• 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.

• 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.

• Journal of The Korean Association For Science Education
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• v.38 no.3
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• pp.379-392
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• 2018

This study aims to explore science inquiry teaching efficacy that middle school science teachers implementing science practice-based teaching for one year recognized as necessary for teaching science through science practice. Examining interview data in this study, science inquiry teaching efficacy was identified in both planning and implementing in the areas of managing efficacy, instructional strategy efficacy, and content knowledge efficacy. In planning science inquiry instruction, there is science curriculum management efficacy under managing efficacy. There are the efficacy of outlining science inquiry lesson, efficacy of organizing science practice, efficacy of questioning for science practice, and efficacy of understanding student science practice under instructional strategy efficacy. Under the content knowledge efficacy are contents and science practice understanding efficacy and core ideas efficacy. In implementing science inquiry instruction, managing efficacy includes science practice time management efficacy and science practice classroom culture efficacy. Instructional strategy efficacy includes efficacy of motivating student science practice, efficacy of responding to student science practice, efficacy of stimulating student active thinking, efficacy of student active engagement in argumentation, efficacy of evaluating student participation. No content knowledge efficacy have been identified in implementing science inquiry instruction.

• Journal of the Korean Chemical Society
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• v.63 no.5
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• pp.360-375
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• 2019

The purpose of this study was to investigate beginning science teachers' perceptions of inquiry-based science instruction using open-ended questionnaire and semi-structured interview. Participants of this study voluntarily set up a goal of inquiry-based science instruction, planned inquiry-based science lessons, and shared and reflected their teaching experiences in their professional learning community for more than a year. Participant teachers recognized students' construction of core scientific concepts through performing scientific inquiry as a goal of science inquiry instruction. Participant teachers indicated that goals of science education such as 'learning scientific core concepts', 'improving students' interest of science', 'improving scientific thinking', and 'understanding the nature of science' can be achieved through students' active engagement in scientific inquiry. Participant teachers recognized not only the importance of teachers' role, but also what roles science teachers should play in order to enable students to perform scientific inquiry. Participant teachers emphasized teachers' roles such as 'identifying core concepts', 'reorganizing science curriculum', 'considering student ability', 'asking questions and providing feedbacks to students', 'explaining scientific concepts', and 'leading students' argumentation.'

• Journal of the Korean Society of Earth Science Education
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• v.13 no.1
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• pp.53-63
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• 2020

The purpose of this study is to analyze the current status of the second year of application of Integrated Science and Science Laboratory Experiments, which are common courses of high school, and to explore suggestions for curriculum development in the future. To this end, the results of the survey of a total of 244 science-core and general high schools were compared with the survey result of 2018 school year. In addition, in-depth interviews were conducted with nine science teachers of the focus group to discuss the current state of curriculum implementation. According to the results, as in the first year, most of the Integrated Science courses were implemented in 6-8 units, and in most schools the number of teachers in charge of Integrated Science per class were 3-4. In the teacher's focus group interview, teachers insisted that Integrated Science requires integrated teaching approaches and is good for generating students' interest, but it is difficult to implement process-based assessment due to issues such as ensuring fairness of assessment. Most of Science Laboratory Experiments courses were implemented in two semesters, one unit per semester, and there was little link between Integrated Science and Science Laboratory Experiments because of the different teaching staff. The school life record entry method of Science Laboratory Experiments has been changed to criterion-based assessment starting in 2019, so students' satisfaction or flow of classes is much better than expected, and teachers can teach without burden. Based on the research results, ways to support the settlement of Integrated Science and Science Laboratory Experiments as common subjects, and ways to improve those subjects in the next curriculum revision were suggested.

• Journal of the Korean Chemical Society
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• v.60 no.1
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• pp.59-68
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• 2016

The cultivation of scientific literacy in recent science education can be improved by experiencing and understanding scientific inquiry by which scientific knowledge is formed. The National Research Council(NRC) released the Next Generation Science Standards (NGSS) including 8 practices of science that help students experience scientists' inquiry and subdividing achievement standards to perform 8 practices of science into by grade clusters. This study was intended to examine science inquiry activities included in 4 high school chemistry II textbooks developed by the 2009 revised curriculum using the 8 scientific practices and their achievement standards for 9th-12th grade. The science inquiry activities and the science practices included in the 4 textbooks were 173 and 678. The science practices included in the inquiry activities of 4 textbooks included the most ‘analyzing and interpreting data.’ The ‘engaging in argument from evidence’, ‘Obtaining, Evaluating, and Communicating Information’ were less than other practices. The ‘asking questions and defining problem’ and ‘developing and using models’ were not nearly included in the 4 high school chemistry II textbooks.

• Communications of Mathematical Education
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• v.17
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• pp.31-48
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• 2003

영재교육이 우리나라의 미래를 좌우한다는 생각은 이제 매우 설득력을 얻고 있지만 구체적인 학습자료와 이론이 여전히 부족한 상태이다(1999,김주봉). 수학 캠프의 활동에 관한 교육 프로그램은 더욱더 찾아보기 힘들다. 대구광역시 동부교육청 시범영재학급에서는 03년 1월 9일부터 11일까지 2박3일간 동부 계명대학교 자연과학부 백은관에서 영재캠프를 개최하였다. 이번 캠프는 주제탐구중심의 캠프로서 협동심과 창의력중심으로 전국 최초로 이루어졌고, 4학년 22명, 5학년 21명, 6학년 24명 총 67명과 담당장학사1명, 진행도우미 8명, 운영교수진 8명, 체험학습 강사10명 총94명이 참가하였다. 프로그램은 영재교육의 전문가인 교수와 초 중등 현직교사들에 의하여 운영되었고, 프로그램 계획 수립 및 진행총괄은 담당장학사와 본 연구자가 진행하였다. 학생들의 수준의 차이가 적지 않는 데다가 본 연구자는 4개월 동안 캠프를 준비하여 학생들로부터 캠프에 대한 소감을 통하여 결과가 긍정적인 내용이 많아서 매우 성공적인 캠프가 이루어 졌다고 생각한다. 본 고에서는 캠프일정과 운영. 교육프로그램, 주제탐구물 결과에 대하여 살펴볼 것이다.

• Journal of The Korean Association For Science Education
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• v.37 no.2
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• pp.273-290
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• 2017

The purposes of this study are to develop a measuring instrument for perception of science classes based on the view of 'Community of Inquiry in Science Classroom' and to investigate elementary school students' perceptions with the instrument developed in the study. A total of 417 6th grade students participated in this study. As a result, first, we developed two set of questionnaire: (a) the questionnaire for the 'process of inquiry' consisted of six factors: 'problem recognition I: recognition of inconsistency,' 'problem recognition II: interests,' 'problem explanation I: hypothesis generation and examination,' 'problem explanation II: cooperative review,' 'problem solving I: reflection on the change of relationship with objects/conceptions,' and 'problem solving II: reflection on the change of relationship with community/ inquirer,' comprising a total of 42 items; (b) the questionnaire for the 'basis of inquiry' consisted of three factors:'will of conducting inquiry,' 'attitudes of conducting inquiry,' and 'structure of communication,' comprising a total of 17 items. Second, we found that elementary school students had positive recognition generally on their science classes in terms of the 'community of inquiry in science classroom,' but they had relatively negative recognition on the factors of problem recognition based on recognition of inconsistency, problem solving accompanied with reflection on the change of relationship with objects/conceptions, and attitudes of conducting inquiry based on severity and fallibilism, Finally, several suggestions for the science education were given.

• 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 The Korean Association For Science Education
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• v.40 no.1
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• pp.77-87
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• 2020

Scientific inquiry has emphasized its importance in various aspects of science learning and has been performed according to various methods and purposes. Among the various aspects of science learning, it is emphasized to develop core competencies with science, such as scientific thinking. Therefore, it is necessary to support students to be able to formulate scientific reasoning properly. This study attempts to explore problem-finding and scientific reasoning in the process of performing scientific inquiry. This study also aims to reveal what factors influence this complex process. For this purpose, this study analyzed the inquiry process and results performed by two groups of college students who conducted the inquiry related to osmosis. To analyze, research plans, presentations, and group interviews were used. As a result, it was found that participants used various scientific reasoning, such as deductive, inductive, and abductive reasoning, in the process of problem finding for their inquiry about osmosis. In the process of inquiry and reasoning complexly, anomalous data, which appear regularly, and the characteristics of experimental instruments influenced their reasoning. Various reasons were produced for the purpose of constructing the best explanation about the phenomena observed by participants themselves. Finally, based on the results of this study, several implications for the development context of programs using scientific inquiry are discussed.