• Journal of the Korean Chemical Society
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• v.45 no.5
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• pp.470-480
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• 2001

The purpose of this study was to investigate the effects of science inquiry experiments emphasizing social interaction on the development of process skills of the students. The social interactions by cognitive level of the students were also analyzed. For this study, 197 8th grade students were sampled. They were divided into an experimental group and a control group. During four-month period, the experimental group received science inquiry experiments treatment emphasizing social interactions while the control group received traditional treatment. Not only science inquiry ability pretest-posttest, but also multiple data collection method such as a questionnaire, class observation, and audio/video recording were used in collecting the data. According to the results of this study, it was found that the mean score of the experimental group was significantly higher than that of the control group at 0.05 level. It was also found that the students of high cognitive level led the peers and participated in the class discussion actively with the teacher while the students of low cognitive level followed the students of high cognitive level and showed inactive interaction with the teacher. Analysis of the students' perceptions on inquiry experiments showed that students participated in discussion actively in the class as these experiments gave an opportunity for them to discuss and were able to solve the problems with peers' help through discussion.

• 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 Association For Science Education
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• v.22 no.4
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• pp.757-767
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• 2002

This study investigated the effects of scientific inquiry experiments emphasizing social interaction on the academic achievement, the ability for science inquiry and the learning motivation of the students. To examine the differences among the classes of scientific inquiry experiments according to the way of organizing small groups, the effects of the group in homogeneous cognitive level and the group in heterogeneous cognitive level were compared. 255 7th-graders were grouped into the treatment group and the control group. After the treatment group received the scientific inquiry experimental lessons emphasizing social interaction and the control group received traditional lessons for one year, academic achievement, ability for scientific inquiry, and learning motivation were examined. These inquiry experiments were composed of four steps which are eliciting, familiarizing, constructing and bridging. And students can interact with peers and teachers through the process of relating observed phenomena to concept, constructing experiment procedure, and eliciting results. The ANCOVA results revealed that there were significant effects of science inquiry experiments emphasizing social interaction on the academic achievement, the ability for scientific inquiry and the learning motivation of the students. The significant academic achievement of the students in most of the cognitive levels, if not all, was found and degree of improvement in the ability for scientific inquiry was lower than that in the academic achievement. Concerning the effects according to the way of organizing small groups, there were significant improvement in academic achievement and learning motivation of the group in homogeneous cognitive level compared to the group in heterogeneous cognitive level. These results indicate that social interaction in learning is important and it has positive influences on the improvement in academic achievement and ability for scientific inquiry of students.

• Journal of the Korean Chemical Society
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• v.59 no.5
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• pp.434-444
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• 2015

Inquiry-based experiments provide opportunities to understand scientific knowledge and acquire nature of science. In this study, the difficulties which pre-service teachers experienced in inquiry-based experiment class were investigated and analyzed. Twenty-two pre-service teachers attended course designed as ‘ill-structured inquiry’ for 13 weeks, and researchers investigated their difficulties by questionnaires and interview. They showed difficulties mostly in designing experiment and interpretation and also in understanding inquiry purpose, lack of prior knowledge, confidence in inquiry performance, and understanding of experimental instruments and facilities. As a result, it is necessary to provide opportunities to engage in inquiries and environments to properly instruct pre-service teachers the inquiry ability in college of education.

• Journal of The Korean Association For Science Education
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• v.38 no.6
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• pp.885-899
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• 2018

As 'Science Inquiry Experiment' is newly introduced in the high school curriculum, where inquiry and experiment oriented education is insufficient, this study aims to analyze teacher's practice of 'Science Inquiry Experiment' in depth and identify contradictions during its process in the perspective of Cultural Historical Activity Theory. The research participant is teacher SHIN who is exclusively responsible for Science Inquiry Experiment. Starting with reflection on the practice of Science Inquiry Experiment class conducted in the first semester, interviews with participants, participatory observation and local materials were used during the 2nd semester's Science Inquiry Experiment class. A descriptive analysis of the teacher SHIN's practice of Science Inquiry Experiment was carried out and the contradictions in the activity system of the teacher SHIN were identified. The result reveals that in the overall practice of teaching Integrated Science and Science Inquiry Experiment, there were contradictions between teacher SHIN's recognition about cooperation(subject) and shared responsibility with other teachers(division of labor), and between teacher SHIN's recognition about the subjects(subject) and contrasting contents in teacher training courses(community). In the practice of teaching Science Inquiry Experiment, there were specific contradictions between teacher SHIN's recognition about the subject(subject) and time of job assignment(rule), between experimental activities(object) and experimental tools(tool), and between purpose of the subject(object) and directions about assessment(rule). These contradictions directly or indirectly influence the practice of teaching Science Inquiry Experiment. There needs to be support for constructing an activity system capable of supporting and promoting teachers' practice of Science Inquiry Experiment, and we made several suggestions to resolve the problems.

• Journal of the Korean Chemical Society
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• v.63 no.3
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• pp.183-195
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• 2019

In this study, we investigated the characteristics of the authentic inquiry components in the inquiry tasks of Science Inquiry Experiments textbooks developed under the 2015 Revised National Curriculum. After classifying inquiry tasks by core concepts, we analyzed the cases that students autonomously planned or performed the authentic inquiry components. The results of the study revealed that investigating multiple materials component most frequently appeared in all units. However, generating research question, selecting variables, observing multiple variables and transforming observations components appeared in a few tasks of history and everyday science units as they were often guided or structured in textbooks. Controlling simple or complex variables, observing intervening variables and considering methodological flaws components rarely appeared in all units as most of textbooks did not consider or indicate explicitly. Authentic inquiry components of everyday science unit tended to be handled in small group activities. On the bases of the results, the implications for the development of the inquiry tasks of Science Inquiry Experiments textbooks are discussed.

• Journal of the Korean Chemical Society
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• v.62 no.1
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• pp.52-63
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• 2018

The purpose of this study was to observe and analyze how pre-service secondary chemistry teachers conduct open-ended, free style, exploratory chemistry experiments. The study examined common difficulties and tendencies that teachers showed in the chemistry labs. The study also investigated how these teachers deal with their difficulties and obstacles, such as unexpected results and device errors. Next, the study explored how students' epistemic goals and considerations have been shaped and changed as they interacted with one another and participated in their experiments over time. The study suggests that it could be more effective to gradually decrease guided-features of the experiment by providing appropriate scaffolding, than to start with completely open-ended inquiry labs. The study also suggests that the establishment of epistemic agency among group members influences the way they conduct experiments. Consequently, it is necessary to consider how instructional design for open-ended inquiry labs may provide students with scaffolds to encourage their active participation and to build responsibility in group discussions.

• Journal of Science Education
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• v.46 no.3
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• pp.293-311
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• 2022

In this study, a restriction enzyme mapping inquiry experiment was developed for cultivating basic knowledge on molecular biology and the effects on inquiry experiment ability and positive experience on science through student-centered molecular biology inquiry experiment class for second graders of a general high school was analyzed. First of all, it was found that the experimental class through the inquiry experiment was significantly effective as the percentage of high school students who answered 'yes' or higher in the positive science experience of general high school students was higher after than before the test. As a result of developing and applying a series of five classes for the creation of restriction enzyme maps, not only did the students' interest in science studies, but also their class participation increased. They were also used as effective specific science learning motives, science career aspirations and experience data. The science environment of the inquiry experiment class led to the improvement of students' learning attitudes and positive science experience, which had a positive effect on the importance of class concentration and class quality, active communication and mutual cooperation among students. In addition, inquiry and experiment classes will provide opportunities for career experience, which will become the foundation for cultivating basic knowledge on molecular biology and advancing to science and engineering.

• Journal of Engineering Education Research
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• v.16 no.1
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• pp.3-14
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• 2013

The previously developed practical inquiry activity supporting tools, deduced from the design principles and implementation principles based on the study of precedent researches and theories, applicable to conceptual learning in engineering education were implemented to an on-line learning community, a web-based Windows application, to find out its effectiveness in actual classroom situation through experimental research. The On-line learning community includes the inquiry activity menu to implement learning procedure of inquiry based conceptual learning, the functions supporting the communication among participants, the information sharing function, the scheduling function of class and inquiry activity, the mentoring function, and the evaluation of on-line activities of learners. Experimental study were also conducted in order to analyze the effects of inquiry activity supporting tools on inquiry based conceptual learning in engineering education.

• Journal of The Korean Association For Science Education
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• v.39 no.2
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• pp.173-186
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• 2019

The purpose of this study is to design and apply a pilot inquiry experiment focusing on the epistemological issues of scientific activities, and derive educational implications by analyzing experimental activities and reflective discussions. Three graduate students who major in science education participated in the study voluntarily. Participants showed the characteristics of stable enquiry in Experiment 1. However, the small but continuous changes in Experiment 2 led the experiment to a phase of fluid enquiry seeking new theories. Participants mobilized various resources, proposed new hypotheses, and models and requested additional experiments to verify them. In the process of reflective discussions, the participants led to the following three epistemological issues. First, at the beginning of the experiment, their observations were theoretically dependent. Second, when the observations were no longer coherent with theory, they face a crisis, and the adjustment of observation and theory proceeds. Third, stable enquiry and fluid enquiry are performed according to the relationship between observation and theory. The educational implications of school science inquiry based on the above process and results are as follows: First, this study shows that fluid enquiry can follow stable enquiry naturally, and examples of the activities are presented together. Second, in this study, it was confirmed that participants could draw up epistemological issues based on their experiences through reflective discussions following inquiry.