• Journal of Gifted/Talented Education
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• v.21 no.3
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• pp.719-739
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• 2011

The purpose of this study was to find the effect of the astronomical learning program using SGIM on metacognition and science process skills in the elementary scientific gifted students. For this purpose, this research developed the astronomical learning program using SGIM. This program was totally consisted 9 lessen. there was 6 part in this program. It contained select the subject and small grouping (step 1-2), planing inquiry (step 3), doing inquiry (step 4-6), making a report (step 7), announcing (step 8), evaluation (step 9). To find the effect of the astronomical learning program using sgim on metacognition and science process skills in the elementary scientific gifted students. 20 participants was selected. These students were attended at a scientific gifted class (3rd grade) of an elementary school located in Ulsan. First, metacognition test and science process skills test was used to find the effect of the astronomical learning program using SGIM. And the results were analyzed by SPSSWIN 18.0. The results of this study were as follows. First, the astronomical learning program using SGIM was a positive effects on metacognition of the elementary scientific gifted students (t=3.371, p=.001). Second, the astronomical learning program using SGIM was a positive effects on science process skills of the elementary scientific gifted students (t=3.104, p=.021). According to this research, the astronomical learning program using SGIM was verified to improve metacognition and science process skills on the elementary scientific gifted students. It will be contribute on the curriculum construction of the gifted school or gifted class.

• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.303-312
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• 2015

The purpose of this study is to analyze classroom norms formed in inquiry activities of elementary science classes and to consider about the actual problems in enacting school science inquiry. Focusing on the inquiry activity cases of two classes, the data were collected through classroom observation, student interview, teacher interview and questionnaires. Firstly, classroom norms were categorized into three categories theoretically: norms for behavior guidance; general academic norms; and scientific inquiry academic norms. The subcategory norms of each category were extracted inductively and the features, the causes of formation, and the influences on inquiry of each norm were also analyzed. Based on the analyses on classroom norms, the researchers identified three actual problems in enacting school science inquiry. First, the collective traits of school science inquiry caused structural problems in science classrooms. Second, teachers used their authorities in different ways according to phases of instructions. Third, the conflict cases were reported between general values for education and specific values for science inquiry. Educational implications are discussed in terms of the practices of school science inquiry and of the understanding classroom phenomena.

• Journal of Science Education
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• v.35 no.2
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• pp.307-323
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• 2011

The study aims to investigate self-regulated learning ability (SRLA) of students and analyze its relationship to their science inquiry skill and affective domain of science in middle schools in Korea. For this end, the research questions include the followings: First, what level is SRLA of middle school students? Second, how does the relationship between SRLA and science inquiry skill look like? Third, how does the relationship between SRLA and affective domain of science look like? A research method employed in the study is the survey utilizing three questionnaires: a) a questionnaire of SRLA (Jung et al., 2004); b) a questionnaire of problem finding ability of the science inquiry skill (Jung et al., 2004); and c) a questionnaire of science affective domain (Seo et al., 2008, adopted from 2006 PISA Student Questionnaire). Responses to three questionnaires by 704 students from seven middle schools in Busan, Ulsan, and Gyeongnam in Korea were analyzed. The research findings were as follows: First, mean average scores of SRLA is 3.02 (${\pm}0.63$) in 5 Likert scale (1 = strongly disagree; 5 = strongly agree). Second, students with higher scores in science inquiry skill showed significantly (p<.05) higher scores in SRLA than others. Third, boys scored higher on self-efficacy scale than girls. As students advance their grade level, their affective domain levels of science significantly (p=.048) decreases, in particular, their self-efficacy level most significantly (p=.002) decreases. Fourth, SRLA was significantly (p=.000) correlated with science inquiry skill and affective domain of science. In conclusions, it appeared that the higher SRLA level of students in middle schools is, the higher level of science inquiry skill and affective domain of science is.

• Journal of Science Education
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• v.39 no.1
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• pp.1-14
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• 2015

This study aims to find out the effect of pre-service elementary teachers' experiences of inquiry performance in the life on their images about a scientist and science teaching anxiety. Thus, this study selected 162 college juniors who completed 'Science Teaching Material Research & Teaching Methods' for one semester at a university of education. Groups of 3 to 4 pre-service teachers were made to select one of the 10 experimental topics and inquired it for themselves, and make a presentation about the results before the other pre-service teachers. The results of this study can be summarized as below. Firstly, as a result of investigating pre-service elementary teachers' opinions about the characteristics of scientists, it was found that they thought of scientists prudent, intellectually superior, creative, and hard-working, but did not consider them artistic or religious, no matter if they had inquiry performance experiences. Especially, to such characteristics as intellectually-superior, creative, open-minded, outgoing and responsible, they showed more positive responses after inquiry performances. Besides, in scientists' activity types shown in pre-service elementary teachers' drawing pictures of a scientist, 'Experimental Activity' increased most after their inquiry performances, and in the place of activity, 'Laboratory' was most since it was related to activity types. Secondly, as a result of examining per-service elementary teachers' science teaching anxiety before and after inquiry performances, it was found that they showed statistically significant differences in all the domains, scientific knowledge, inquiry class preparation and inquiry class management. This finding could be interpreted as their inquiry experiences had positive effect on their having confidence in teaching science.

• Journal of the Korean Chemical Society
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• v.62 no.4
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• pp.299-313
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• 2018

Inquiry-centered education is important in science education, but in the actual education field, scientific research is being done in a uniform manner due to realistic difficulties. In this study, we use RS (Reverse Science) as a secondary chemistry class to provide opportunities for students to engage in inquiry learning and scientific thinking through process-oriented activities. In this study, we developed and applied it to explore the effects on the scientific inquiry abilities of middle school students and checked the students' perception of it. For the application of the program, 128 students were selected from 6 classes of the 2nd grade in D district middle school, 64 from the experimental group and 64 from the comparative group. The experimental group taught RSP-based the chemistry inquiry programs and the comparative group taught instructor-led classes and verification experiments on the same topic over the seventh hour with three themes. In addition, we analyzed the results of the pre- and post-test by using the science inquiry ability test, and discussed the effects of the program based on the students' perceptions through class observation, student activity area, questionnaire and interview. As a result, the class using the program showed statistically significant changes in the science inquiry ability of secondary school students. Specifically, the experimental group was found to be significant in its prediction among the subcomponents of basic exploration ability compared to the comparative group. The differences have also been shown to be significant in terms of data translation, hypothesis setup and variable control, which are subcomponents of integrated exploration capabilities (p <. 05). In addition, students became interested in the process of creating the theory of science, and were highly interested in collaborating with their friends. It also provided students with opportunities to experience scientific thinking through process-oriented inquiry. Finally, based on the positive impact of the RSP-based chemistry inquiry program on students, we were able to identify the potential use of the program.

• Journal of Gifted/Talented Education
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• v.21 no.2
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• pp.337-356
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• 2011

The purpose of this study was to find out the effect of the Astronomical Learning Program Using IIM on Science Process Skills and Scientific Attitudes in the elementary scientific gifted students. For this purpose, this research developed the Astronomical Learning Program Using IIM. This program was totally consisted 7 lessen. There was 7 part in this program. It contained Select the subject (step 1), The aim settings (step 2), Collect the data (step 3), Doing inquiry (step 4), An aim evaluation (step 5), Making a report (step 6), Announcing (step 7). To find the effect of the Astronomical Learning Program Using IIM on Science Process Skills and Scientific Attitudes in the elementary scientific gifted students. 20 participants was selected. These students were attended at a scientific gifted class(3rd grade) of an elementary school located in Ulsan. First, Science Process Skills test and Scientific Attitudes test was used to find the effect of the Astronomical Learning Program Using IIM. And the results were analyzed by SPSS WIN 18.0. The results of this study were as follows. First, the Astronomical Learning Program Using IIM was a positive effects on Science Process Skills of elementary scientific gifted students (F=4.920, p=.021). Second, the Astronomical Learning Program Using IIM was a positive effects on Scientific Attitudes of the elementary scientific gifted students (F=11.244, p=.001). According to this research, the Astronomical Learning program Using IIM was verified to improve Science Process Skills and Scientific Attitudes on the elementary scientific gifted students. It will be contribute on the curriculum construction of the gifted school or gifted class.

• Journal of Science Education
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• v.37 no.3
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• pp.417-433
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• 2013

The purpose of this study was to analyze 'how STEAM activities affect students' science process skills and science-related attitudes'. For more accurate, we have set 31 sixth-grade students from Gyeong-gi Province as an experiment group, and another 31 as a comparative group. We developed a STEAM program based on the educational concepts: Creative Design and Emotional Touch. Through pre-post experiment design, we have introduced TSPS, and Test of Affective Aspects. For TSPS, the comparative group scored higher average grade before the process. After the process, however, the experiment group exceeded the other. The result was considerable enough to verify that the science process skills were bolstered through the STEAM program(p<.05), Similar result was derived regarding the science related attitude. Students in the comparative group originally showed higher degree of interest to science. When the STEAM program was carried out, the standing reversed. The increase in the number of science related attitude indicates the program valid(p<.001). Furthermore, when we asked the students who participated in the experiment how they recognized the STEAM activity, we received positive answers: they consider the program efficient and well suited to the class environment. Conclusively, the STEAM program was proven to be effective for improving science process skills and attitude, and was perceived affirmative.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.565-572
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• 2015

The purpose of this paper is to offer an analysis on the research trends of web-based inquiry learning effectiveness in science education, and to present suggestions for future studies. This study compiled data on 43 articles in Korea and international journals. The content analysis of articles published were from academic journals related to science education and educational technology from 2000 to 2014. The results are as follows: Among domestic articles, the participants ranged from school children to high school students. On the contrary, among foreign articles, the participants are centralized on secondary school students; most used experimental studies; most of the studies resulted with web-based inquiry learning in science education showing effectiveness on science learning performance or science inquiry ability; all web-based inquiry learning were designed using different models of teaching and learning, with the result in the case of domestic research, the utilized models refer to the STS learning model, Internet utilization problem-center inquiry learning model, Procedural model, while in the case of overseas research, the utilized models are SCY, IBLE, and TESI model. Implications of the findings are then discussed, which implies considerations for further research related to web-based inquiry learning.

• Journal of Agricultural Extension & Community Development
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• v.20 no.4
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• pp.1023-1043
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• 2013

This study has a purpose to research the effects of 'growing lettuce program for science inquiry skills' on science inquiry skills' on science inquiry skills for five grade elementary school student. The program which applied in this research was integrated by plants that could be grown easily for teachers and students and inquiry factors of elementary school science curriculum. To achieve the purpose, the 'Growing lettuce program for science inquiry skills' was provided for total 10 times, eighty minutes every week, through the discretionary activity time from April 5 to June 14 2013. The experimental group was fifth grade one class of H elementary school located in Suwon, and control group was fifth grade other class in the same school. We investigated scientific inquiry competence before and after the survey of two groups all. The total scores for scientific inquiry competence for experimental group and control group were increased significantly before and after running the 'Growing lettuce program for science inquiry skills'. However, the experimental group showed more improvement in six inquiry factors of observation, classification, inference, expectation, data interpretation, and hypothesis establishment than the control group.

• Journal of Korean Elementary Science Education
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• v.40 no.3
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• pp.366-389
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• 2021

The purpose of this study is to extract the factors that compose the image of science teacher desired by elementary school students in inquiry-based instruction and analyze the structural associations between them. Factors that compose the image of science teacher desired by elementary school students in inquiry-based instruction were extracted through exploratory factor analysis (EFA). Based on the findings of EFA, the questionnaire has been further analyzed using confirmatory factor analysis (CFA). In addition, based on the factor structure identified through factor analysis, we comprehensively analyzed the image of science teacher desired by elementary school students in inquiry-based instruction. As a result of EFA, five factors were identified which compose the image of science teacher desired by elementary school students in inquiry-based instruction: namely, teaching strategy, assessment strategy, prior guidance, understanding students, learning development. The CFA results showed a relatively strong correlation between teaching strategy and learning development, teaching strategy and understanding students. As a result of a comprehensive review of students' perception of the image of science teachers in inquiry-based instruction based on the extracted factor structure, students perceived that it is important for science teachers to run inquiry-based instruction by reflecting their understanding of students. Students also perceived importantly that science teachers run inquiry-based instruction using effective teaching strategies and proper evaluation strategies.