• Journal of Korean Elementary Science Education
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• v.26 no.3
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• pp.267-275
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• 2007

The purpose of this study is to estimate the ability of inquiry performance for students gifted in science in elementary school. 56 sixth graders were included in this study. Initially, a question 'How does the dust effect on human health?' was posed to students. Then, an assessment framework for analysis of the inquiry report was developed. It is composed of 5 domains: data collection, prediction, the inquiry process, results, conclusion and presentation. The findings reveal that the students achieved high scores in the domain of 'data collection' and followed by prediction, inquiry process, results, conclusion and presentation. The results of our study are as follows : first, in spite of high scores obtained in basic inquiries such as data collection, students needed to improve their skills in prediction, the inquiry process, results, conclusion and presentation. Second, the reason why students were outstanding in data collection is that they have improved their ability to handle data in a know-ledge-based information society. Third, even though students were good at citing and applying some information, they didn't fully understand the meaning of data and exhibited weaknesses in arguing their own opinions.

• Journal of The Korean Association For Science Education
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• v.19 no.3
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• pp.487-500
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• 1999

Observation is one of the important aspects in science and science education. However. observation has so many varieties that the purpose and the meaning of scientific observations used in science education are different in persons, contexts, and subjects. In this study, we tried to understand the natures of scientific observation and investigated students' observational activities using four observation tasks: candle, double pendulum, iron filings around bar magnet, two electric bulbs connected in series. We required the subjects to observe the given tasks and described what did they observe. Based on students' observational descriptions, students' observational activities could be classified in four categories: primitive, interpretive, operational, and interfered observation. Also, we could find that some of the descriptions were non-observational activities such as predicting and questioning and so on. Finally, implications for the teaching of observation in science education are suggested.

• Journal of The Korean Association For Science Education
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• v.39 no.4
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• pp.545-562
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• 2019

The purpose of this study is to develop cognitive scaffolding tools and to explore their effects on integrated science process skills of high school students. For this purpose, we developed cognitive scaffolding tools including one kind of classroom instruction for training integrated process skills and two kinds of individual learning materials that students can selectively study according to their level of inquiry ability. In addition, we developed hypothetico-deductive inquiry tasks as a tool to investigate the level of students on the integrated process skills for pre-test and post-test respectively. In order to verify the effectiveness of the cognitive scaffolding tools, we conducted inferential statistics on the pre-and post-tests of the experimental group and control group to examine statistical significance of students' inquiry level change depending on the usage of the cognitive scaffolding tools. We also produced Wrightmaps based on Rasch model to compare the change of inquiry ability depending on usage of the cognitive scaffolding tools. As a result, the experimental group using the cognitive scaffolding tools showed a significantly higher scores in all the components of integrated process skills namely, designing inquiry, collecting data, analyzing data, and forming conclusion than the control group. In addition, students who used cognitive scaffolding tools improved their inquiry ability and showed a distinct transition to higher level in each component of the integrated process skills. The results of this study suggest that high school students need cognitive scaffolding to alleviate or eliminate the functional barriers they face in conducting scientific inquiries.

• Journal of The Korean Association For Science Education
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• v.31 no.5
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• pp.694-708
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• 2011

In this study, we developed tasks including cognitive scaffolding for students to explain scientific phenomena using valid evidences in science classroom and sought to investigate how tasks influence the development of small group scientific argumentation. Heterogeneous small groups in gender and achievement were organized in one classroom and the tasks were applied to the class. Students were asked to write down their own ideas, share individual ideas, and then choose the most plausible opinion in a group. One group was chosen for investigating the effect of tasks on the development of small group argumentation through the analysis of discourse transcripts of the group in 10 lessons, students' semi-structured interview, field note, and students' pre- and post argument tests. The discrepant argument examples were included in the tasks for students to refute an argument presenting evidences. Moreover, comparing opinion within the group and persuading others were included in the tasks to prompt small group argumentation. As a result, students' post-argument test grades were increased than pre-test grades, and they argued involving evidences and reasoning. The high level of arguments has appeared with high ratio of advanced utterances and lengthening of reasoning chain as lessons went on. Students had elaborate claims involving valid evidences and reasoning by reflective and critical thinking while discussing about the tasks. In addition, tasks which could have various warrants based on the data led to students' spontaneous participation. Therefore, this study has significance in understanding the context of developing small group argumentation, providing information about teaching and learning context prompting students to construct arguments in science inquiry lessons in middle school.

• Journal of The Korean Association For Science Education
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• v.18 no.3
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• pp.297-301
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• 1998

To investigate the 7th graders' ideas on inquiry, researchers analysed the titles of inquiry report, which were submitted as summer vacation homework. The subjects were four classes of 141 thirteen year old boys and girls in a school in Seoul. After analysing the titles of student's report, researchers classified the titles into 9 types according to the clarity and the nature of variables in the titles. The fact that few students represented the variables in the report title and most of the variables used were categoric was found.

• Journal of Korean Library and Information Science Society
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• v.41 no.2
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• pp.81-106
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• 2010

The purpose of this study is to evaluate the effectiveness and problems of an independent research program. The researcher has collected and analysed data from 99 teachers and 825 students who participated in the 'Book Writing' program of Daegu Metropolitan City Board of Education. As an way to improve teaching and learning methods of schools, the 'Book Writing' program is evaluated to be effective and relevant. In conclusion, the researcher suggested several ways to improve the program.

• Digital Contents
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• no.9 s.100
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• pp.30-34
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• 2001

데이터베이스에 대한 논의 중 비용 산정에 대한 연구는 그리 큰 성과를 얻지 못했다. 그동안 논의는 많이 되었으나 실질적으로 데이터베이스 비용산정에 대해 집중적으로 연구한 것은 미비하다고 할 수 있다. 본고는 그러한 데이터베이스 비용산정에 대한 방향 설정과 이후 연구 과제에 대해 기술하고 있어서 향후 데이터베이스 비용산정에 기초 자료로 제공되기를 기대한다.

• Journal of Gifted/Talented Education
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• v.19 no.1
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• pp.1-23
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• 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 Educational Research in Mathematics
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• v.27 no.3
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• pp.491-510
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• 2017

This study analyzes on conjecturing tasks in elementary mathematics textbook. We adopted Peircean semiotic perspective and variation theory to analyze conjecturing tasks in elementary mathematics textbook. We specifically analyzed mathematical tasks designed to support students' inquiries into definitions and properties of quardrilaterals. As a result, we found that conjecturing tasks in textbooks do not focus on supporting students' diagrammatic reasoning and inductive verification on provisional abductions. These tasks were mainly designed to support students' conjecturing on commonalities of mathematical objects rather than differences between objects.

• Journal of The Korean Association For Science Education
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• v.32 no.4
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• pp.760-774
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• 2012

The purpose of this study was to analyze the characteristic of the linguistic interaction according to leadership type of the leader in the scientific inquiry activity groups and examine how leadership factors affect the linguistic interaction within a group. In this investigation, leaders among 12 elementary school students were chosen by considering results of the leadership diagnosis that tested 3 leadership factors: vision and promotion, assignment responsibility, and decision-making. The members of the groups were organized according to scientific inquiry ability and academic achievement; the groups were assigned to perform scientific inquiry activities. The linguistic interaction was largely divided into the cognitive domain and the affective domain for analysis. According to the results, the frequency of linguistic interaction within a group sorted by leadership type is more influenced by the cognitive domain than the affective domain. The highest frequency of linguistic interaction appeared within the group that had vision and promotion type leader. Assumedly, the vision and confidence of the vision and promotion type leader produced such an outcome. While solving the assignments, linguistic interaction in all three groups had more cognitive domain than affected domain. Linguistic interaction in cognitive domain displayed only low level of linguistic interaction in relation to the experiment itself: high level of linguistic interaction barely occurred. In the case of affected domain, active participation appeared more frequently than maintaining the mood: Interactions related to restricting the group members actions to solve the assignment appeared more frequently than those for maintaining the mood.