• 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 earth science society
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• v.27 no.4
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• pp.364-373
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• 2006

The purpose of this study is to investigate inquiry levels in the laboratory practices of beginning middle school science teachers. For this research eight teachers were chosen among a pool of beginning teachers. Then four finalists were chosen individually by interviews. Topics associated with hands-on activity experiments were provided by the author. In order to analyze teaching-skill development, classroom observations were made under the same topic after one year. The inquiry levels of four novice teachers were confirmation or structured inquiry but the inquiry levels were not out of confirmation or structured inquiry levels when those compared to last year's one. This study contributes to the professional development of teachers and provides various informations for instructional development of beginning teachers.

• 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 The Korean Association For Science Education
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• v.40 no.3
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• pp.307-320
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• 2020

This study explores how the positioning of two pre-service science teachers (PSTs) is reflected in their different epistemic understandings of inquiry-based lessons. We collected the PSTs' products during their design and enactment of an inquiry-based lesson and recorded their practices in the enacted lesson. Interviews were recorded and transcribed for analysis. The results indicate that one PST, Dohyung was positioned as a subject of evaluation throughout the course and the other, Jinwoo, was positioned as a preservice teacher and a subject of evaluation. Their positions were reflected in their epistemic understandings of inquiry-based lessons, which were developed when designing these lessons. During lesson design, both PSTs showed a shared understanding; they explained inquiry-based lessons as students setting and evaluating hypotheses under teachers' guidance. However, as they faced unexpected situations during lesson enactment, they developed different epistemic understandings. To receive a good grade, Dohyung showed a strong preference for anticipating situations that could occur in class and planning responses to them. He understood inquiry-based lessons as ones in which students conduct experiments to produce results expected by the teacher. On the other hand, Jinwoo emphasized the reasoning process based on students' prior knowledge and explained inquiry-based lessons as ones in which students construct new knowledge through a scientific reasoning process based on their knowledge. The findings of this study will contribute to developing strategies to support PSTs' development of their epistemic understandings of knowledge construction in inquiry-based lessons.

• Journal of The Korean Association of Information Education
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• v.15 no.4
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• pp.625-634
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• 2011

This research examines educational effects on students' scientific process skills after applying a robot utilized MBL learning. Surveys and interviews concerning robot based science lessons were also conducted. The students were divided into experiment group who used the robots and controlled group who used traditional learning method with textbook and experiments. The result showed some significant differences in scientific measurement, prediction and inference(<.05). In contrast, no significant differences were found in observation and classification. The students answered the survey that the robots helped them understand science better and made science lessons more interesting.

• 한국지구과학회:학술대회논문집
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• 2004.02a
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• pp.17-17
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• 2004

• Journal of the Korean Chemical Society
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• v.67 no.6
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• pp.441-461
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• 2023

This study explore characteristics of teaching orientation and pck of science teachers in online-offline mixed learning environment. Data consisted of open-ended survey, semi-structured interview, class observation, field notes from 12 science teachers. We categorized teaching orientation considering both science education goals and science teaching·learning orientation. There were 8 different teaching orientations such as 'understanding science concepts-lecture centered' 'constructing science concepts-inquiry based' 'applying science concepts and inquiry-inquiry based' 'applying science concepts and inquiry-lectured centered' 'analyzing and judging science information-inquiry based' 'developing scientific attitude-inquiry based' 'developing scientific attitude-lecture centered' and 'developing perception of interrelationships among science, technology, and society-inquiry based'. Teachers with inquiry based teaching·learning orientation seemed to have knowledge of science curriculum specific to online learning environment for student inquiry. While teachers with 'understanding science concepts-lecture centered' teaching orientation appeared to have questioning strategy of checking student understanding and strategy of repeating a lecture, teachers with 'constructing science concepts-inquiry based' teaching orientation appeared to have knowledge of instructional strategies to perform online group activities targeting student construction of knowledge and to replace face-to-face group activities with virtual experiments and individual experiments. While teachers with 'understanding science concepts-lecture centered' teaching orientation did not show knowledge of student science learning, teachers with 'constructing science concepts-inquiry based' teaching orientation appeared to have knowledge of student difficulties in inquiry based learning.

• Journal of the Korean Chemical Society
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• v.50 no.5
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• pp.385-393
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• 2006

In this study, we analyzed the effects of science inquiry learning that applies open-ended hypothesis-testing learning model in a high school chemistry class of grade 11 in respect of science process skills, science-related attitude, and appreciation towards science class by cognitive level. Open-ended science inquiry learning activities on Metals and their applications unit in Chemistry I were developed and applied to the treatment groups while the conventional science activities were applied to the control groups. Four classes of 92 students in a high school located in Seoul were assigned into the treatment and control groups, respectively. According to the results in the test of science process skills, the students treated with the alternative experiments emphasizing open-ended hypothesis-testing obtained higher scores in experimental design, data conversion and description, and hypothesis test than those with conventional experiments but not in problem cognition and definition and hypothesis fixing'. There was negative effect on science-related attitude due to increased roles and tasks in the open-ended science inquiry learning activities.

• Journal of The Korean Association For Science Education
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• v.33 no.7
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• pp.1259-1272
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• 2013

The purpose of this study was to investigate the effects of Science Writing Heuristic (SWH) laboratory class on the creative thinking and critical thinking of middle school students. Science writing heuristic programs were developed based on SWH strategies developed by Keys et al (1999). This study was conducted on 63 students from two classes as the comparative group and 63 students from two other classes as the experimental group. The cognitive level of the group as a homogeneous group was similar, and the program was applied to a total of 18 periods based on nine topics from March to July 2011. Evaluation instruments used in pre-test and post-test were the creative and critical thinking tests. To consider the score for creative and critical thinking. the SPSS 20.0 program was used. The study made use of technical statistics and ANCOVA. The result of this study showed that creative problem solving skills were improved by SWH in laboratory class. Therefore, persistent presentation of SWH teaching strategies and developing various experiment topics are required.

• Journal of the Korean earth science society
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• v.25 no.7
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• pp.507-518
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• 2004

The purpose of this study was to develop and validate an instrument for analysing secondary school science laboratory classroom. Three classroom of novice teachers were observed and administered Dana's (2001) situated laboratory activity instrument. Dana's situated laboratory activity instrument consists of eight categories. Each category includes four levels. Three doctoral students and two science education specialists participated in modification of the through 15 science education graduate students. To achieve reliability, the researcher and two raters observed and analyzed three videotaped classrooms through discussion. The finalized instrument was employed in four novice teacher' classes and result indicated the instrument to be useful in identifying the inquiry level of a secondary laboratory classroom. The inquiry level of four novice teachers was confirmation or observation.