• Journal of the Korea Institute of Information and Communication Engineering
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• v.13 no.7
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• pp.1303-1311
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• 2009

This paper describes a new visual VR authoring tool called DEVISE (Drawing Environment for VR-based Inquiry-learning Science Education) which is designed to support scientific inquiry learning. DEVISE allows users with no programming expertise to easily build the science inquiry learning VR contents by using 2D drawing interface to place 3D objects and specify properties of the virtual worlds or objects. This paper first describes the related works of VR authoring tools and inquiry learning virtual environments. It also explains SASILE, an integrated virtual environment system for supporting science inquiry learning, and its problems. Then, it describes DEVISE system components and its workflow, and it discusses the observation results of user evaluations of developing science inquiry-learning VR contents.

• Journal of Korean Elementary Science Education
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• v.43 no.1
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• pp.18-34
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• 2024

This study aimed to examine the effects of a science-learning program based on data visualization on the science inquiry and creative problem-solving abilities of elementary school science-gifted students. Accordingly, this research developed a data visualization science-learning program using Tableau, which had twelve sessions. The subjects encompassed 61 students in three gifted classes taught by the researcher. The scientific inquiry ability test and creative problem-solving ability test modified to suit the environment and situation were given to the subjects before and after the treatment. The results confirmed that science learning based on data visualization had no significant impact on basic science inquiry skills. Among the subdomains, significant results were obtained only in the reasoning subdomain. Moreover, integrative inquiry ability was significantly affected, unlike basic inquiry abilities. Among the five subdomains, significant differences were observed in three subdomains (data conversion, data interpretation, and variable control). However, concerning the generation of hypotheses and the control of variables, students exhibited confusion regarding the process of variable control and the exact concept of hypothesis development. This study also evaluated the effects of the program's application on creative problem-solving abilities and found a significant impact. Additionally, it was significantly different in all four subdomains. The results were interpreted to be owing to the students' mastery of Tableau's features, collaborative learning through discussion and debate, and the thematic impact of the data visualization program emphasizing procedural thinking. Finally, this study presented implications for science learning based on data visualization and the future direction of education.

• Journal of the Korean Geographical Society
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• v.51 no.6
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• pp.893-914
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• 2016

This paper describes the development of an inquiry-based fieldwork program based on Yangdong village where students explore the ways that it can develop in a sustainable way. Important considerations in an inquiry-based fieldwork design include what the key inquiry questions should be, the geographical issues of fieldwork location, the potential roles of mobile technologies, design of learning activities and a final product, and the roles of a teacher. Student fieldwork activities, including mapping land-use changes at the building level, detecting what should be changed or remain the same, and conducting interview with residents to examine their perceptions of overall tourism impacts, are supported by mobile technologies (i.e., the Collector for ArcGIS and the Google Forms). Twenty one high school students participated in a field test of the program in February 2016, which allowed authors to evaluate the program. Students' pre-, in-, and post-fieldwork activities were observed and the data and final products which they gathered and producted were analyzed. The post-program survey indicated that the students deepened and expanded their understanding of Yangdong village and expressed their satisfaction with the program in general. Incorporating mobile technologies into inquiry-based geographical fieldwork can help students involved in collaborative problem solving and creative activities in real world settings and create a shareable multimodal product combining maps, photo, and text.

• Journal of The Korean Association For Science Education
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• v.37 no.5
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• pp.879-889
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• 2017

The purpose of this study is to develop the evaluation criteria for students' research reports on online science inquiry problems that promote thinking abilities. The steps of developing the evaluation criteria are as follows; First, based on previous study results and literature review, the evaluation categories of the science inquiry contents were determined: 1) knowledge, 2) logical and analytical thinking, 3) critical thinking, 4) science process skills, 5) problem-solving, and 6) creative thinking. Second, evaluation criteria are developed according to the following steps: 1) define each category, 2) identify sub-category, 3) develop evaluation criteria for all categories that could serve as guidelines in the development of scoring rubrics, and 4) expert validation processes were performed. Finally, the usability test for these evaluation categories and criteria were done by being applied to the development of real scoring rubrics for 24 problems included in e-learning contents. Then the users' feedbacks were filed and the implications of this study were discussed.

• Journal of Korean Library and Information Science Society
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• v.38 no.1
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• pp.423-441
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• 2007

Reading abilities are the key for students' problem-solving, self-directed learning and lifelong competency. Reading to learn is usually created through resources-based learning or inquiry-based learning. This study shows a integrated cross-curriculum approach as a alternative method of the reading to learn and it is completed In collaboration with classroom teachers. In this study especially, the model for reading-based information problem solving is introduced as a specific learning strategy of a integrated cross-curriculum and team-teaching.

• Proceedings of the Korean Information Science Society Conference
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• 2006.10a
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• pp.113-118
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• 2006

고등학교 수학과 교육과정에서의 ‘확률과 통계'단원은 실제로 자료의 수집과 요약을 통하여 자료 분석방법을 배우고 사회와 자연현상을 인식하고 추론하는 능력을 기르는데 목표를 두고 있다. 추상적인 수학내용을 직접 시도하거나 학생들이 실제적인 자료를 수집하고 직접 자료를 해석하고 추론해 보는 경험과정은 수학실험과 시뮬레이션이라는 컴퓨터 학습을 통해 가능하고 개념학습의 전 단계에서 보다 구성적이고 탐구적인 활동을 강화할 수 있다. 본 논문에서는 ‘확률과 통계'의 교수-학습과정에서 수학적 시뮬레이션을 활용한 웹 기반 학습모형을 제시하여 학습자들에게 수학적 내용과 관련된 구체적 매체를 조작하는 컴퓨터 실험 활동을 통하여 수학에서의 원리발견과 통계적 추론을 경험하고 유도할 수 있는 탐구적 학습 환경을 조성해 보고자 한다.

• Journal of the Korean Society for Library and Information Science
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• v.58 no.1
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• pp.31-51
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• 2024

The purpose of this study is to propose a design model for school library based instruction under EduTech. EduTech-based education expands learning boundaries and requires new instructional environments and learning experiences for learner-centered deeper learning. Accordingly, this study modified the ADDIE model based on the system theory and presented a four-stage instructional design model (draft) consisting of 'analysis stage, preliminary learning and development stage, learning management stage, and team teaching evaluation stage.' This model reflects elements of flipped learning, the backward design model, and inquiry-based learning to develop of customized student materials and inquiry activities. In addition, the scope of learning was expanded to include prior learning, face-to-face learning, and additional learning to increase the diversity of collaboration and opportunities to utilize school library materials. Also, Several ways for school library based instruction within EduTec were proposed in terms of teacher librarians' expertise, school library space, budget, standard curriculum development, and comprehensive support system for reading education.

• The Journal of the Korea Contents Association
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• v.8 no.12
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• pp.457-464
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• 2008

This study is to design, develope, and deploy of e-learning inquiry based content in elementary science class. First, this study analyzed related literature review, case studies, and inquiry based class models for seeking better applicable design and development modes. From focus group meeting, experts discussed the inquiry content design ideas for elementary students for science class. This study finally established its own inquiry design mode for online science class with the flow of understanding of problem, sep up hypothesis, problem solving, and solution analysis. The developed content was deployed in real classroom setting to see how students received the contents and how well they processed the learning activities. We found that inquiry based online content, especially when applied to science subject, can be effective in students interests and their motivations. We also observed that there were a few managerial errors such as detailed lesson guidance and tutor support for students activities. This study concluded that inquiry based online contents should be designed considering students interests based on learning subjects and also developed in terms of students interests and strong motivation as well. We suggest that related research should be expanded toward to other subject than science and various students age groups.

• 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 Association For Science Education
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• v.33 no.7
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• pp.1329-1342
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• 2013

The purpose of this research was to investigate the relationship between the change of beginning teachers' beliefs about a lesson and that of teaching practice and argument-based inquiry using science writing. Participants were three science teachers (A, B, and C) from different middle schools. Classroom observation and interview data were collected and transcribed for analysis. A Summary Writing test was also administered to examine whether there was an improvement in students' learning. The results indicated that the interaction between the teachers and their students developed, which is concluded as an improvement in the teaching practice. Teacher A and B also reported that teacher-student interaction had improved. Teacher A and C came to understand that argument-based inquiry using science writing classes constituted learner-centered instruction. The result from the Summary Writing Test showed the impact of the changes in teaching practice and in teachers' awareness of students' learning as well as produced meaningfully higher scores than compared groups on the rhetorical structure of all the specific areas in teacher A's school and on the scientific concept at B and C's schools.