• Journal of the Korean earth science society
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• v.25 no.7
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• pp.576-585
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• 2004

This study was conducted to analyze the relationships between terms, learning concepts and inquiries in ocean unit, the National Common Basic Curriculum. The several science textbooks were selected to use for study, written in accordance with the 7 current national curriculum for the fourth grade of elementary school, the seventh of middle school and the tenth of high school. The higher the school level becomes, the frequencies of using terms related with ocean region get. The explanation of terms, however, has a tendency to be less frequent in the high school level. In the perspective of learning concept, there are more concrete concepts than formal concepts regardless of school level. Pure scientific context appears most often in inquiry contest through the whole course of every school level. In respect to inquiry process, the frequency of integrative inquiry process is on the increase as the school level gets higher. From the viewpoint of inquiry activity, there have been a lot of discussions, experiments and investigations in every school level, while high school does not the present any field study and project. Through these result, it is considered that the explanation of main terms is inevitable in the textbooks as basic educational material without regard to school level. In learning concept and inquiry context, a well-rounded learning is needed in relation to students' cognitive development and science-technology-society. Especially for the inquiry activity of earth science education, the educational effect is remarkable through field study; its appropriate application is required, accordingly.

• Journal of The Korean Association For Science Education
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• v.38 no.6
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• pp.885-899
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• 2018

As 'Science Inquiry Experiment' is newly introduced in the high school curriculum, where inquiry and experiment oriented education is insufficient, this study aims to analyze teacher's practice of 'Science Inquiry Experiment' in depth and identify contradictions during its process in the perspective of Cultural Historical Activity Theory. The research participant is teacher SHIN who is exclusively responsible for Science Inquiry Experiment. Starting with reflection on the practice of Science Inquiry Experiment class conducted in the first semester, interviews with participants, participatory observation and local materials were used during the 2nd semester's Science Inquiry Experiment class. A descriptive analysis of the teacher SHIN's practice of Science Inquiry Experiment was carried out and the contradictions in the activity system of the teacher SHIN were identified. The result reveals that in the overall practice of teaching Integrated Science and Science Inquiry Experiment, there were contradictions between teacher SHIN's recognition about cooperation(subject) and shared responsibility with other teachers(division of labor), and between teacher SHIN's recognition about the subjects(subject) and contrasting contents in teacher training courses(community). In the practice of teaching Science Inquiry Experiment, there were specific contradictions between teacher SHIN's recognition about the subject(subject) and time of job assignment(rule), between experimental activities(object) and experimental tools(tool), and between purpose of the subject(object) and directions about assessment(rule). These contradictions directly or indirectly influence the practice of teaching Science Inquiry Experiment. There needs to be support for constructing an activity system capable of supporting and promoting teachers' practice of Science Inquiry Experiment, and we made several suggestions to resolve the problems.

• Journal of The Korean Association For Science Education
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• v.41 no.1
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• pp.33-46
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• 2021

Inquiry occupies an important place in science education, and research related to inquiry is widely conducted. However, due to the inclusiveness of the concept of "exploration," each researcher perceives its meaning differently, and approaches may vary. In addition, criticisms have been raised that the results of classes using inquiry in science education do not guarantee meaningful changes to students. Therefore, this study attempts to identify the trend of SSCI-level research papers dealing with inquiry in science education over the past three years to confirm the current status and effectiveness of the inquiry. Researches used in the analysis are International Journal of Science Education, Journal of Research in Science Teaching, Research in Science Education, and Science Education, and limited to those that directly suggest "inquiry (enquiry)" as a keyword. Based on extracted 75 papers, the classification process was conducted, and an analysis frame was derived inductively by reflecting the subject and characteristics. Specific cases for each category were presented by dividing into three aspects: perception and perspective on inquiry, support and strategy for inquiry, and teacher professional development for inquiry. The results of examining the implications for scientific inquiry are as follows: First, rather than defining inquiry as an implicit proposition or presenting it as a step-by-step procedure, it was induced to grasp the meaning of inquiry more comprehensively and holistically. Second, as to whether the inquiry-based instruction is effective in all aspects of the cognitive, functional, and affective domains of science, the limitations are clearly presented, and the context-dependent and subject-specific properties and limitations of inquiry are emphasized. Third, uncertainty in science inquiry-based instruction can help learners to begin their inquiry and develop interest, but in the process of recognizing data and restructuring knowledge, explicit and specific guidance and scaffolding should be provided at an appropriate timing.

• Journal of the Korean Society of Earth Science Education
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• v.17 no.1
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• pp.49-59
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• 2024

In this study, we investigated the philosophical background and progress of the 2022 revised curriculum development in the high school earth science field. Research that was not covered in the research report includes the relevance of the transformative competency of OECD Education 2030, and that core ideas and achievement standards are organized around knowledge understanding, process functions, and value attitudes that constitute the learning compass needle. In addition, the composition of core ideas and Earth science electives in light of the understanding-centered curriculum, and IB type inquiry-based teaching and learning. Main research results include that the 2022 revised Earth science curriculum emphasized the student agency to foster the transformative competency and scientific literacy, and the curriculum document system in the field of earth science uses a learning compass needle. In addition, based on the understanding-centered curriculum, core ideas of Earth science were derived, and elective courses were organized to help students reach these core ideas. Also, IB-type inquiry-based teaching and learning was emphasized to foster student agency with knowledge construction competency. Based on the research results, slimming of the national and general level curriculum, the need to develop process-centered assessment methods for value and attitudes, the need for curriculum backward design, and ways to develop student agency through inquiry-based teaching and learning were suggested.

• 한국지구과학회:학술대회논문집
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• 2010.04a
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• pp.70-70
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• 2010

이 연구의 목적은 귀추적 탐구 방법과 관련된 전략들을 적용하여 지구온난화에 관련되어 측정된 다양한 유형의 데이터를 관련된 사실, 원리, 법칙, 선행 연구 결과 등을 토대로 지구통합적인 관점과 지구계를 구성하는 요소들 간의 상호작용과 영향을 중심으로 재해석하고 이해하는 것이다. 지구과학(지구시스템과학)의 학문 성격, 최근 동향, 본성 및 탐구 대상의 특성에 대한 내용과 지구과학의 본질적 속성에 잘 부합하는 귀추적 탐구 방법에 대해 학습한 후, 학생들은 인천 및 다양한 지역의 기상과 해양 자료 분석을 통하여 관찰되는 현상(결과)의 원인과 영향을 파악하는 연구 활동을 하였다. 이 과정에서 귀추적 탐구를 충분히 이해할 수 있도록, 과학 탐구에서 귀추적 탐구 방법을 사용하는 과학자들의 예시와 모의 활동을 통하여, 귀추적 탐구 방법에 사용되는 다양한 사고 전략(예, 데이터의 재구성 전략, 유추 전략, 개념적 결합 전략 등)에 대한 예시를 경험하였다. 학생들은 지구온난화에 관련되어 나타나는 현상(조사된 사항 포함)과 영향에 대해 지구시스템적으로 이해하고 재해석하기 위해 지구시스템을 구성하는 요소(예, 수권, 대기권)와 관련된 데이터 정보를 검색하고 수집하였다. 1) 지구시스템과 지구온난화에 대한 조사하고, 2) 지구온난화 및 기후변화의 변동성 확인한 후, 3) 지구온난화와 관련된 선행 연구 결과 분석하였다. 또한, 지구과학의 본질적 속성에 잘 부합하는 귀추적 탐구 방법의 이해와 적용하는 과정에서 1) 지구 온난화 및 기후 변화의 실태 파악하고, 2) 인천 지역의 월별, 계절별 기온 변화 분석 및 경향 조사(탐색: 연구문제 규명)한 후, 3) 인천과 속초 지역의 기온, 수온의 변화 추이 및 분석 (조사: 원인 조사 과정)하였다. 4) 속초 지역의 평균해면기압변화 추이 및 분석한 후, 그 결과를 토대로 5) 문헌조사 및 선행연구 결과 분석을 통한 지구 온난화의 영향을 미치는 요인 재검토 및 확인(선택 및 설명)하여, 6) 인천지역과 속초지역의 지구온난화 원인 분석 및 문제점 보완(설명)하기 위해 7) 겨울철 지구온난화가 더 심각한지 부산지역과 포항지역의 자료 분석을 통하여 연구 결과 내용의 보완 (추가 조사 및 설명)한 후, 8) 분석 결과 및 해석 내용을 전문가와 상담 실시하였다. 이 연구는 연구를 진행하면서 얻은 결과를 교육적 측면에서 다시 정리해 보면 다음과 같다. 우선, 학생들의 지구환경적 문제 해결 과정에서 귀추적 탐구 방법을 활용한 문제 해결 능력을 향상시켰다. 아울러, 지구과학의 탐구 본성, 최근 동향, 탐구대상의 특성 등의 학습을 통해 지구과학도로서의 기본적인 소양과 자질 향상에 기여하였으며, 사회과학의 연구방법을 순수과학연구에 접목하여 과학자로서의 문제해결 능력과 시스템 사고력을 향상시켰다.

• 한국지구과학회:학술대회논문집
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• 2005.09a
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• pp.269-275
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• 2005

중등 교육의 질을 확보하기 위한 가장 핵심적인 변인은 교사이며 교사의 자질 향상과 전문성 개발은 교육에 있어 중요한 화두이다. 교사의 전문성은 무엇보다도 교사의 가르치는 능력에서 확보되어야 하며 교과 내용 지식의 확보가 이를 위한 첫걸음이라고 할 수 있다. 본 연구에서는 수업과 심층면담에서 드러나는 초임 교사의 내용 지식(knowledge), 실천 행위(practice), 의미 이해 전략(sense-making strategy)을 분석하여 교사의 과학 내용에 대한 전문성을 파악하는 것을 목적으로 한다. 이를 위해 수도권의 중등학교에서 근무하는 여섯 명의 중등 초임 과학교사를 대상으로 각각 두 차례의 수업 관찰과 구조화된 면담, 한 차례의 우선순위 면담을 실시하였으며, 미시건 주립대학의 Knowles팀에서 개발한 분석틀을 사용하여 질적으로 분석하였다. 본 연구의 결과는 다음과 같다. 첫째, 초임 교사들은 그들이 지향하는 교사상에 따라 과학 교수 활동에 대해 다양한 의도를 가지고 있었으며 비전공 교과의 과학 내용 지식에 대해서는 다소 어려움을 표현하고 있었다. 둘째, 연구에 참여한 교사들은 대체로 교과서에 의존하여 교육과정에서 제시한 내용과 교과서에 제시된 지도 방법에 크게 의존하여 수업을 진행하고 있었으며 교과서 수준의 개념을 중심으로 나열하는 방식을 주로 사용하였다. 다만, 교사가 스스로 재구성한 내용을 바탕으로 자신의 내러티브로 이끌어가려는 시도가 드러나기도 하였다. 셋째, 학생들의 내용 이해를 돕기 위하여 중요한 과학적 개념을 강조하고 그러한 개념을 반복하는 전략을 주로 사용하였다. 그러나 일부 초임 교사의 사례에서는 적절한 비유와 예시를 도입하려는 시도가 발견되기도 하였다. 한편, 연구에 참여한 초임 교사들은 모두 전문성 개발을 위한 노력이 필요하다고 인식하였으며 교사 양성 과정에서 교직과 관련하여 실제적인 도움을 줄 수 있는 프로그램 개발의 필요성을 주장하였다.주로 나타났으며 우리나라 교육과정수업에서는 DC-DP DP-AD맥락의 반성적 탐구가 나타났다. 정리활동에서 우리나라 교육과정은 반성적 교육과정보다 자료 맥락의 영역개념을 더 자주 이용하고 다양한 맥락의 반성적 탐구가 나오고 있으며, 이는 우리나라 교육과정의 학습지의 활동이나 문제는 학생들에게 익숙하고, 자료 패턴을 가지고 행동결정으로 연결짓는 활동이 명확히 제시되었기 때문이라고 판단된다. 두 그룹의 상호작용 특징에 따른 반성적 탐구의 성향의 차이는 도입단계에서 그룹의 특징과 상관없이 A-AD, AD-SR맥락의 반성적 탐구가 나왔으며 전개와 정리단계에서는 N그룹에서는 DP와 관련된 의미 있는 반성적 탐구가 나오는 반면 M그룹에서는 이러한 맥락의 반성적 탐구는 아주 드물게 나타나며, GN과 관련된 행동결정이 자주 보이고 있었다. 정리활동시 주로 하는 기록 활동에서 N그룹에서는 다양한 맥락에서 반성적 탐구를 하고 있는 것에 비해 비교 그룹에서는 서로 견제하고 확인하는 상호작용의 특징에서 나타나는 AD-SR맥락의 반성적 탐구가 자주 나타났다. 반성적 탐구 척도 두 그룹을 비교 했을 때 CON 상호작용의 특징이 낮게 나타나는 N그룹이 양적으로 그리고 내용적으로 더 의미 있는 반성적 탐구를 했다용을 지원하는 홈페이지를 만들어 자료 제공 사이트에 대한 메타 자료를 데이터베이스화했으며 이를 통해 학생들이 원하는 실시간 자료를 검색하여 찾을 수 있고 홈페이지를 방분했을 때 이해하기 어려운 그래프나 각 홈페이지가 제공하는 자료들에 대한 처리 방법을 도움말로 제공받을 수 있게 했다. 실시간 자료들을 이용한 학습은 학생들의 학습 의욕과 탐구 능력을 향상시켰으며 컴퓨터 활용 능력과 외국어 자료 활용 능력을 향상 시키는데도 도움을 주었다.지역산업 발전을 위한 기술역량이 강화될 것이다.정 ${\rightarrow}$ 분배 ${\rightarrow}$ 최대다수의 최

• Journal of The Korean Association For Science Education
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• v.32 no.5
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• pp.928-937
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• 2012

The purpose of this study was to analyze inquiry activities in high school chemistry II textbooks on the revised 2009 curriculum. It also compared them to the textbooks based on the 7th curriculum, which were published by the same companies. The results in this study turned out to be as follows: First, the number of the activities and rate of inquiry activities per total pages were quite different from each publisher, and all of them decreased. Second, there were too many activities for specific inquiry process elements. Third, the types of inquiry activities differ slightly between each publisher. Experimenting and thinking were the most used while practicing was the least. Fourth, in the inquiry context, activities in scientific context were prevalent and activities in usual context were the second most common. Comparing to the text book on the 7th curriculum, the use of technical-social context increased, however, the technical-social context as well as the natural-environmental context were not used enough, as they constitute less than 10% of the activities. From these results, chemistry teachers should introduce a variety inquiry activities in chemistry curriculum for resolving those problems. Also, textbook developer should accommodate the results of research about science textbooks.

• Journal of the Korean Chemical Society
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• v.59 no.1
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• pp.78-87
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• 2015

The purpose of this study was to investigate the argumentation of middle school students during the argument-based inquiry. A total of sixty eight 8th grade middle school students participated in this study and they performed six argument-based inquiry programs. Data were collected from two of the latest programs by audio-recording and transcription of each group engaging in argumentation. The study findings showed that; first, the most frequent element of argumentation in the all of stages of the two programs was following order: 'claim' and 'request and response' and 'simple agreement'. The most active argumentation was showed at the designing experiments stage and the most inactive was showed at the generating questions stage. Second, as a result of analyzing the argumentation level for each stage of the argument-based inquiry, a high level of argumentation was shown at the claim and evidence stage, and a low level of argumentation was shown at the generating questions stage in the argumentation structure. As a result of the validity of argumentation, the validity of argumentation was the highest level in the claim and evidence stage.

• Journal of the Korean Chemical Society
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• v.67 no.6
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• pp.441-461
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• 2023

This study explore characteristics of teaching orientation and pck of science teachers in online-offline mixed learning environment. Data consisted of open-ended survey, semi-structured interview, class observation, field notes from 12 science teachers. We categorized teaching orientation considering both science education goals and science teaching·learning orientation. There were 8 different teaching orientations such as 'understanding science concepts-lecture centered' 'constructing science concepts-inquiry based' 'applying science concepts and inquiry-inquiry based' 'applying science concepts and inquiry-lectured centered' 'analyzing and judging science information-inquiry based' 'developing scientific attitude-inquiry based' 'developing scientific attitude-lecture centered' and 'developing perception of interrelationships among science, technology, and society-inquiry based'. Teachers with inquiry based teaching·learning orientation seemed to have knowledge of science curriculum specific to online learning environment for student inquiry. While teachers with 'understanding science concepts-lecture centered' teaching orientation appeared to have questioning strategy of checking student understanding and strategy of repeating a lecture, teachers with 'constructing science concepts-inquiry based' teaching orientation appeared to have knowledge of instructional strategies to perform online group activities targeting student construction of knowledge and to replace face-to-face group activities with virtual experiments and individual experiments. While teachers with 'understanding science concepts-lecture centered' teaching orientation did not show knowledge of student science learning, teachers with 'constructing science concepts-inquiry based' teaching orientation appeared to have knowledge of student difficulties in inquiry based learning.

• Journal of the Korean Chemical Society
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• v.47 no.6
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• pp.645-658
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• 2003

This study was carried out to analyze inquiry area of the chemistry (II) textbooks which were published by the 7th curriculum. The study attempts to analyze the degree to which chemistry (II) textbooks reflected the guidelines of the 7th science curriculum and propose educational suggestions for the inquiry learning. The analysis of the inquiry area was carried out based on the suggested inquiry elements of the 7th science curriculum. Overall, for the analysis of inquiry elements, basic inquiry elements except classifying suggested by the 7th science curriculum were well reflected on the textbooks. However, for the integrated inquiry elements, interpreting data takes almost half of the total integrated inquiry elements. Other integrated inquiry elements except drawing conclusion and transforming data were reflected less than ten percent. Investigation was also reflected less than ten percent of all inquiry activity. And inquiry activities were limited in terms of variety with few projects and no field trip. The main essence of the 7th science curriculum is the emphasis on total inquiry learning through various integrated inquiry elements and inquiry activities for higher grade students. Thus it is suggested that teachers provide inquiry learning which can supplement the textbook.