• Journal of the Korean earth science society
• /
• v.30 no.7
• /
• pp.909-927
• /
• 2009

Inquiry became an essential methodology in science education. Recently, argumentation becomes more important in inquiry, but inquiry-based teaching in school science would not provide enough opportunities for students to have voluntary and active interactions during inquiry activities. Informal science learning can be an alternative for authentic inquiry. Accordingly, this study aims to find interaction patterns in dialogic inquiry of junior high school students in small groups in the natural history gallery. Inquiry elements and interaction patterns are analyzed with 42 dialogues of 13 small groups. As a result, seven interaction patterns are identified. First, five major interaction patterns were drawn as follows; Sharing questions, asking questions and simple response, asking questions and simple explanation, asking questions-simple explanation-(collecting data)-data based explanation, and asking questions-collecting data-data based explanation. Second, pattern 2, 'asking questions and simple response', is subdivided into three categories; passive and/or evasive response, inaccurate response, and repeated patterns of asking questions-simple response. The results of the study provide different patterns of dialogic interactions in a small group inquiry in informal contexts from formal contexts, and provide foundations to understand middle school students' interactive dialogues of inquiry occurred in the natural history gallery.

• Communications of Mathematical Education
• /
• v.19 no.2 s.22
• /
• pp.389-407
• /
• 2005

수학은 위계적이고 구조적인 특성을 가지고 있어서 학생들이 적절하게 학습하면 내적 동기유발이 가능하고 흥미 있게 학습해 나갈 수 있는 반면 단편적인 지식들로 학습하려 한다면 그 양이 방대해지고 제대로 이해하기가 어렵다. 그러므로 교사는 수학적 지식의 구조를 깨달아 지식의 본체가 내적으로 어떻게 조직되고 상호 관련되어 있는지 알아야 하고 학생들이 수학적인 아이디어와 절차를 획득하고 탐구하게 하는 적절한 문제를 제시하여 문제해결을 통해 가르쳐 가는 방법을 생각해야 할 것이다. 이 때에 학생들은 문제해결 과정에서 능동적인 역할을 하면서 자신이 학습하고 있는 것의 핵심을 인식하고 호기심을 갖고 유의미한 기능들을 이끌어내는 학습을 해야 하는데, 이는 오랜 전통의 탐구 학습과 그 맥락을 같이 하는 것이다. 수학교과 고유의 특성을 살려 지식의 구조를 가르침에 있어서 교수 방법으로의 문제해결을 통한 지도와 학습 방법으로의 탐구학습 과정은 잘 조화될 수 있다. 이러한 조화된 모습을 드러나게 하고자 초등학교 5학년 가 단계에서 '평면도형의 넓이와 둘레 사이의 관계'를 탐구하게 하는 문제해결을 통한 탐구학습 과제를 제시해 보았다. 30-40년을 거슬러 올라가는 역사를 갖는 지식의 구조나 탐구학습, 문제해결에 대한 관심은 오늘날에도 여전히 시사하는 바가 크다고 하겠다. 수학교육에 관한 연구들은 완전히 새로운 것이기보다는 이전의 것들이 주는 의미를 되새기고 오늘의 상황에 비추어 해석할 때 수학교육은 한 단계 올라서게 된다.

• Journal of The Korean Association For Science Education
• /
• v.41 no.2
• /
• pp.93-102
• /
• 2021

In this study, we investigated the characteristics of inquiry problems set by high school students who observed an 'unexpected phenomenon' and identified the effects of providing scientific information on setting inquiry problems. The subjects of this study were 126 eleventh grade students in Seoul that were randomly assigned to group A (N=66) and group B (N=60). In the study, watching a video of about 45 seconds of the unexpected phenomenon repeatedly for 20 minutes, all the students freely wrote inquiry problems that they wanted to carry out in their handouts. At this time, it is characterized that only the handout of group B additionally included scientific information on the unexpected phenomenon. As a result of the study, students, regardless of group, set more 'curiosity-oriented inquiry problems (i.e., focusing on inquiries they want to do rather than revealing what might be the cause of the phenomenon)' rather than going into a 'cause-oriented inquiry problem solving (i.e., revealing the cause of the phenomenon).' Among the curiosity-oriented inquiry problems, most of them were 'new-result inquiry problems (i.e., investigating what new results will occur by simply manipulating experimental situations).' It was also found that students who were provided with the scientific information tended to set significantly more inquiry problems using the provided information than those who were not (χ2(1)=8.996, p<.01), nevertheless the students with the scientific information did not set significantly more cause-oriented inquiry problems (χ2(1)=1.376, p>.05). The findings have been discussed from the four perspectives (i.e., lack of provided information, lack of opportunities to internalize the provided information, personal curiosity-seeking, and intuitive thinking), and implications for inquiry problem setting were suggested.

• Journal of The Korean Association For Science Education
• /
• v.37 no.2
• /
• pp.273-290
• /
• 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 Gifted/Talented Education
• /
• v.18 no.1
• /
• pp.1-21
• /
• 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 Gifted/Talented Education
• /
• v.19 no.1
• /
• pp.1-23
• /
• 2009

Science field trip is a comprehensive learning activity in which students can solve problems by themselves, whose importance is emphasized in learning for the gifted. But because not much study has been done yet on this, and convergent activities such as solving too many problems or requesting given answers have generally been done, it has been criticized for not being enough to develop the abilities of gifted Students. Therefore, this study attempted to analyze the activity process of the gifted through field trip to which open inquiry is adapted so that the demands of the gifted can be met, and the abilities of the gifted can be brought out. The study focused on 18 gifted elementary science students at Institute of Science Gifted Education, Cheongju National University of Education, and in the field trip process of the students, analyzed the types of establishment of inquiry problems and inquiry process, and the behavioral characteristics of gifted science students shown during field trip activity through field trip proceedings, transcript contents, poster materials, questionnaires, etc. As a result, more inquiry problems were established after than before inquiry, and the level of inquiry problems was also higher after inquiry. The solution process for inquiry problems of the gifted science students were done in the following order: planning, inquiring, follow-up inquiring and consolidating. But it proceeded to open inquiry process, the next stage being decided according to circumstances. Also, in the inquiry that the students did, diverse factors were revealed such as basic and integrative inquiries, and especially, the students were competent in analyzing the results after transforming and interpreting them. And the analysis of the interaction among the students showed many behavioral traits of talented science students.

• Journal of the Korean earth science society
• /
• v.32 no.2
• /
• pp.225-238
• /
• 2011

The purpose of this study was to explore the factors that are critical for successful scientific inquiry activity in the classroom and to analyze the students' abilities of 'Doing' scientific inquiry. Two hundred and forty gifted science students in grades $7^{th}$ and $8^{th}$ participated in this study and demonstrated their abilities of framing questions and designing investigation through a survey questionnaire. The survey was developed for measuring factors in terms of personal and interactive variables that are needed for 'Doing' a successful scientific. Additionally, two other questionnaires were developed to measure students' abilities of framing testable questions and designing the investigation in a sequence. The results were as follows: Students' learning motivation factors as personal variable (self-confidence about group and inquiry activity, views about inquiry value) also considered as influential for students' group inquiry activity. Other four components of interactive variable (grouping, kinds of task, physical context, and teachers' role) were found to be influential in successful students' 'Doing' group inquiry activity. In students' evaluation of group inquiry activity, the grouping factor was the most critical one for a successful 'Doing' inquiry activity. Participating students showed some level of inability of in the process of framing inquiry question and designing investigation.

• Journal of Gifted/Talented Education
• /
• v.12 no.4
• /
• pp.108-119
• /
• 2002

We have analyzed students' reports on a problem for 'adhesive tape' among ten assigned problems in the first Korean youth physics tournament (KYPT). There were five team' s reports on this problem. Students reported that the reasons for lightening coming out from the stripping down adhesive tape are caused by electrostatic friction, electron transfer, energy transformation, etc. However, only few teams suggest new creative ideas with divergent thinking during their inquiry process. Because the KYPT is a debate based on the problem solving by inquiries, the reports should include the creative investigations by their own ideas in every steps of inquiry up to their final conclusions.

• 한국지구과학회:학술대회논문집
• /
• 2010.04a
• /
• pp.19-19
• /
• 2010

현재 과학교육의 목표는 과학적 소양의 함양이며 이를 구현하기 위해서는 교실에서의 과학탐구의 실현을 필수로 하고 있다. 과학자들이 경험하는 과학탐구는 "실질적 과학탐구(ASI)"라고 하여 필수적인 5가지 탐구요소(문제제기, 자료수집, 설명형성, 설명평가, 발표 및 정당화)를 포함하고 있다. 현재 사용하고 있는 지구과학내용의 교과서를 이 ASI 관점으로 분석하여 5가지 탐구요소의 분포도를 분석하고 이를 이용하여 지구과학탐구를 가르치는 초임교사를 대상으로 탐구에 대한 인식 및 교수실천을 같은 ASI관점으로 분석하였다. 탐구요소 2,3,4 에 해당하는 '증거수집', '설명형성' 그리고 '설명평가'는 빈번하게 나타났으나 탐구요소 1에 해당하는 '문제제기'나 5에 해당하는 '발표 및 정당화'의 기회는 나타나지 않았다. 특히 다른 과학(화학)과목 경우에 '증거수집'이 가장 빈번한 것에 비해 지구과학의 경우에는 '설명형성'이 주를 이루는 것은 지구과학탐구의 특징이라 할 수 있겠다. 또한 교과서 탐구기능은 SAPA로 분석한 결과 일반화, 의사소통, 예상, 그래프작성, 자료해석이 주를 이루었다. 과학적 소양을 함양을 위한 실질적인 과학탐구의 실현하기 위해서는 자유탐구와 같은 부차적인 기회를 통해서 경험하지 못한 ASI의 탐구요소의 기회를 학생들에게 부여해야 할 것이다. 또한 이 연구에 참여한 지구과학 초임교사의 과학탐구 인식 및 교수실천 또한 ASI로 분석한 결과 탐구요소 2번째에 치우친 경향을 보여주고 있었다. 실질적인 과학탐구의 실현을 위해서는 교과서에서 강조되는 탐구요소뿐만 아니라 다른 탐구요소를 경험할 수 있는 자유탐구를 개발하여 실용화해야 할 것이며, 관련 초임교사연수를 통해 초임교사들의 과학탐구에 대한 인식 및 교수실천의 반영 및 이들의 새로운 형성이 추진되어야 할 것이다.

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