• Journal of The Korean Association For Science Education
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• v.28 no.2
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• pp.169-179
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• 2008

In this study, 46 teaching materials for understanding the nature of science (NOS) were developed based on the 42 statements describing the NOS. Each teaching material involves scientific knowledge and scientific inquiry skills as well as NOS statements. Teaching materials consist of students' learning worksheets and teachers' guides. Among the materials, 11 materials for understanding the nature of scientific thinking (NOST) were applied to 3 scientifically gifted students. As results, the degree of difficulty was appropriate and students showed interests in scientific thinking rather than new concepts or inquiry activities involved in the materials. It was expected that understating the NOST would be helpful for conducting scientific inquiry in more authentic way. And similarly to the Park's (2007) theoretical discussions about the relationship between the NOS and scientific creativity, students actually responded that undertrading the NOST could help their creativity. Therefore, it was expected that teaching the NOST would be plausible elements for teaching scientific creativity.

• 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.21 no.2
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• pp.255-263
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• 2001

The purpose of this study is to analyse the eighth grade students' performance of open investigations for two kinds of tasks: the qualitative one which involves the descriptive approach through observation, and the quantitative one which involves the quantitative data processing through control of variables. Researcher's observation, interview data as well as students' investigation reports, self-evaluations were analysed. The difficulties of qualitative open investigation lie in detecting and dealing with unexpected observations, of which the acceptance and interpretation were influenced by preconceptions. On the other hand, managing several variables, making reliable and valid measures, and quantitative data processing constituted main difficulties of quantitative open investigation. Some students could recognize the deficiencies of their methods and findings in qualitative one, but few in quantitative one. These results suggest the teaching point for each task of open investigations.

• Journal of Gifted/Talented Education
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• v.19 no.1
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• pp.1-23
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• 2009

Science field trip is a comprehensive learning activity in which students can solve problems by themselves, whose importance is emphasized in learning for the gifted. But because not much study has been done yet on this, and convergent activities such as solving too many problems or requesting given answers have generally been done, it has been criticized for not being enough to develop the abilities of gifted Students. Therefore, this study attempted to analyze the activity process of the gifted through field trip to which open inquiry is adapted so that the demands of the gifted can be met, and the abilities of the gifted can be brought out. The study focused on 18 gifted elementary science students at Institute of Science Gifted Education, Cheongju National University of Education, and in the field trip process of the students, analyzed the types of establishment of inquiry problems and inquiry process, and the behavioral characteristics of gifted science students shown during field trip activity through field trip proceedings, transcript contents, poster materials, questionnaires, etc. As a result, more inquiry problems were established after than before inquiry, and the level of inquiry problems was also higher after inquiry. The solution process for inquiry problems of the gifted science students were done in the following order: planning, inquiring, follow-up inquiring and consolidating. But it proceeded to open inquiry process, the next stage being decided according to circumstances. Also, in the inquiry that the students did, diverse factors were revealed such as basic and integrative inquiries, and especially, the students were competent in analyzing the results after transforming and interpreting them. And the analysis of the interaction among the students showed many behavioral traits of talented science students.

• Journal of The Korean Association For Science Education
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• v.18 no.4
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• pp.545-555
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• 1998

The improvement of process skills has been one of the most important goals in secondary science education. To achieve this goal, it is essential to develop an instrument for evaluating inquiry skills in addition to improving science curricula, inquiry teaching methods, and other educational environment. There are a lot of instruments in testing science process skills in Korea as well as America and Europe. However, it has been difficult to find the instruments that have a characteristic in content and form. The purpose of this study is to develop a valid and reliable instrument for evaluating science process skills using line graph. This study examined the whole body of scientific process and identified 6 component skills. Three or four items for each component process skills were developed and revised by pilot test and field test. The instrument is considered valid and reliable, for the content validity is 78% and the reliability(KR-20) is 0.82. The discrimination index is 0.57 and difficulty index is 0.47, which also suffice the criteria of good test.

• Journal of the Korean Chemical Society
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• v.61 no.5
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• pp.263-276
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• 2017

The purpose of this study is to investigate the understanding of nature of scientific knowledge and attitudes toward scientific inquiry of pre-service science teachers experienced open inquiry. The study was conducted in 10 sessions of open inquiry-based chemistry experiment. The subjects were 40 pre-service science teachers recruited from the experiment class. They received pre-test, mid-test, post-test on understanding nature of scientific knowledge and attitudes toward scientific inquiry of open inquiry activities. 20 pre-service science teachers among them participated in the interview. The results of this study are as follows. First, there was a significant difference in pre-service science teachers' understanding of the nature of the scientific knowledge (p<.05). In particular, understanding of creativity and sociality parts improved gradually. Second, pre-service science teachers' attitude toward scientific inquiry had changed negatively until the middle of the semester, and then changed positively later. The post-test score was significantly higher than the mid-test score (p<.05).

• Journal of the Korean earth science society
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• v.25 no.8
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• pp.731-738
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• 2004

Secondary school science teachers' preception on inquiry learning was investigated by using questionnaires. According to these results, science teachers, who are participants of the current Korea National Science Curriculum, responded that raising the 'interest in science' was the most important objective of science education, and using practical scientific subject matters in class will do such. More than 72% of science teachers have used reconstructed materials. When reconstructed textbook contents were used, teachers through that the most important object is the 'acquirement of scientific knowledge'. Most science teachers perceived inquiry leaning as a student centered open investigation. Among factors that disturb inquiry leaning, critical ones were 'entrance examination', 'lake of teaching-leaning materials', 'little understanding of inquiry leaning', and 'lake of student's will to inquiry'.

• 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 Association For Science Education
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• v.23 no.5
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• pp.531-543
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• 2003

This study aims to investigate that scientifically gifted students have distinctive science related attitudes in comparison with general students. In addition, this study examines the relationship among science related attitudes, intelligence, and science process skills. Two hundred sixty-six middle school students (169 boys, 97 girls) who enrolled at the Incheon Science Elite Program and 220(133 boys, 87 girls) students in a regular middle school participated in the present study. Research findings support that gifted students have more positive science related attitudes than general students as well as higher intelligence and science process skills. At last, low and non-significant correlation coefficients with attitudes and cognitive factors were found in gifted groups, whereas some significant correlations were found in general students.

• Journal of the Korean Chemical Society
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• v.47 no.1
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• pp.67-71
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• 2003

The present study examined the inquiry type, process, and context of activities presented in the matter field of the 7th grade science textbook based on the 7th curriculum. It was to investigate for educational suggestions in instruction and development of science textbook. Three units of ‘three states of matter', ‘motion of molecule', ‘the state change and energy' were analyzed. The result indicated that the types, processes and skills, and context of inquiry were not balanced, and learners should be educated with complementary inquiry activities. 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 for development of the science textbook to accord with aims and objectives of curriculum.