• The Journal of Korean Association of Computer Education
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• v.17 no.2
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• pp.1-9
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• 2014

In this paper, we study inquiry tendency in informatics textbooks for middle school students. These textbooks were written in accordance with 2009 revised national curriculum, and were adopted in schools starting from 2013. Romey analysis was implemented to analyze inquiry tendency in six textbooks using four different criteria-text, data, activity, evaluation. The results showed that some textbooks displayed a low level of inquiry tendency, lacking participation from students and employing an authoritative tone. Among four factors, the 'activity' displayed the highest degree of inquiry tendency while the 'text' retained the lowest level of inquiry tendency. The Romey measures in some sections were zero, thereby indicating room for improvement.

• Journal of The Korean Association For Science Education
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• v.21 no.1
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• pp.1-12
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• 2001

The extended science investigations, comprehensive investigations contrasted with exercises of process skill components and cookbook style experiments, should be pursued for giving opportunity of more authentic science activity. The characteristics of the extended investigation tasks were emerged from critical argument on school practical work. And one of important educational objectives in students' investigations is to achieve motivation for investigation. The purpose of this study is to explore how the characteristics of the extended investigation tasks, that is practical context, openness and continuity, affect middle school students' motivation for investigation. On the basis of questionnaire results and students' school science achievement, ten students were interviewed to see the change of motivation for investigation and its causes while they perform two textbook investigations and four extended investigation tasks. Among the interviewees, the students who showed positive motivation for the extended investigations were critical about textbook experiments as they are just confirmations of theories and perceived practical context and openness as the main causes of their positive motivation. The students who showed negative motivation for extended investigations preferred textbook experiments as there was enough guidance from teacher and textbook-centered learning. They recognized the openness of the tasks as a main reason of their negative motivation for investigation. Some students showed negative responses about continuity of the extended investigation tasks but continuity was not recognized as a main cause for their motivation for investigation.

• KIPS Transactions on Computer and Communication Systems
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• v.4 no.7
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• pp.219-226
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• 2015

In this paper, we study the inquisitive tendency in informatics textbooks for middle school students. These textbooks were written in 2009, and have been adopted in 2013 as part of the curriculum. The research is based on six textbooks, which passed qualification tests, and is mainly focused on the section 'composition and movement of information equipment', which covers contents for the student's major field of study. Romey analysis was employed to analyze inquisitive tendency in four sections - text, data, activity and evaluation. The results illustrated that some textbooks were organized in a way that exhibited a low level of inquisitive tendency for students, and took an authoritative tone. The section 'activity' showed the highest level of inquisitive tendency and the 'text' showed the lowest level. Some sections in the textbooks were found to have zero Romey measures, which stress the need for improvement.

• Journal of the Korean earth science society
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• v.31 no.2
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• pp.185-204
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• 2010

Inquiring earth science phenomena is characterized by the followings: a big scale of time and space, inaccessibility, uncontrollability, and complexity. Thus, it is very difficult or, in some cases, impossible to investigate them through the actual manipulation in laboratories. Therefore, it is necessary to provide chance for students to experience scientific inquiry without actual manipulation in earth science classes. This study is to explore the role of reasoning based on a thought experiment as a representative model without actual manipulation, and to investigate features of various inquiry models using reasoning in classes. We can make implications when applying for applying each inquiry model to earth science classes, proposing a reasoning-based inquiry model embedded in earth scientific phenomena.

• Journal of The Korean Association For Science Education
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• v.19 no.4
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• pp.684-695
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• 1999

In this study, the 'extended science investigation' was conceptualized as a comprehensive science investigation contrasted with exercise of process and skill component and cookbook style experiment. The extended investigation tasks can be characterized with practical context. openness and continuity. The purpose of this study is to describe the change of students' cognitive engagement while they perform the extended science investigations and to explore how the characteristics of the extended investigation tasks affect the students' cognitive engagement. 128 7th graders attending coeducational school in Seoul were participated in this study. The questionnaire was implemented repeatedly to monitor students' cognitive engagement. And ten students were interviewed to explore the cause of the change of cognitive engagement. The result showed that there was no difference between directive traditional investigations in textbook and developed extended investigations in understanding of the content and whole process of investigations but participants' commitment was increased significantly in the extended science investigations. Especially the extent of students' understanding and commitment became higher in the second half than in the first half of the extended science investigations. The openness of the extended investigation tasks contributed on the increase of commitment. And the continuity of the tasks contributed on the increase of students' understanding in the second half of the extended science investigations.

• The Journal of Korean Association of Computer Education
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• v.7 no.5
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• pp.57-70
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• 2004

This study is the subsequent study that has the objectives examining the relationships among 'substantive understanding', 'scientific literacy' and 'learning intention' in computer supported intentional learning environments and inquiry ability, variables for affecting knowledge construction derived from the finding out of the former study. As a result, the current study confirmed in CSILE the close correlation between 'the learning intention for scientific inquiry' and 'substantive understanding', between 'the learning intention for scientific inquiry' and 'scientific literacy'. Another result showed that 'scientific literacy' was the most significant predictor on inquiry ability. Base on the result of this study, the present researcher is about to make suggestions to stimulate learners' scientific literacy in CSILE-based inquiry learning.

• Journal of The Korean Association of Information Education
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• v.24 no.6
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• pp.615-622
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• 2020

This paper analyzed 'Software Education' of the Practical Arts unit among the six textbooks developed under the 2015 revised curriculum, and provided implications for selection of textbooks, researching curriculum, and developing the next textbook. As a result of analyzing the prior study, it was found that the inquiry analysis was insufficient in the case of the elementary school 'Software Education' unit. the inquiry analysis was insufficient. On the contrary, in the middle and high school textbook research was sufficient. Therefore, we analyzed the contents of the textbook using the Romey analysis method, judging that our children who will live in the era of the Fourth Industrial Revolution need an exploratory textbook. As a result of analyzing textbooks, there was no ideal textbook with inquiring tendencies in all analysis factors, and different analysis factors with high inquiring tendencies were found in each textbook. In the entire textbook, the analysis element with the lowest inquiring tendency was the text, and the highest analysis element was the activity. The analysis factors with the greatest deviation in the evaluation index between textbooks are data and evaluation.

• 한국지구과학회:학술대회논문집
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• 2005.02a
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• pp.213-222
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• 2005

본 연구에서는 고등학생들의 창의성을 신장시키고자 렌줄리의 3단계 학습모형에 적용하여 전향력 탐구활동 프로그램을 개발 하였고, 현장에 적용 후 그 효과를 알아보고자 하였다. 실험집단에는 창의성 신장을 위한 전향력 탐구활동 프로그램을 적용하였고, 통제집단에는 전통적인 교수 학습을 적용하였다. 창의성의 신장 정도와 전향력 개념의 이해 정도를 측정하고자 사전 사후 검사로 창의성은 토렌스의 창의성 검사(TTCT)로, 전향력 개념은 성취도 검사로 알아보았다. 그 결과 실험집단이 전향력 개념 성취도 검사 결과 유의미한 차이가 있는 것으로 나타나고, 창의성 검사(TTCT)에서도 실험집단의 사전 검사보다 사후 검사에서 유의미한 차이가 있는 것으로 나타났다. 이는 학생들이 본 수업 프로그램의 과정을 통해 평소 어렵다고 생각했던 전향력 개념을 쉽게 이해할 수 있었기 때문이다. 이러한 연구 결과는 전향력 탐구 활동 프로그램은 고등학생들의 창의성을 신장시키고 전향력 개념에 대한 이해도를 높일 수 있었다고 볼 수 있다.

• Journal of The Korean Association For Science Education
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• v.41 no.2
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• pp.83-92
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• 2021

The purpose of this study is to investigate elementary school students' understandings about scientific inquiry. Data were collected from 119 elementary students who are in the 4^th grade using the Views About Scientific Inquiry questionnaire for elementary students (VASI-E). We also conducted semi-structured interviews of 21 students from 119 students who responded to VASI-E. Students' responses were analyzed as naive, mixed, or informed views on each aspect of scientific inquiry that VASI-E includes. We found that, first, 53.8% of students have mixed views, and 30.3% of students have informed views, and 16% of students have naive views on the knowledge 'investigation begin with a question'. Second, 54.6% of students have naive views, 37.8% of students have mixed views, and 7.6% of students have informed views on the knowledge 'scientists use many methods to answer their questions.' Third, 47.9% of students have informed views, 34.5% of students have naive views, and 17.6% of students have mixed views on 'procedures guided by question asked.' Fourth, 55.5% of students have mixed views, 42% of students have informed views, and only 2.5% of students have naive views on 'conclusions must be consistent with data and explanations come from data and prior knowledge.' Based on the results, implications for teaching and learning scientific inquiry at elementary level in Korea were discussed.

• The Journal of Korean Association of Computer Education
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• v.22 no.2
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• pp.21-28
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• 2019

In this research, Problem Solving and Programming - the chapter common among four different types of middle school informatics textbooks based on the national curriculum revised in 2015 - was analyzed to measure its effects on cultivating students' curiosities. Romey's analysis was applied to these textbooks on four analytic elements - texts, data, activities, and evaluation. The results showed that each type of textbook showed a differing degree of encouraging students' inquisitive tendencies on each analytic element; two out of four textbooks were well developed for texts, three for data, three for activities, and all four for evaluation. In terms of Romey's index points, two textbooks had low indexes of texts, such as 0.185 and 0.413. Data indices were extremely low in one textbook at 0.147. Three of four textbooks exhibited high indices of activities at 0.969, 0.608 and 0.627. Evaluation indices were high in all four textbooks at 1.333, 1.268, 1.274, and 0.764. These revised textbooks overall showed higher metrics than the previously designed textbooks with regards to promoting students' inquisitive nature.