• Journal of the Korean earth science society
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• v.26 no.6
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• pp.501-510
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• 2005

An analysis was done on the “inquiry sections” of Earth Science chapters of 10th grade science textbooks. The Inquiry sections were classified into different types and the frequencies of basic process skills, integrated process skills, and inquiry activities were measured in section to find out whether they sufficiently satisfy the requirements based on the 7th National Curriculum. The number of selected science textbooks that have been used in high school for this study were eleven. The number of inquiry tasks were on an average of 24.0. The types of inquiry sections and the elements of basic and integrated process skills were different in every textbooks. The number of inquiry activities were also different and analyzed more than those presented. They were not integrated activities but presented as scientific process skills. The basic process skills and integrated process skills presented in textbooks were $16\%\;and\;77.2\%$, respectively. However, the distribution of two kinds of process skills were analyzed to be $45.6\%\;and\;55.4\%$, respectively. In the process skills, the frequencies of inferring $(49.5\%)$ and data interpretation (68.7%) were the highest; however, the other process skills including recognizing problem, formulating hypothesis and generalization were not even presented in any of the text books. Due to the lack of the definitions of Science process skills and inquiry activities in the 7th National Curriculum, each text book defined these terms differently. It suggests that the meaning of inquiry, science process skills, and inquiry activities should be operationally defined in the national curriculum and the criteria for construction of inquiry activities are required.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.550-559
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• 2002

This study is to investigate the type, process and context of inquiry activities in life science textbooks based on the seventh curriculum. Six kinds of science textbooks were analysed. Three units of life science were analysed; 'the structure of living things', 'digestion and circulation' and 'respiration and excretion', As result of analysis, types, processes and skills, and context of inquiry were not balanced, it is suggested that learners be educated with complementary of this aspects. To develope the science textbook on the basis of aims and objectives of curriculum, 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

• 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.41 no.2
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• pp.295-306
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• 2022

This study aims to analyze the aspect of inquiry activity for seven national science textbooks, which were recently authorized and developed for elementary schools. The study reviewed seven of the abovementioned textbooks, which were introduced to the authorized textbook system for 2022 in elementary schools. In-depth analysis was conducted on inquiry activities, which were frequently emphasized since the third curriculum. A chapter entitled "Stratum and Fossils" was selected to analyze the detailed types of inquiry activity using the framework. First, analysis was conducted on six types of inquiry activity. The result indicated that two out of seven inquiry activities different among the national and authorized textbooks. In other words, the two slightly differed from the inquiry activities presented in national textbooks. It was not reasonable that the introduction of the authorized textbook exerted an effect on the increase of autonomy and variety of teaching and learning activities compared with those of national textbooks. Second, science process skills, material, and inquiry process were established as standards for the detailed types of inquiry activity. The study demonstrated a slight difference among textbooks in terms of material and inquiry process, whereas the inquiry activities of the seven authorized textbooks were the same or similar. This finding indicated that students could experience seven types of inquiry activities. Moreover, the study examined inquiry activities related to essential learning contents in detail and found that there were more diverse than types of inquiry activities.

• Journal of Science Education
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• v.45 no.3
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• pp.304-316
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• 2021

The purpose of this study is to analyze high school students' critical opinions on others' inquiries in small group open inquiry. Forty-one high school students participated in these activities at the inquiry planning stage and the intermediate stage of inquiry. In the two activities, 595 and 233 opinions were presented respectively, and analyzed into categories based on the inquiry process. The main research results are as follows: first, many opinions were presented in the areas of 'problem recognition and hypothesis setting' and 'design of inquiry' in the feedback on the inquiry plan, especially related to 'revision and addition of research problems,' 'research targets and conditions,' and 'control of variables.' Second, in the feedback on the results of the inquiry, there were many opinions related to 'report preparation' and 'design of inquiry' area. Based on the research results, implications related to the application of critical opinion activity were discussed.

• Journal of The Korean Association For Science Education
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• v.32 no.5
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• pp.928-937
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• 2012

The purpose of this study was to analyze inquiry activities in high school chemistry II textbooks on the revised 2009 curriculum. It also compared them to the textbooks based on the 7th curriculum, which were published by the same companies. The results in this study turned out to be as follows: First, the number of the activities and rate of inquiry activities per total pages were quite different from each publisher, and all of them decreased. Second, there were too many activities for specific inquiry process elements. Third, the types of inquiry activities differ slightly between each publisher. Experimenting and thinking were the most used while practicing was the least. Fourth, in the inquiry context, activities in scientific context were prevalent and activities in usual context were the second most common. Comparing to the text book on the 7th curriculum, the use of technical-social context increased, however, the technical-social context as well as the natural-environmental context were not used enough, as they constitute less than 10% of the activities. From these results, chemistry teachers should introduce a variety inquiry activities in chemistry curriculum for resolving those problems. Also, textbook developer should accommodate the results of research about science textbooks.

• Journal of Science Education
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• v.36 no.1
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• pp.139-152
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• 2012

The purpose of this study is to provide some suggestions for future improvement of scientific inquiry activities in Korean elementary science textbook. The modified framework of Lee(2005) and Millar et al.(1998) was used to compare inquiry activities in the Korean and Singaporean science textbooks. The results of this study are as follows: Korean text books have more activities than Singapore's, but both countries have similar time allotment for science classes. In the area of 'inquiry process skill', Singapore is more balanced in 'Basic inquiry process skills' and 'Integrated inquiry process skills' than Korea. Singapore's integrated inquiry rate is also higher than Korea's. Next the results of comparing leaning objectives to scientific inquiry activities shows that Korean text books tend to focus on 'contents objectives', while Singapore's text books focus on balancing 'contents objectives' and 'process objectives'. Korean science textbooks encourage students to communicate the results of experiments but in most case these communication activities are actually not performed. Lastly Korea and Singapore have low degree of openness in inquiry activities. Remarkably 'Suggest questions' are totally conducted by teachers. This study implies that Korean science textbooks should have lower amounts of inquiry activities to accomodate enough time for communication about results. Next we need to make balance not only 'Basic inquiry process skills' and 'Integrated inquiry process skills' but also 'Content objectives' and 'Process objectives'. Lastly we need to make student to be the leader in science classes through encouraging them to plan procedures for experiments and to discover results by themselves.

• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.307-324
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• 2022

This study examined the content diversity of seven authorized science textbooks by comparing the characteristics of the science concept description and the contents of inquiry activities in the "weight of objects" unit. For each textbook, the flow of concept description content and the uniqueness of the concept description process were analyzed, and the number of nodes and links and words with high connections were determined using language network analysis. In addition, for the inquiry activities described in each textbook, the inquiry subject, inquiry type, science process skill, and uniqueness were investigated. Results showed that the authorized textbooks displayed no more diversity than expected in their scientific concept description method or their inquiry activity composition. The learning elements, inclusion of subconcepts, and central words were similar for each textbook. The comparison of inquiry activities showed similarities in their contents, inquiry types, and scientific process skills. Specifically, these textbooks did not introduce any research topics or experimental methods that were absent in previous textbooks. However, despite the fact that the authorized textbook system was developed based on the same curriculum, some efforts were made to make use of its strengths. Since the sequence of subconcepts to explain the core contents differed across textbooks, this explanation process was divided into several types, and although the contents of inquiry activities were the same, the materials for inquiry activities were shown differently for each textbook to improve and overcome the difficulties in the existing experiments. These findings necessitate the continuation of efforts to utilize the strengths of certified textbooks.

• Journal of The Korean Association For Science Education
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• v.19 no.4
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• pp.528-541
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• 1999

In order to obtain data for developing an ideal science curriculum. four kinds of General Science textbooks based on the 6th curriculum were analyzed. Particularly inquiry activities were analyzed by Scientific Inquiry Evaluation Inventory(SIEI). The results are as follows: 1) The average number of inquiry activities in four kinds of textbooks is 115.5. And the number in each textbook is very diverse: textbook A contains 94 inquiry activities, textbook B 147. textbook C 100 and textbook D 121. 2) As for the number of inquiry activity scopes in four kinds of textbook. observation comes to 22, experiment 117, interpreting data 196, investigation 64, discussion 51, classification 4 and prediction 8. And then the conceptional inquiry activity is about 2.3 times as many as the inquiry experiment. 3) According to the analysis of each inquiry task by SIEI. textbook A has 268, textbook B 328, textbook C 207 and textbook D 304. 4) In the analysis of the structure of inquiry activity, the evaluation of the competition and cooperation scale shows more emphasis on common tasks. no pooled results(87.1 %). The discussion scale mostly consists of activities without discussion required among students(83.5%). The evaluation of openness scale shows more emphasis on activities with problems, procedures and answers presented(58.3%). In the evaluation of inquiry scope scale, the inquiry scope scale mostly has the activities to demonstrate or verify the contents of the text(66.9%). 5) As for the analysis of inquiry activities as a whole. The inquiry pyramid in four kinds of General Science textbooks shows the type I that emphasizes the inquiry activities in low level such as gathering and organizing data. The inquiry index in four kinds of textbooks is average 47.8, shows very high level (above 35).

• Journal of The Korean Association For Science Education
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• v.26 no.7
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• pp.843-855
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• 2006

The purpose of this study was to understand the substance of the reflective inquiry of students and obtain educational suggestion to the inquiry class for the promotion of the reflective inquiry, by checking out which characteristics the reflective inquiry showed according to the modes of interaction of small group in highschool earth science inquiry class. The result of study is shown as follows. At the stage of developmentand conclusion, the reflective inquiry relating the task context to data context was often appeared on the group of the modes of comfort interaction, but it was very rare on the group of modes of confrontation interaction. And the reflective inquiry scale value of the latter was two times lower than the former, The comfort group showed much more reflective inquiry statements quantitatively and performed much more meaningful reflective inquiry relating the task context to the data context. The heterogeneous group in the inquiry ability and the cognitive style showed confrontation interaction modes in the affective domain, having the most negative influence on the reflective inquiry. The homogeneous group both in the cognitive style and the inquiry ability showed the comfort interaction mode, having positive int1uence on the reflective inquiry.