• Journal of the Korean Chemical Society
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• v.61 no.5
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• pp.263-276
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• 2017

The purpose of this study is to investigate the understanding of nature of scientific knowledge and attitudes toward scientific inquiry of pre-service science teachers experienced open inquiry. The study was conducted in 10 sessions of open inquiry-based chemistry experiment. The subjects were 40 pre-service science teachers recruited from the experiment class. They received pre-test, mid-test, post-test on understanding nature of scientific knowledge and attitudes toward scientific inquiry of open inquiry activities. 20 pre-service science teachers among them participated in the interview. The results of this study are as follows. First, there was a significant difference in pre-service science teachers' understanding of the nature of the scientific knowledge (p<.05). In particular, understanding of creativity and sociality parts improved gradually. Second, pre-service science teachers' attitude toward scientific inquiry had changed negatively until the middle of the semester, and then changed positively later. The post-test score was significantly higher than the mid-test score (p<.05).

• Journal of Science Education
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• v.46 no.1
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• pp.53-65
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• 2022

In the application and composition of learning content, the field trip learning of scientific inquiry could provide a positive effect. Also, it can arouse an experience of various inquiry activities through open thinking. In addition, it could take a positive effect by providing the diversity and specificity of wildlife experience for the living organism. The biology inquiry program of the field trip is a necessary process to acquire ecological experiences in the learning context. However, there is some problem to solve before the performance of field trip learning as professional knowledge of the outdoors inquiry. Therefore, this study developed a field trip inquiry program for the plant in a coastal dune using artificial intelligence to assist professional knowledge. The researcher carried out literature reviews and analysis related to studies and programs to investigate learning steps, content, and strategy. Also, this study investigated the effects of the program on the affective domain of gifted elementary science students. According to the results of this study, the program can provide a positive effect on motivation, task commitment, and attitude level. Consequently, the field trip learning program for plant in the coastal dune using artificial intelligence developed in this study can arouse a positive effect on the affective domain. Therefore, additional study is necessary related to inquiry programs of the field trip for various students and sites.

• Korean Journal of Childcare and Education
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• v.10 no.6
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• pp.223-241
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• 2014

The objective of this study was to plan a direction for the connection of the area of inquiry in daily life between infants and young children in Korea based on the analysis of the early learning standards for infants aged 0~2, and young children aged 3~4/5 in 17 different states in America. The problem of the study is as follows: What is the content area of cognitive development, science and mathematics of early learning standards regarding age? The data used in this study was collected from a total of 17 states in America in which 12 states classify infants and young children as aged 0~2 and 3~4/5 respectively and 5 states do not classify the age groups. The results obtained from the analysis of the given issues are as follows. First, in the case of the five states that showed the group aged 0~4/5, the contents related to the area of inquiry in daily life of the early learning standards were included in the mathematics and science and a part of these contents were also included in cognitive developments. In the case of the 12 states that classified the groups aged 0~2 and 3~4/5 respectively, the group aged 0~2 included cognitive developments and the group aged 3~4/5 includes mathematics and science. Second, the contents related to the area of inquiry in daily life of the early learning standards in the five states that showed the single group aged 0~4/5 include the contents in order of scientific idea, biology, physics, and the earth and space. In the 12 states that classify different age groups. Third, in the case of the states that separate age groups, the group aged 0~2 include the contents of number and operation, geometry and space while the group aged 3~4/5 include the contents of number and operations, geometry and space, and measurement. The implications of this study was that it is necessary to take into account the linking between development and characteristics of the subjects.

• Journal of The Korean Association For Science Education
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• v.22 no.2
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• pp.378-386
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• 2002

In this study, the students' responses on the chemistry items of in the general science of College Scholastics Ability Test (CSAT) implemented for the past 3 years since 1999 were investigated. The number of items by content and inquiry process, the average percent correct by content and inquiry process, the distribution of items by the level of percent correct, and the items with high and/or low percent correct were analysed. There were the fewest items in 'environment' area, especially in 'ozon layer', no test item had been made. The most difficult content area was 'acid rain' in 'environment'. By inquiry process, the most number of items belonged to 'analyzing & interpreting data', and 'identifying problems & formulating hypothesis' was the most difficult process. No test item came under the level of 'very difficult', and many items under the 'easy' or 'very easy' level. Students were generally poor at solving test items demanding several concepts, and very good at simply requiring basic concept treated in lower grade. Educational implications are discussed.

• Journal of The Korean Association For Science Education
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• v.22 no.2
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• pp.336-344
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• 2002

The purpose of this study was to analyse achievement of 'Scientific Inquiry and the Nature of Science' in the Third International Mathematics and Science Study-Repeat (TIMSS-R), which was performed in 1999 with 38 nations participating. Korean 8th grade students' achievement of 'Scientific Inquiry and the Nature of Science' was compared to that of other countries and other content areas in science. Average percent correct of items in each subcategory - Scientific Method, Experimental Design, Scientific Measurements, Describing and Interpreting Data - was also analysed. Although 'Scientific Inquiry and the Nature of Science' topics were not included in intended curriculum in Korea, Korean students' average scale score of 'Scientific Inquiry and the Nature of Science' was significantly higher than international average and, in comparison with other science content areas, achievement of that area was relatively high. The reasons could be that the most students studied topics related to 'Scientific Inquiry and the Nature of Science' through the implemented curriculum and that the Korean teachers recognized the importance of inquiry. According to the results to analyze subcategories, the average percent correct of Korea were higher than 50% except the 'Scientific Measurements' subcategory. However, the international average percent correct were lower than 50%. Especially, the average percent correct of Korea was the highest in 'Describing and Interpreting Data' subcategory despite there were many students who were confused at observation, hypothesis and conclusion.

• The Journal of Korean Association of Computer Education
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• v.14 no.3
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• pp.1-12
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• 2011

All the informatics textbooks of the fifth, sixth, seventh and revised curriculums have dealt with the structure and operation of information equipment. But there haven't been any discussions at all on the educational nature of this section involving the selection of what and how to teach. The purpose of this study was to examine 'the structure and operation of information equipment' sections of informatics textbooks from a perspective of modern curriculum to see whether there was any inquiry tendency in the textbooks. As a result of analyzing four textbooks, only one textbook turned out to be inquisitive. The findings of the study suggest that the importance of textbook content and the perspective of learning activities should be taken seriously when textbooks are produced, and the fact that in today's age marked by a global tend of fusion, informatics is one of the fundamental subjects to encourage students to examine themselves instead of just sticking to rote learning should be taken into consideration as well.

• Journal of Science Education
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• v.38 no.2
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• pp.356-375
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• 2014

The purpose of this study was to develop the informal education based elementary gifted education program utilizing local resources in Yeongheung island for enhancing the creative problem solving, science process skills, scientific attitudes. This program was totally consisted 36 lessons and 3 part. For this purpose, 7 weeks' informal gifted education program utilizing local resources was treated to a class students who were 5th graders of elementary school in Yeongheung island. The results of this study were as follows : First, the change of science creative problem solving ability in the gifted class was found statistically meaningful difference. Second, science process skills were showed statistically meaningful difference. Third, scientific attitudes were not showed statistically meaningful difference. Fourth, the student responses about effectiveness of this programs were generally positive. Therefore, the gifted education programs showed meaningful results. Based on the results of this study, a number of studies to overcome the limitations will be needed.

• Journal of the Korean Chemical Society
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• v.67 no.5
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• pp.353-361
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• 2023

This study analyzed the uses of visual representations of particles in the matter units of the middle school science textbooks developed under the 2015 Revised National Curriculum. The material units in four textbooks were divided into explanation, inquiry, and evaluation sections, and visual representations of particles presented in the science textbooks were analyzed by the use type, the activity type, and the level of activity. In the explanation section, the visual representations of particles were mainly presented in the auxiliary use type, and in the inquiry and evaluation section, they were mainly presented in a direct use type. In terms of the activity types of the direct use of visual representations of particles, the interpreting activity was mainly presented in the explanation and evaluation sections, while the generating activity and completing activity were presented in relatively higher proportion in the inquiry section than the other two sections. In terms of activity level, identifying was the most common activity level in the explanation section, and inferring was the most common activity level in the inquiry and evaluation sections. Based on these results, the implications for the presentation and uses of visual representations of particles in science textbooks are discussed.

• Journal of The Korean Association For Science Education
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• v.22 no.4
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• pp.706-716
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• 2002

The purpose of this study was to compare and analyze the science process skills and teaching methods between the 6th and the 7th elementary school science textbooks. For this study, science textbooks and teacher's guidebooks from the 3rd to the 6th grade were analyzed. In this research the science process skills are divided by basic process skills(BPS) and integrated process skills(IPS). The BPS is composed of observing, classifying, measuring, predicting and inferring skill, which are 5 subcategories. The IPS is composed of problem cognition, formulating hypothesis, controlling variables, transforming data, interpreting data, drawing result, and generalization, which are 7 subcategories. The results found in the analysis of science process skills in the 6th and 7th science textbooks are as follows: 1. The percentage of the BPS was increased, but the IPS was decreased in the 7th than the 6th. 2. The percentage of the IPS was higher than the BPS in the 6th science textbooks, but the BPS was higher than IPS in lower grade and the IPS was higher than the BPS in higher grade in the 7th textbooks. 3. Observing and problem cognition skill were most dominant in the 6th and 7th science textbooks. 4. The percentages of observing(24.8%), classifying(5.4%), measuring(5.6%), inferring(6.0%) in the BPS and interpreting data(4.4%) in the IPS were increased, but predicting(3.8%), formulating hypothesis(0.5%), controlling variables( 1.8%), transforming data( 1.2%), drawing result(0.8%) and generalization(0.9%) skills were decreased in the 7th. And teaching methods suggested in the curriculum are as follows: the percentages of learning by observation(19.2%) and role play(0.1 %) were decreased, but learning by experiment(6.2%), learning by discussion(2.0%), learning by investigation(4.6%) and creative learning(6,4%) were increased in the 7th than the 6th. In conclusion, it was found that the basic process skills were emphasized in the 7th science textbooks than the 6th and the science process skills in the science textbooks of the 7th curriculum were distributed by the grade level of the elementary children.

• Journal of the Korean Chemical Society
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• v.45 no.2
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• pp.162-176
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• 2001

This study was covered with the analysis of five kinds of the middle school science text books(chemistry part) based on the oth curriculum. Particularly, inquiry activities part was analyzed by the three dimension framework which consists of inquiry content dimension, inquiry process dimension and inquiry context dimension and the results are as follows;1. In the analysis of the contents in the middle school science textbooks(chemistry part), the average number of total pages was 197.6. The illustration and picture were contained 0.66 in number per a page, and the average number of further readings was 5.8.2. In the analysis of the inquiry content dimension of inquiry activities, the total number of themes in five kinds of textbooks was 222. And the number of imquiry activities in five kinds of textbooks was siverse : A textbook had 51, B texbook 49, C textbook 37 and E textbook 35.3. For the analysis of inquiry process dimension. it follows in the order of 'interpreing data and formulating generalizations (42.4%)','observation and measuring (38.1%)','seeing a problem and seeking ways to solve it (7.8%)' and 'building, testing and revising the theoretical model(11.7%)'.4. As for the analysis of the inquiry context dimension, the scientific context occupied 94.2%, the individual context 0.4%, the social context 2.7% and the technical context 2.7%. It shows that the proportion of STS(Science-Technology-Society) related contents in inquiry activities was only 5.8%.