방법과 해석적 탐구기술을 많이 강조하였는데, 수정된 모듈들에서는 이 두 항목이 더욱 강조되었다. 특히, 해석적 탐구기술에서 의사소통능력, 탐구평가, 과학의 본성, 창의적 사고를 강조하는 탐구의 실제가 증가하였다. 수정후 증가된 항목들은 앞에서 설정한 두 가지 목표에 도달하는데 도움이 되는 항목들이라고 합의 선정되었던 것이므로, 이에 따라 수정 전 모듈보다 수정 후 모듈이 보다 더 영재프로그램의 목표에 도달하기에 적합한 것으로 판단하였다. 넷째, 연구결과를 토대로 반성한 점은 '목표' 에 '창의적 사고'와 '과학의 본성'에 대한 강조가 부족하다는 것, '목표'에서 '실제문제를 해결'할 수 있어야 한다는 것에 비해 '모듈'에서 다루는 주제는 '실제문제'가 아니라 학문적인 질문에 치우쳐 있다는 것, '자기 주도적인 탐구 계획 능력'을 향상시키는 탐구의 실제가 대체로 적게 제시되어 있다는 것이다. 이러한 반성을 영재프로그램의 각 모듈에서 모두 구현할 수 있는 것은 아니지만 본 연구에서 설정한 목적과 목표에 따라 프로그램을 개발하는 경우 이러한 반성점을 고려하여 모듈을 개발한다면 영재프로그램 전체적으로 볼 때는 모두 구현되어 있을 것이다. 본 연구는 서울시에 소재하는 과학영재교육원들에서 개발하여 사용하는 많은 모듈 중 극히 일부를 대상으로 하였으므로 연구 결과를 모든 과학영재프로그램에 적용하기에는 한계가 있다. 그러나 본 연구처럼 프로그램이나 모듈을 평가하려는 연구자들에게 일련의 평가단계에 대한 시사점을 제공할 수 있을 것으로 생각한다.

• Journal of the Korean Chemical Society
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• v.48 no.4
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• pp.414-426
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• 2004

This study analysed inquiry process and activities of the inquiry area in the chemistry field of middle school science textbooks by the inquiry elements based on the 7th science curriculum. The purpose of this study is to grasp a degree of reflecting the 7th science curriculum in the 9th grade science textbooks, and to find out educational implications for the various inquiry learning. Overall, for the analysis of inquiry elements, basic inquiry elements except classification were well reflected on the middle school science textbooks in 9th grade. However, for the integrated inquiry elements, interpreting data occupies almost half of them. This phenomenon is shown in the analysis of inquiry process and inquiry activities, as well. Especially, project and field trip introduced in the 7th science curriculum are hardly found in the textbooks. 9th grade is classified as an upper grade in the 7th science curriculum in terms of inquiry level. Integrated inquiry elements and inquiry activity types, however, are not thoroughly reflected in the 9th grade science textbooks. It is desirable that a variety of inquiry learning of 9th grade be implemented by reconstructing inquiry area based on the results of this study. Hence the degree and ratio of utilizing the integrated inquiry elements and inquiry activity types to the inquiry area of science textbook in 9th grade should be studied.

• Journal of The Korean Association For Science Education
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• v.23 no.5
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• pp.494-504
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• 2003

The primary purpose of the study was to determine the appropriateness of the inquiry processes described in Science VII's written based on the 7th National Science Curriculum. It was found that the basic processes were well reflected on the textbooks analyzed for the research. However, only a few integrated processes and the inquiry activities could be seen on the same textbooks. Furthermore, a larger majority of the inquiry processes and activities were not agreed with what the tasks and titles say. Especially, the none of as many as 71 experiments were not coincided with their titles' intentions. Also suggested in the paper were the implications of the results for the science education in the Korean middle schools.

• Journal of The Korean Association For Science Education
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• v.39 no.2
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• pp.221-232
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• 2019

Despite the continuing emphasis on the importance of scientific inquiry, research studies have commented that authentic scientific inquiry is not implemented in school science classroom due to a lack of understanding of scientific inquiry by the teacher. The purpose of this study is to investigate understanding of scientific inquiry developed by beginning teachers through open-ended questionnaire and semi-structured interview. They voluntarily set up the goal of inquiry-based classes, planned inquiry-based classes, shared and reflected their teaching experience in professional learning community for more than a year. It appeared that participant teachers understood scientific inquiry as 'what scientists do', 'process how students do science' and 'science teaching methods.' All teacher participants described scientific inquiry as 'what scientists do', and understood 'the process of doing scientific investigation to solve problems related to natural phenomenon' and 'the process of constructing scientific knowledge using scientific practice.' Two participant teachers seemed to understand scientific inquiry as a 'teaching method' based on the understanding of the process how scientists or students do science. Participant teachers had a limited understanding of scientific inquiry that it is the same as laboratory works or hands-on activities prior to engaging the professional learning community, but they developed an understanding of scientific inquiry that there are various ways to conduct scientific inquiry after engaging in professional learning community.

• Journal of Science Education
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• v.37 no.1
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• pp.203-220
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• 2013

The purpose of this study was to investigate how 'free inquiry' was implemented in middle school science classrooms. In order to do this, survey and interviews were administered. The subject of survey was 165 science teachers at 58 middle schools and interviewees were 4 teachers and 10 students. As a result, 49.6% of science teachers in school year 2010, and 34.1% in 2011 applied 'free inquiry'. Teachers applied 'free inquiry' during one semester, and they let the students select topic of 'free inquiry'. Teachers grouped students according to students' opinion or their gender and ability, and one group was consisted of 4 students. The effect of applying 'free inquiry' was that students improved the interest on science, science inquiry ability and self directed learning capability. Students were interested in doing 'free inquiry', and they wanted to do it again. Teachers claimed that it took much time and effort to apply 'free inquiry', and students lacked science inquiry skills and interest on science. The teachers who did not apply 'free inquiry' stated reasons such as the shortage of instructional time, and they didn't think that 'free inquiry' should be implemented. For the effective implementation of 'free inquiry', this study suggested that teachers should be recognized the intention of 'free inquiry', teaching-learning materials about 'free inquiry' be developed and provided, and laboratory assistants be employed.

• Journal of the Korean Chemical Society
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• v.64 no.5
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• pp.277-290
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• 2020

In this study, four gifted students in the second year of middle school at Gifted Education Center of the National University in Jeollanam-do were surveyed students' perceptions of the effectiveness of science class using science writing heuristic in terms of metacognition and the goals of the 2015 revised science curriculum. Through questionnaires and interviews with gifted science students, science gifted students recognized that the science class using science writing heuristic had a positive effect on the four subdomains (planning, monitoring, control, and evaluation) of metacognition. For this reason, the science gifted students presented self-directed experience in designing experiments, continually checking the collected experimental data, feedback process, and reflecting experience in preparing conclusions. Science gifted students recognized that science class using science writing heuristic had a positive effect on the goals of the 2015 revised science curriculum(attitudes, inquiry, knowledge, Science·Technology·Society(STS), and the enjoyment and usefulness of science learning) that correspond to through inquiry science writing lessons. For this reason, the science gifted students presented self-directed inquiry experiences, continual inquiry experiences on the same subject, thinking process at each stage of inquiry, learning experiences through inquiry, experience of the whole inquiry process, and inquiry of phenomena closely related to real life. Therefore, for the effective science class, it is necessary to apply the characteristics of science class using science writing heuristic which is responded by science gifted students to general science class as well as science gifted class later.

• Journal of Science Education
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• v.36 no.1
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• pp.35-48
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• 2012

The purpose of this study was to analyze inquiry activities in the middle school science textbooks focused on the unit 'Nutrition of Plants' of the 2007 revision curriculum and the corresponding unit 'The Structure and Function of Plants' of the 7th curriculum in terms of content, process and contexts of inquiries. The average number of the inquiry activities in the unit 'Nutrition of Plants' was 9.2, which was a 3.8 decrease than in the unit 'Structure and Function of Plants'. In the respective of process of the inquiry activities, 'observation' was most prevailing in the basic inquiry process and 'data interpretation' was most prevailing in the integrated inquiry process in both of the units. In the respective of the types and contexts of the inquiry activities, 'experiment/observation' was most prevailing and the percentage of the natural scientific contexts was larger in both of the units. In the unit 'Nutrition of Plants', the components of the integrated inquiry process and the percentage of personal contexts were larger than in the unit 'Structure and Function of Plants'. And simulation activities were newly presented and technical contexts and natural environmental contexts were included in the unit 'Nutrition of Plants'. This study makes a suggestion that a wider variety of inquiry activities should be included when new science textbooks are developed.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.550-559
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• 2002

This study is to investigate the type, process and context of inquiry activities in life science textbooks based on the seventh curriculum. Six kinds of science textbooks were analysed. Three units of life science were analysed; 'the structure of living things', 'digestion and circulation' and 'respiration and excretion', As result of analysis, types, processes and skills, and context of inquiry were not balanced, it is suggested that learners be educated with complementary of this aspects. To develope the science textbook on the basis of aims and objectives of curriculum, it is proposed that the inquiry activities presented in science textbooks be examined, and the framework to evaluate inquiry activities be reflected on the standard of science textbook authorization

• Journal of the Korean earth science society
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• v.29 no.2
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• pp.204-217
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• 2008

This study analyzed the inquiry activities appearing in the astronomy sections of elementary, middle and highschool level science textbooks according to the five essential features of inquiry in the classroom as proposed by the National Science Education Standards (NRC, 2000), and SAPA (Science-A Process Approach). On the basis of this analysis, it is clear that the science textbook inquiry activities released the limitation to meet the goal of science education, namely scientific literacy, as it has been laid out by the 7th Science Educational Curriculum. This study revealed that the features of scientific inquiry which are most frequently used in the astronomy sections of science textbooks are 'data collection' and 'form explanation', whereas the features of 'oriented-question', 'evaluate explanations' and 'communicate and justify' rarely appeared. The analysis of inquiry activities by SAPA showed that the basic inquiry skills of 'observing', 'communicating' and 'manipulating materials' were used with increasing frequency according to grade level, and the integrated skills of 'investigating', 'creating models', 'interpreting data' and 'experimenting' were more emphasized in the textbooks. Therefore, it is suggested that students be provided with more opportunities to experience all the features of scientific inquiry and scientific processes as envisioned by the 7th Science Educational Curriculum in order to achieve the stated goal of scientific literacy. Science educators should be required to develop new lesson modules which will allow students to experience authentic scientific inquiry. It is crucial for science teachers to reflect upon and develop their understanding and teaching strategies regarding scientific inquiry through professional development programs in teacher education.

• Journal of the Korean earth science society
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• v.38 no.3
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• pp.222-238
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• 2017

The purpose of this study is to explore a learning progression for integrated process skills in Earth science inquiry. For the purpose, a hypothetical learning progression (HLP) that capture how students' integrated process skills of science become sophisticated over time is developed through the literature review. This learning progression contains four components of the integrated process skills of science: designing inquiry, collecting data, analyzing data, and forming conclusion. Three hypothetico-deductive inquiry tasks of Earth science that start from recognition of the given problem to the forming conclusion are developed in order to document students' integrated process skills. A total of 126 students from middle, high, college level students participated in this study. After conducting the Earth science inquiry tasks, the integrated process skills of individual students are assessed by element based on HLP. In addition, the validation process for HLP was administered by applying the Rasch model using the students' assessment data. Finally, based on the analyzed data, the empirical learning progression (ELP) is developed by revising and supplementing the HLP. This study can help to find scaffolding methods to effectively improve the students' integrated process skills in Earth science inquiry class by identifying the factors that affect students' development of integrated process skills. It also provide implications for improving teachers' PCK of Earth science inquiry instruction.