• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.256-265
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• 1999

The purpose of this study is to investigate the relationship between cognitive levels and achievement of science process skills. A science laboratory process skills test based on optional instrument of the SISS was administered to a sample of 162 students in the 8th grade. Practical assessment tasks consisted of the contents about acid, base, density, and a property of cobalt chloride. The format of this practical test was the station type that students had to conduct a short activity. Science process skills included three sub-skills which were categorized as designing, performing, and reasoning. As cognitive levels develop from concrete operational stage to transition stage and formal operational stage. total scores of science process skills and mean scores of sub-skills were significantly increased. Regardless of cognitive levels. all students were more successful on performing than designing or reasoning. In case of being controlled cognitive levels, gender differences and area differences were not detected in achievement of science process skills. According to these results. there was a strong relationship between cognitive levels and achievement of science process skills by practical assessment. This study implies that considering student's cognitive levels is very important for improving science process skills.

• Journal of the Korean Chemical Society
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• v.47 no.5
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• pp.487-494
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• 2003

In this study, the effects of science achievement faculties improvements upon students' logical thinking, science inquiry skills, experiment attitudes, manipulated skills and inquiry process skills were investigated in high school inquiry chemistry experiments. For this purpose, the participants were 150 students taking the course of high school chemistry class in Anyang-city. Logical thinking and science inquiry skills' data were collected from written tests, inquiry process skills' data were collected from reports and experiment attitudes and manipulated skills' data were collected from classroom observations. As the results of this study, students' inquiry process skills, experiment attitudes and manipulative skills were very low. But other parts except inquiry process skills were significantly increased. And the science achievement of students were improved when continuously inquiry chemistry experiment were applied to students.

• Journal of the Korean earth science society
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• v.38 no.3
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• pp.222-238
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• 2017

The purpose of this study is to explore a learning progression for integrated process skills in Earth science inquiry. For the purpose, a hypothetical learning progression (HLP) that capture how students' integrated process skills of science become sophisticated over time is developed through the literature review. This learning progression contains four components of the integrated process skills of science: designing inquiry, collecting data, analyzing data, and forming conclusion. Three hypothetico-deductive inquiry tasks of Earth science that start from recognition of the given problem to the forming conclusion are developed in order to document students' integrated process skills. A total of 126 students from middle, high, college level students participated in this study. After conducting the Earth science inquiry tasks, the integrated process skills of individual students are assessed by element based on HLP. In addition, the validation process for HLP was administered by applying the Rasch model using the students' assessment data. Finally, based on the analyzed data, the empirical learning progression (ELP) is developed by revising and supplementing the HLP. This study can help to find scaffolding methods to effectively improve the students' integrated process skills in Earth science inquiry class by identifying the factors that affect students' development of integrated process skills. It also provide implications for improving teachers' PCK of Earth science inquiry instruction.

• Journal of the Korean earth science society
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• v.26 no.6
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• pp.501-510
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• 2005

An analysis was done on the “inquiry sections” of Earth Science chapters of 10th grade science textbooks. The Inquiry sections were classified into different types and the frequencies of basic process skills, integrated process skills, and inquiry activities were measured in section to find out whether they sufficiently satisfy the requirements based on the 7th National Curriculum. The number of selected science textbooks that have been used in high school for this study were eleven. The number of inquiry tasks were on an average of 24.0. The types of inquiry sections and the elements of basic and integrated process skills were different in every textbooks. The number of inquiry activities were also different and analyzed more than those presented. They were not integrated activities but presented as scientific process skills. The basic process skills and integrated process skills presented in textbooks were $16\%\;and\;77.2\%$, respectively. However, the distribution of two kinds of process skills were analyzed to be $45.6\%\;and\;55.4\%$, respectively. In the process skills, the frequencies of inferring $(49.5\%)$ and data interpretation (68.7%) were the highest; however, the other process skills including recognizing problem, formulating hypothesis and generalization were not even presented in any of the text books. Due to the lack of the definitions of Science process skills and inquiry activities in the 7th National Curriculum, each text book defined these terms differently. It suggests that the meaning of inquiry, science process skills, and inquiry activities should be operationally defined in the national curriculum and the criteria for construction of inquiry activities are required.

• The Journal of Korean Association of Computer Education
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• v.9 no.3
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• pp.47-65
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• 2006

For the purpose of analysis, the supporting methods for inquiry process is divided into 3 types; when CSILE supports low-level of basic inquiry process, when CSILE supports high-level of integrated inquiry process and when CSILE supports both low-level and high-level of inquiry process. Strauss and Corbin's(1998) grounded theory was used to analyze inquiry process of learning groups. 48 elementary school students in 6th grade participated in this study. Those participants were assigned into 3 groups and each group consisted of 16 students. Then, participants studied a retarded unit in science subject cooperatively for 4 weeks using CSILE program. Through this extensive experiment, 3 types of inquiry model was revealed.

• Journal of The Korean Association For Science Education
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• v.22 no.4
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• pp.706-716
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• 2002

The purpose of this study was to compare and analyze the science process skills and teaching methods between the 6th and the 7th elementary school science textbooks. For this study, science textbooks and teacher's guidebooks from the 3rd to the 6th grade were analyzed. In this research the science process skills are divided by basic process skills(BPS) and integrated process skills(IPS). The BPS is composed of observing, classifying, measuring, predicting and inferring skill, which are 5 subcategories. The IPS is composed of problem cognition, formulating hypothesis, controlling variables, transforming data, interpreting data, drawing result, and generalization, which are 7 subcategories. The results found in the analysis of science process skills in the 6th and 7th science textbooks are as follows: 1. The percentage of the BPS was increased, but the IPS was decreased in the 7th than the 6th. 2. The percentage of the IPS was higher than the BPS in the 6th science textbooks, but the BPS was higher than IPS in lower grade and the IPS was higher than the BPS in higher grade in the 7th textbooks. 3. Observing and problem cognition skill were most dominant in the 6th and 7th science textbooks. 4. The percentages of observing(24.8%), classifying(5.4%), measuring(5.6%), inferring(6.0%) in the BPS and interpreting data(4.4%) in the IPS were increased, but predicting(3.8%), formulating hypothesis(0.5%), controlling variables( 1.8%), transforming data( 1.2%), drawing result(0.8%) and generalization(0.9%) skills were decreased in the 7th. And teaching methods suggested in the curriculum are as follows: the percentages of learning by observation(19.2%) and role play(0.1 %) were decreased, but learning by experiment(6.2%), learning by discussion(2.0%), learning by investigation(4.6%) and creative learning(6,4%) were increased in the 7th than the 6th. In conclusion, it was found that the basic process skills were emphasized in the 7th science textbooks than the 6th and the science process skills in the science textbooks of the 7th curriculum were distributed by the grade level of the elementary children.

• Journal of Science Education
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• v.36 no.1
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• pp.35-48
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• 2012

The purpose of this study was to analyze inquiry activities in the middle school science textbooks focused on the unit 'Nutrition of Plants' of the 2007 revision curriculum and the corresponding unit 'The Structure and Function of Plants' of the 7th curriculum in terms of content, process and contexts of inquiries. The average number of the inquiry activities in the unit 'Nutrition of Plants' was 9.2, which was a 3.8 decrease than in the unit 'Structure and Function of Plants'. In the respective of process of the inquiry activities, 'observation' was most prevailing in the basic inquiry process and 'data interpretation' was most prevailing in the integrated inquiry process in both of the units. In the respective of the types and contexts of the inquiry activities, 'experiment/observation' was most prevailing and the percentage of the natural scientific contexts was larger in both of the units. In the unit 'Nutrition of Plants', the components of the integrated inquiry process and the percentage of personal contexts were larger than in the unit 'Structure and Function of Plants'. And simulation activities were newly presented and technical contexts and natural environmental contexts were included in the unit 'Nutrition of Plants'. This study makes a suggestion that a wider variety of inquiry activities should be included when new science textbooks are developed.

• Journal of Science Education
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• v.41 no.3
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• pp.318-333
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• 2017

In this study, we analyzed activities in life science chapters of middle school 'science' textbooks for the 2009 revised Korea national curriculum and examined the difference between the analysis based on scientific practices and the analysis based on inquiry skills. As a results, there was a lot of inquiry skills in the order of 'reasoning', 'observing', 'classification' in the all of grade. In scientific practices, 'data analysis and interpretation' and 'constructing explanations and devising problem solving' were biased. This shows that life science inquiry activities in middle school 'science' textbooks are lacking in diversity in scientific practice elements as well as inquiry skills, and that the goals of the activities are limited. In addition, through the interrelationships between scientific inquiry skills and scientific practice elements, we examined contents relevance in the transition from inquiry function center to scientific practice, and compared with the results of inquiry activities in textbook, The results of this study were matched monotonously due to the tendency to basic inquiry-data interpretation / basic inquiry-explanation. This comes from results of the lack of diversity in activities presented in middle school 'science' textbooks. In this study, it is suggested that efforts should be made to include diverse scientific practice elements in the process of realizing 2015 revised Korea national curriculum from the simple and diversity-less inquiry activity through analyzing the textbooks of the 2009 revised Korea national curriculum.

• Journal of the Korean earth science society
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• v.41 no.1
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• pp.48-60
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• 2020

The purpose of this study is to analyze the patterns and characteristics of changes in integrated process skills during the process of science high school students' inquiry by using group-based trajectory modeling. 59 students participated in this study. Three hypothetico-deductive inquiry tasks were used as an intervention activity. We asked science high school students to perform those three tasks sequentially and to generate reports of the process and results. We evaluated students' reports by four elements (designing inquiry, collecting data, analyzing data, and forming conclusion) of the integrated process skills according to the scoring rubric developed by Lee and Park (2017), and analyzed the level of changes in integrated process skills in those three inquiry tasks by using group-based trajectory modeling. In addition, we analyzed the characteristics of changes in integrated process skills from several perspectives. The findings are as follows: First, concerning the change patterns of students' integrated process skills, all of the four elements were classified into two groups, but the change patterns were very different by elements. Second, regarding the change characteristics of students' integrated process skills, we found the context-dependency of integrated process skills, variation of learning progression for integrated process skills, and jaggedness of integrated process skills level. Based on these findings, we suggested that a couple of ways be sought to improve the integrated process skills of science high school students.

• Journal of The Korean Association For Science Education
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• v.21 no.1
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• pp.102-113
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• 2001

In order to compare with the 6th and 7th science curricular for the inquiry skill elements in the elementary and secondary school, we divided skill domains into five classes which were process skill, step skill for inquiry instruction, inquiry activity skill, manipulative skill and breeding-farming skill. And then we investigated the kinds and frequencies for the inquiry skill elements of the 6th and 7th curricular in the elementary and secondary school. The results were as follows: 1. The total kinds of inquiry skill element showed 17 kinds in the 6th curriculum and 23 kinds in the 7th. Therefore, the 7th curriculum was higher 1.4 times than the 6th curriculum in the kinds of skill elements. 2. The total frequencies for the inquiry skill elements of the 6th curriculum were 408 and those of the 7th were 729. Therefore, the 7th curriculum was about 1.8 times as many as the 6th. 3. In the kinds of inquiry skill elements according to the school levels, the course of the elementary school showed 14 kinds in the 6th curriculum and 18 kinds in the 7th. The course of middle school showed 7 kinds in 6th and 16 kinds in 7th. The integrated science course of high school was 10 kinds in the 6th and 10 kinds in the 7th. The skill elements in four science curricular of the high school course showed total 11 kinds in the 6th and 21 kinds in the 7th. And then the kinds of inquiry skill elements of the 7th curriculum in the middle and high school course showed about 2 times as many as the 6th curriculum. In the school level, the increase of skill elements showed the highest in the middle school course, and then in the high school course. 4. The total skill elements from the elementary school to the high school in the 6th science curriculum showed 17 kinds and in the order from the highest to the lowest rates, such as experimenting 20%, observing 15%, interpreting and analyzing data 13%, investigating 9%, measuring 7%, drawing a conclusion and assessment 7%, discussion 6%, communicating 5%, classifying 4%, recognizing problems and formulating hypothesis 4%, predicting 3%, designing and carrying out an experiment 3%, collecting and treating data 2%, manipulating skill 1%, modeling 0.5%, breeding and farming 0.3% and inferring 0.2%. 5. The total skill elements from the elementary school to the high school in the 7th curriculum appeared 23 kinds and in the order from the highest to the lowest rates, such as drawing a conclusion and assessment 31%, investigating 14%, collecting and treating data 8%, observing 7%, experimenting 7%, recognizing problems and formulating hypothesis 6%, interpreting and analyzing data 4%, measuring 3%, discussion 3%, manipulating skill 3%, modeling 3%, classifying 2%, project 2%, educational visits 1%, controlling variables 1%, predicting 1%, inferring 1%, operational definition 1%, communicating 1%, designing and carrying out an experiment 0.3%, breeding and farming 0.3%, applicating a number 0.2% and relating with time and space 0.2%. In the conclusion, the 7th curriculum was added 6 kinds of skill elements to the 6th curriculum, such as operational definition, applicating a number, relating with time and space, controlling variables, educational visits and project.