• Journal of The Korean Association For Science Education
• /
• v.21 no.1
• /
• pp.1-12
• /
• 2001

The extended science investigations, comprehensive investigations contrasted with exercises of process skill components and cookbook style experiments, should be pursued for giving opportunity of more authentic science activity. The characteristics of the extended investigation tasks were emerged from critical argument on school practical work. And one of important educational objectives in students' investigations is to achieve motivation for investigation. The purpose of this study is to explore how the characteristics of the extended investigation tasks, that is practical context, openness and continuity, affect middle school students' motivation for investigation. On the basis of questionnaire results and students' school science achievement, ten students were interviewed to see the change of motivation for investigation and its causes while they perform two textbook investigations and four extended investigation tasks. Among the interviewees, the students who showed positive motivation for the extended investigations were critical about textbook experiments as they are just confirmations of theories and perceived practical context and openness as the main causes of their positive motivation. The students who showed negative motivation for extended investigations preferred textbook experiments as there was enough guidance from teacher and textbook-centered learning. They recognized the openness of the tasks as a main reason of their negative motivation for investigation. Some students showed negative responses about continuity of the extended investigation tasks but continuity was not recognized as a main cause for their motivation for investigation.

• Journal of The Korean Association For Science Education
• /
• v.39 no.4
• /
• pp.563-571
• /
• 2019

The purpose of this study is to analyze the safety contents presented in high school science textbooks of the 2015 revised national science curriculum. For these, we found safety contents in the inquiries and appendices of 63 science textbooks: integrated science, science inquiry experiment, physics I, II, chemistry I, II, biology I, II, and earth science I, II. We analyzed these safety contents using six safety factors based on the seven standards for safety education. The main results are as follows: First, 81(46.0%) inquiries among 176 curriculum inquiries contain safety contents, and these contents are mainly found in chemistry textbooks, and the least in 'science inquiry experiment' textbooks. Second, safety contents are found the most in 'laboratory safety rule', followed by 'safety symbol' and 'usage of protection equipment'. Third, the safety contents of appendices are mainly in 'laboratory safety rule' and 'accident treatment'. Based on these results of this study, it is concluded that these textbooks have problems; that there is a big difference in describing safety contents in each textbook; that these safety contents are not presented in detail and that the educational effect is reduced. Furthermore, the safety symbol is not standardized. We also discussed ways to improve the safety contents of science textbooks.

• Journal of The Korean Association For Science Education
• /
• v.38 no.3
• /
• pp.441-449
• /
• 2018

The knowledge and information processing competence is one of the essential competencies in an information-oriented society which is highly related to science education. The purpose of this study is to investigate middle school students' difficulties in science inquiry activity in view of the knowledge and information processing competence. Collection, processing, and application of information are extracted as common elements of the knowledge and information processing competence through literature search. Data were obtained from eight students of a middle school in Seoul for five months and were analyzed based on constant comparative method to extract students' difficulties. As a result, the element of information collection is observed through science inquiry and the element of information processing is observed in hypothesis setting step, inquiry result analysis step, and inquiry result sharing step. The element of information application is observed in the creation of posters for sharing and inquiry reports. Difficulties in information collection were found in lack of confidence in information gathering, systematic search strategy, and information reliability. Difficulties in information processing appeared in the inexperience of analysis program use, information transformation, and interpretation of linkage information. Difficulties in information application were caused by the lack of effective organization and effective expression of information. In this study, it is meaningful to provide a clue as to how the knowledge and information processing competence can be established in science education.

• Journal of the Korean Chemical Society
• /
• v.60 no.6
• /
• pp.436-451
• /
• 2016

This study analyzed activities in chemistry chapters of middle school science textbooks for the 2009 revised curriculum using 8 science practices. All the activities that students could experience inquiry were analyzed in this study. There were the most activities in 'Molecular motion and change of state' and the least activities in 'Heat and our life' of three textbooks. There were the most science practices in 'Features of substance' in two textbooks, but there were the least science practice in 'Heat and our life' of three textbooks. 'Investigation planning and performing', 'data analyzing and interpreting', and 'explanation composition and problem solution designing' were frequently included, but 'asking questions and defining issues' was not included at all. For 'Investigation planning and performing', 'data analyzing and interpreting', and 'explanation composition and problem solution designing', a variety of achievement goals were targeted while a few goals were frequently targeted. Two to four kinds of science practices were frequently included in an inquiry activity. There were few activity that includes over 5 different kinds of science practice.

• Journal of the Korean earth science society
• /
• v.29 no.2
• /
• pp.151-162
• /
• 2008

This study quantitatively investigated the actual situations and perceptions of gifted students and their teachers during small group inquiry activities in Korea. Some 1,670 gifted math students and 1,732 gifted science students as well as 614 of their teachers were selected through random sampling to participate in this study. Data were collected by means of a survey developed by the researchers of this study, based on reviews of literature related to inquiry and small group cooperative learning. The results were as follows: (1) In Korean gifted education, small group inquiry activities were frequently used as teaching and learning strategies, and both the students and teachers perceived its effects to be very positive in terms of cognition and affection. (2) Gifted education teachers emphasized the development of students' procedural inquiry skills as well as logical thinking skills, whereas they were indifferent to the essential elements of small group cooperative learning and therefore the lessons did not surpass the level of traditional group activities. (3) The fact that the actual small group inquiry activities did not reflect the characteristics of well-organized small group activities is due to a lack of knowledge on the teacher's part as to effective teaching strategies concerning cooperative learning. This study implies that gifted education teachers require the opportunity to reflect on and develop their knowledge and understanding of small group inquiry activities through professionally developed programs in order to maximize the effectiveness of small group inquiry activities in gifted education.

• Journal of the Korean Society of Earth Science Education
• /
• v.11 no.3
• /
• pp.182-192
• /
• 2018

The purpose of this study was to examine the effects of school forest activities program on elementary students' science process skill and attitude toward science to make suggestions to help develop and extend the program. The subjects of the study were 49 students of two classes. One class of 24 students, experimental class, took developed 10 periods of school forest activities program. While the other class of 25 students, comparative class, took ordinary teacher driven periods using photo materials and study papers. Before and after the program, pre and post test were done. The results of this study can be summarized as follows: First, the school forest activities program didn't have a meaningful effect on students' science process skill. Second, the school forest activities program had a meaningful effect on the improvement of students' attitude toward science. From the interview with experimental class, we could know that students had a favorable impression and high satisfaction level about the activities program.

• Journal of the Korean earth science society
• /
• v.44 no.1
• /
• pp.62-78
• /
• 2023

The purpose of this study is to analyze the field of Earth science at a science fair. For this purpose, 566 pieces of data spanning 21 years (2000 to 2020), acquired from entries in the Earth Science section on the science fair website, were analyzed using the semantic network method. As a result, geoscience topics have been actively explored in works submitted for the Earth Science section of the science fair. Fossils from the Cretaceous period of the Mesozoic Era were particularly predominant. Together with these, keywords corresponding to astronomy, space science, and atmospheric science formed a small-scale network. Astronomy and space science mainly dealt with the dynamic characteristics of asteroids, Venus, and Jupiter. Other subjects included the solar system, sunspots, and lunar phases. Atmospheric science has focused on atmospheric physics, atmospheric observation and analysis technology, atmospheric dynamics, air quality monitoring, while marine science has been limited to physical oceanography and geologic oceanography. This study, is expected to help select Earth Science topics and conduct inquiry activities in schools.

• Journal of The Korean Association For Science Education
• /
• v.35 no.2
• /
• pp.333-342
• /
• 2015

This study analyzes the verbal interaction patterns used in a social network activity analysis that appeared in a science inquiry activity of 31 small groups of science-gifted students consisting of 5 members each. The results of this study are as follows: The interaction patterns showed eight types. The most prevalent interaction pattern, type 1, is triangle-shaped, interacting with 3 members out of 5 without a central member. Type 2 is wye form, interacting with 4 members and with one alienated member. Type 3 is diamond-shaped, interacting with 4 members. Type 4 is ray form, interacting with 5 around a central member. Type 5 has an alienated member and interacts with 4 members around the central member. Type 6 is triangle-branched, 4 members linked to the central member. Type 7 is wye form linked all around the central member. Type 8 is wye form with a more complex link than type 7. These can be classified in two. One is the participation-type where the rest of the 4 members are linked to the central member. The other is the alienation-type where a member/members is/are alienated without a central member. The participation-type appeared in 9 groups (29%), type 4, type 6, type 7, and type 8. The alienation-type showed in 22 groups (71%), type 1, type 2, type 3, and type 5. On the basis of this study, we propose that the best number of members in a group is three. It helps prevent a free-riding effect or isolation of members. Also, we deem it more fruitful if there is a member playing a central role in a group.

• Journal of the Korean earth science society
• /
• v.45 no.1
• /
• pp.48-71
• /
• 2024

Typhoons are representative oceanic and atmospheric phenomena that cause interactions within the Earth's system with diverse influences. In recent decades, the typhoons have tended to strengthen due to rapidly changing climate. The 2022 revised science curriculum emphasizes the importance of teaching-learning activities using advanced science and technology to cultivate digital literacy as a citizen of the future society. Therefore, it is necessary to solve the temporal and spatial limitations of textbook illustrations and to develop effective instructional materials using global-scale big data covered in the field of earth science. In this study, according to the procedure of the PDIE (Preparation, Development, Implementation, Evaluation) model, the inquiry activity data was developed to visualize the track of the typhoon using the image data of GK-2A. In the preparatory stage, the 2015 and 2022 revised curriculum and the contents of the inquiry activities of the current textbooks were analyzed. In the development stage, inquiry activities were organized into a series of processes that can collect, process, visualize, and analyze observational data, and a GUI (Graphic User Interface)-based visualization program that can derive results with a simple operation was created. In the implementation and evaluation stage, classes were conducted with students, and classes using code and GUI programs were conducted respectively to compare the characteristics of each activity and confirm its applicability in the school field. The class materials presented in this study enable exploratory activities using actual observation data without professional programming knowledge which is expected to contribute to students' understanding and digital literacy in the field of earth science.

• Journal of the Korean earth science society
• /
• v.30 no.3
• /
• pp.366-380
• /
• 2009

The purpose of this study was to investigate the differences of reflective inquiry according to students' characteristics and interaction modes of small group in three contexts of the classroom and to obtain educational implications about using small group and teacher's intervention for an effective reflective inquiry. We transcribed and analyzed the students' conversation in inquiry activities of small group with frameworks of linguistic behavior and three contexts of the classroom. The result of the study indicated that individual and group reflective inquiry could be affected by the relationship with peers more than their own characteristics.