• Journal of Gifted/Talented Education
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• v.18 no.1
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• pp.1-21
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• 2008

The purpose of this study was to develop problem-solving inquiries for the science gifted and to analyze the effects of problem-solving inquiries. The problem-solving inquiries were composed of scientific knowledge, scientific inquiry skills and creative thinking. The problem-solving inquiries were applied to the science gifted attending the institute of the gifted education. The test of science-creative problem solving (TSCPS) was used to know effects of improvement of science-creativity and the result of TSCPS showed the improvement of science creativity. The analysis of student-student dialogues during experiments showed that the type of dialogue was different on the type of problem-solving inquiry. The dialogue of convergent thinking was frequently showed up on the problem-solving inquiry needed logical thinking whereas that of divergent thinking on the problem-solving inquiry needed idea generation. The problem-solving inquiries had a positive effects on the improvement of the science-creativity.

• Journal of The Korean Association For Science Education
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• v.26 no.1
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• pp.16-24
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• 2006

The purpose of this study was to compare student-student verbal interaction from two type's experiments; problem-solving and task-solving. For this study, five 3rd grade middle school students were selected and their verbal interactions recorded via voice and video; and later transcribed. The student-student verbal interactions were classified as questions, explanations, thoughts, or metacognition fields, which were separated into deep versus surface learning approaches. For the problem-solving experiment, findings revealed that the number of verbal interactions is more than doubled and in particular, the number of verbal interactions using deep-approach is more than quadrupled from the point of problem-recognition to problem-solution. As for the task-solving experiment, findings showed that verbal interactions remained evenly distributed throughout the entire experiment. Finally, it was also discovered that students relied upon a more deep learning approach during the problem-solving experiment than the task-solving experiment.

• Journal of The Korean Association For Science Education
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• v.26 no.4
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• pp.537-545
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• 2006

The purpose of this study was to analyze the effects of the SWH application to problem-solving type inquiry modules. The modules were applied to 23 3rd grade students in middle school located in Chungbuk and the SWH strategy was applied to 3 experimental groups. The blue and green cards were presented at the problem emerging situation to the students to give enough thinking time. Using blue cards students propose solution to the problem in advance individually, then they discuss with group members using green cards and conduct experiments to solve the problem. SWH students exhibited better problem recognition and attitude.

• Journal of The Korean Association For Science Education
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• v.28 no.2
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• pp.130-138
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• 2008

The purpose of this study was to analyze the effects of Science Writing Heuristic(SWH) strategy on problem-solving type inquiry modules through student-student verbal interactions. The modules were applied to 23 students of the 3rd grade in middle school and the SWH strategy was applied to 3 experimental groups. The SWH is the strategy that each student, first of all, has a chance to think and propose ways of problem-solving by individual writing a blue card when problems were emerged, and then students discuss ways of problem-solving with group members by writing a green card. Verbal interactions during small group discussions were audio- and video-taped, transcribed and analyzed to compare the effect of the SWH strategy. As a results, experimental groups tended to force solely on questions and suggestions about problem-solving, but controlled groups executed experiment and discussed about problem-solving simultaneously. The analysis also showed that the experimental students dialogued more on the deep-leveled argumental interactions than the controlled students did; in particular, show more SS3 and SD1 verbal interaction regarding suggestions of problem solving. We argue, therefore, that the SWH strategy is effective to the problem-solving type inquiry modules.

• Journal of The Korean Association For Science Education
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• v.29 no.2
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• pp.193-202
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• 2009

The purpose of this study was to investigate undergraduates' characteristics of problem-solving process through analysis of the response patterns on problem-solving laboratory. For this purpose, 18 freshmen taking a problem-solving-type general chemistry laboratory had been interviewed for the analysis of the characteristics of problem-solving process. According to the results, the students' responses have been classified into five types; trying to solve problems using new factors, trying to solve problems by finding missing factors in manual, recognizing problem-situations but just repeating the given process, not recognizing problem-situations but trying to solve doubts generated during execution, satisfying about results, and taking no further action. These results can be used as materials to suggest the role model of the students' laboratory execution and to look back on each students' execution.

• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.425-443
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• 2013

We developed problem-solving type inquiry learning programs reflecting scientists' research process and analyzed the activities of science-gifted high school students, and the understanding and the effects of the programs after implementation in class. For this study, twelve science-gifted students in the 10th grade participated in the program, which consisted of three different modules - making a cycloidal pendulum, surface growth, and synchronization using metronomes. Diet Cola Test (DCT) was used to find out the effect on the improvement of the ability to design experiments by comparing pre/post scores, with a survey and an interview being conducted after the class. Each module consisted of a series of processes such as questioning the phenomenon scientifically, designing experiments to find solutions, and doing activities to solve the problems. These enable students to experience problem-solving type research process through the program class. According to this analysis, most students were likely to understand the characteristics of problem-solving type inquiry learning programs reflecting the scientists' research process. According to the students, there are some differences between this program class and existing school class. The differences are: 'explaining phenomenon scientifically,' 'designing experiments for themselves,' and 'repeating the experiments several times.' During the class students have to think continuously, design several experiments, and carry them out to solve the problems they found at first. Then finally, they were able to solve the problems. While repeating this kind of activities they have been able to experience the scientists' research process. Also, they showed a positive attitude toward the scientists' research by understanding problem-solving type research process. These problem-solving type inquiry learning programs seem to have positive effects on students in designing experiments and offering the opportunity for critical argumentation on the causes of the phenomena. The results of comparing pre/post scores for DCT revealed that almost every student has improved his/her ability to design experiments. Students who were accustomed to following teacher's instructions have had difficulty in designing the experiments for themselves at the beginning of the class, but gradually, they become used to doing it through the class and finally were able to do it systematically.

• 한국과학교육학회:학술대회논문집
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• 2008.01a
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• pp.129.3-129.3
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• 2008

• Journal of The Korean Association For Science Education
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• v.32 no.10
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• pp.1489-1501
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• 2012

The purpose of this study was to search for effective strategies on teaching open-inquiry by comparing students' and teachers' recognition of its difficulties and helpful strategies. This study focused on the cases of science high school students and their teachers, who carried out open-inquiry to participate in KYPT. This research was conducted through participant observation, questionnaires, and interviews. The research findings were as follows: students stated that planning and doing experiments were the most difficult parts, whereas teachers viewed that their students had difficulties in analyzing data and making a conclusion. With respect to the effective strategy, students stated that they gained many ideas from peer discussions although they have had to carry out their individual tasks. On the contrary, teachers thought that reference materials and the discussions with teachers were most helpful. There were clear differences between students' and their teachers' recognition toward open-inquiry and the gap needs to be closed. Consequently, it would be useful to guide students to form teams and to spend more time in peer discussions especially when doing experiments and to encourage teachers to understand students' actual difficulties and needs.

• Journal of The Korean Association For Science Education
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• v.31 no.4
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• pp.567-586
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• 2011

The purpose of this study was to investigate the gifted students' view on argumentation and the aspects of the argumentation in problem-solving type experiment. As a result, very lively argumentation was identified but quality enhancement on argumentation wasn't found over time. Students made frequent use of dialogic argumentation component, and especially, request & response component was highly used. Though usage frequency is low, the component of ground & question on ground was shown in 3rd class, and simple agreement gradually reduced, and reinforcing elaboration & metacognitive question has slightly increased. Also, students' argumentation were closely related to teachers' teaching approaches as some teacher-led steps doesn't appear in students' argumentation. By comparison in steps, 'problem solving activity & result analysis' step included 2 times more argument components than the previous step. We also found that method grouping teams does not almost affect the argumentation of gifted students. By survey results, most students recognized that they experienced free argumentation and this program activate argumentation and 'strange things' or 'difficulty' of program topics are obstacles in vitalization of argumentation. 'Surface growth experiments' was the most lively argumentation topic. The argumentation was lively made in the step of 'finding solution. 'Teachers' scaffolding accelerate the argumentation and help resolve difficulties in argumentation. Thus, students have positive recognition for the argumentation process in the experiments and recognize that argumentation process is needed.

• Journal of The Korean Association For Science Education
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• v.25 no.2
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• pp.111-121
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• 2005

The purpose of this study was to analyze characteristics of experimental design and evidence choice of the elementary school students in problem solving process related to controlling variable. For this study, 96 6th grade students were selected and tested with Science Reasoning Task. This study revealed that the types of experimental design were categorized as variance of control variable, controlling of causal variable, perfect controlling variable, imperfect controlling variable, variance of all variable. Prior belief had a strong influence on student's experimental design. The types of evidence choice were categorized as perfect controlling variable, controlling causal variable, variance of causal variable. The degree of controlling variable in evidence choice process was much lower than that in experimental design. Most students tended to choose evidence according to prior belief without controlling variable. The results of this study implied that student's prior belief and characteristic of science process skills should be considered to develop program for promoting controlling variable ability.