• Journal of the Korean Chemical Society
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• v.61 no.4
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• pp.197-203
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• 2017

The purpose of this study is to analyse the characteristics of domestic scientific inquiry related research topics and consequently provide fundamental data and suggestions from a teaching method point of view. The study subjects was collected from the initial issue to the february 2016 issue of academic journals and using the keyword that 'inquiry', 'scientific inquiry'. The framework of Professional factors of teaching practice was developed and used for selecting subjects of study. The selected study subjects were analyzed according to the framework. And Topics of study were categorized and analyzed. The topic was thoroughly debated between 2 science education experts and 4 doctorate candidates within a specialist workshop. Results show that scientific education environments, scientific inquiry evaluation and teaching ability was studied less than education process and textbook analysis, scientific inquiry designing and application. And The research on the topics indicated that most research is concentrated in specific areas. It is postulated that additional research into scientific education environments, scientific inquiry evaluation and teaching ability would further develop the teachers' teaching abilities and enable a more successful science lesson in the classroom.

• 한국지구과학회:학술대회논문집
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• 2010.04a
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• pp.68-69
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• 2010

본 연구의 목적은 서울시 소재 과학영재교육원에서 운영하는 프로그램에서 개발된 일부 모듈들에 구현되어있는 과학탐구과정 및 사고과정의 특징이 과학영재프로그램의 목적에 따른 목표를 성취할 수 있는지를 평가하고, 과학탐구과정이나 사고과정의 각 항목을 구현한 탐구의 실제를 알기 위한 것이다. 또, 본 연구의 결과를 토대로 모듈들에 대해 반성하고 개선점을 찾으려는 것이다. 연구 참여자들은 13명이며 연구 목적을 위해 첫째, 영재교육과정 및 평가에 관한 문헌을 근거로 과학영재프로그램의 목적과 목표를 설정, 둘째, 목적과 목표를 근거로 문헌에 제시된 분석틀들을 수정 개발, 셋째, 참여자들이 각자 모듈을 1개 선정하여 분석하고 이를 수정한 후 다시 분석하여 해석, 넷째, 분석결과의 해석을 토대로 반성을 하였다. 각 단계마다 각자 해결한 내용을 공개하고 모든 참여자들이 공개된 내용에 대해 비판하면서 합의하는 과정을 거쳤다. 합의 도출에 의해 첫째, 과학영재프로그램의 목적은 '탐구적 사고과정을 함양하고 지역사회에 유익한 새로운 지식을 창출한다.', 이에 대한 목표는 '자기 주도적인 탐구 계획 능력을 향상한다.'와 '숙달된 탐구 기능을 사용하여 실제문제를 해결할 수 있다.'로 설정하였다. 둘째, 분석틀은 '과학탐구과정' 과 '사고과정'의 두 범주로 구성하였으며, '과학탐구과정'에 해당하는 항목은 '사전탐구, 탐구방법, 해석적 탐구기술, 의사소통능력, 탐구평가, 과학의 본성'으로, '사고과정'에 해당하는 항목들은 '논리적 사고, 창의적 사고'로 구성하였다. 셋째, 선정된 모듈들을 분석한 결과 모듈들은 대체로 탐구방법과 해석적 탐구기술을 많이 강조하였는데, 수정된 모듈들에서는 이 두 항목이 더욱 강조되었다. 특히, 해석적 탐구기술에서 의사소통능력, 탐구평가, 과학의 본성, 창의적 사고를 강조하는 탐구의 실제가 증가하였다. 수정후 증가된 항목들은 앞에서 설정한 두 가지 목표에 도달하는데 도움이 되는 항목들이라고 합의 선정되었던 것이므로, 이에 따라 수정 전 모듈보다 수정 후 모듈이 보다 더 영재프로그램의 목표에 도달하기에 적합한 것으로 판단하였다. 넷째, 연구결과를 토대로 반성한 점은 '목표' 에 '창의적 사고'와 '과학의 본성'에 대한 강조가 부족하다는 것, '목표'에서 '실제문제를 해결'할 수 있어야 한다는 것에 비해 '모듈'에서 다루는 주제는 '실제문제'가 아니라 학문적인 질문에 치우쳐 있다는 것, '자기 주도적인 탐구 계획 능력'을 향상시키는 탐구의 실제가 대체로 적게 제시되어 있다는 것이다. 이러한 반성을 영재프로그램의 각 모듈에서 모두 구현할 수 있는 것은 아니지만 본 연구에서 설정한 목적과 목표에 따라 프로그램을 개발하는 경우 이러한 반성점을 고려하여 모듈을 개발한다면 영재프로그램 전체적으로 볼 때는 모두 구현되어 있을 것이다. 본 연구는 서울시에 소재하는 과학영재교육원들에서 개발하여 사용하는 많은 모듈 중 극히 일부를 대상으로 하였으므로 연구 결과를 모든 과학영재프로그램에 적용하기에는 한계가 있다. 그러나 본 연구처럼 프로그램이나 모듈을 평가하려는 연구자들에게 일련의 평가단계에 대한 시사점을 제공할 수 있을 것으로 생각한다.

• Journal of The Korean Association For Science Education
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• v.18 no.4
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• pp.617-626
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• 1998

Inquiry approach in teaching science has been widespread in Korea since the Third National Curriculum in 1970's. But the effect of the approach has never been evaluated systematically in Korea, so the science educators do not know if the inquiry approach really works and if any critical problems inhibit the effect of the approach. In this context, the NAEP of the Unied States and the APU of the United Kingdom were model programs for assessing the effect of the inquiry approach in teaching science. The purpose of this study is to develop an assessment system for evaluating the effect of inquiry teaching in elementary and secandary schools. For this purpose, an assessment framework and 240 test items were developed and tried with a sample of 8,906 students. The results say that the developed tests are reliable. The average Cronbach $\alpha$ reliability coefficient of the tests was 0.69. The discrimination index(point-biserial correlation coefficient) ranged from 0.39 to 0.54 with a mean of 0.49, which indiate they are excellent in discriminating students in terms of their inquiry achievement. The test items were also analyzed by "item response theory." The results also say that the items are successfully developed.

• Journal of the Korean earth science society
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• v.26 no.8
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• pp.751-758
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• 2005

The purpose of this study was to develop an inquiry analysis framework based on the features of earth science inquiry methodology and to analyze inquiry activities in the 8th grade 'Earth History and Diastrophism' unit by using this framework. The framework classified earth science methods as logical inference, hermeneutic, and historical methods, each of which was subdivided in consideration of its subordinate methods and characteristics. The analysis revealed that the logical inference method reflected in the unit as the 'abductive method' (70%) was used more frequently than the 'inductive' (23%) and 'deductive' (22%) methods. The hermeneutic method was found in terms of the 'forestructures of understanding' (92%), 'circular reasoning' (9%). and 'historical nature of human understanding' (17%). The historical method also used as the 'constructing proper taxonomy' (53%), 'adhering to the modem principle of uniformitarianism' (47%), and 'relic interpretation' (41%) were identified with ratios more fester than those for the 'place substituting for time in stage theorizing' (3%) and 'evaluating independent lines of inquiry for convergence' (3%).

• Journal of Science Education
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• v.44 no.1
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• pp.84-91
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• 2020

In this study, we investigated the elements of knowledge and information processing competence of science inquiry activities in grades 3-6 science textbooks. For this purpose, the elements of knowledge and information processing competence were extracted and a framework for analysis was created. Analysis of eight science textbooks for grades 3-6 in elementary school was carried out using the analysis framework. The following results were obtained by the analysis framework: First, we divided the knowledge and information processing competence into five elements: 'collection,' 'analysis,' 'expression,' 'selection,' and 'evaluation.' Second, the elements of knowledge and information processing competence of science inquiry activity of elementary science textbooks were not evenly composed. The science inquiry activities of elementary science textbooks focused on 'collection' and 'analysis' among the five elements of the knowledge and information processing competence, followed by 'expression,' 'selection,' and 'evaluation.' As a result, we found that a science inquiry model or a science instruction model is needed to develop the knowledge and information processing competence in elementary school science curriculum.

• Communications of Mathematical Education
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• v.15
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• pp.129-134
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• 2003

수학과의 평가는 수학의 학습 내용에 대한 학생들의 성취도를 다양한 유형의 평가기법을 이용하여 파악하고, 이를 통해 수학교육의 질을 관리하는데 그 목적이 있다. 그러나 지금까지의 대부분의 평가는 수학교육의 본질이라 할 수 있는 학습자의 수학적 사고력을 제대로 측정하지 못하고 단편적인 수학적 지식을 결과 위주로 평가하는 데 만족해 왔다. 한편으로는 지극히 교과서적이고 인위적인, 단지 문제를 위한 수학 문제는 수학 무용론을 부추기기도 하였다(박경미, 1998). 이와 같은 수학과의 위기를 탈출하기 위해서는 결과만을 고려하는 선다형의 문제가 아닌 과정을 중시하는 서술형 주관식 문제, 기능 위주의 고립된 수학적 지식을 측정한 학업성취 결과보다는 수학 학습에 대한 태도나 노력, 관심, 탐구적 활동 그리고 성향 등 정의적 영역의 평가가 절실히 요구된다. 따라서 기존의 지필 검사를 뛰어넘는 다양한 평가의 틀이 요구된다 하겠다. 이런 점에서 1999학년도부터 시행되고 있는 고등학교에서의 수행평가는 변화하는 교육기조의 교수 ${\cdot}$ 학습에 대한 적절한 평가의 한 방법이라 생각된다. 이에 본 연구는 다양한 평가의 틀 가운데 수학과 수행평가에 관한 고찰을 통해서 현장에서의 수행평가활용 방법을 찾는데 있다.

• The Journal of the Korea Contents Association
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• v.17 no.11
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• pp.541-553
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• 2017

Maker education rooted on Maker Movement refers to constructivist learning approach in which students as makers participate in producing visible outcomes through self-directed inquiry and creative hands-on activities in a real life context to solve their personal or social problems. The Maker education, therefore, stresses cultivation of 'maker mindset' in the process-oriented learning environments, pursuing evaluation aspects different from those in the existing educational system. In this context, this study aimed to explore an evaluation framework for the Maker education which reflects the Maker mindset: First, a literature review was conducted to search for the evaluation framework of the maker education which consists of the category of 5 ONs (Minds-on, Hands-on, Hearts-on, Social-on, Acts-on) representing intellectual, physical, emotional, interpersonal and practical aspects, respectively; Second, a Delphi survey for content validity was carried out to confirm the adequacy of the 5 ONs category along with sub-elements for each category. Finally, this study presented the evaluation framework for the Maker education, which is expected to be used as feedback rather than a measuring tool for the process and environments of the Maker education.

• Journal of the Korean Chemical Society
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• v.65 no.3
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• pp.209-218
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• 2021

This study investigated the condition of chemistry teacher's student competency assessment based on the inquiry report. To this end, an inquiry report was collected for chemistry teachers who took the training at two universities that conducted the 2020 first-class chemistry teacher training. The science subject competencies presented in NAEA analysis framework was used to analyze what kind of competencies teachers assess students through inquiry reports. A total of 63 chemistry teachers submitted inquiry reports, which were analyzed by competency, sub-element of each competency, and detail element to analyze the actual situation. As a result of the study, most chemistry teachers reflected their 'scientific inquiry and problem-solving ability' in their evaluation through inquiry reports. 'Ability to understand and apply scientific principles', which is mainly evaluated through paper-based evaluation, was partially used as confirmation of prerequisite learning at the beginning of the inquiry and the weight of evaluating 'scientific communication skill' was not large. In 'scientific inquiry and problem-solving ability' through inquiry report, 'design and conduct explorations', 'data analysis and interpretation' and 'drawing conclusion and suggesting solution' were mainly assessed. However, 'discover and recognize problems' and 'development and use of model' were hardly assessed.

• Journal of the Korean Chemical Society
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• v.47 no.1
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• pp.67-71
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• 2003

The present study examined the inquiry type, process, and context of activities presented in the matter field of the 7th grade science textbook based on the 7th curriculum. It was to investigate for educational suggestions in instruction and development of science textbook. Three units of ‘three states of matter', ‘motion of molecule', ‘the state change and energy' were analyzed. The result indicated that the types, processes and skills, and context of inquiry were not balanced, and learners should be educated with complementary inquiry activities. It is proposed that the inquiry activities presented in science textbooks be examined, and the framework to evaluate inquiry activities be reflected on the standard of science textbook authorization for development of the science textbook to accord with aims and objectives of curriculum.

• 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.