• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.213-223
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• 2022

The purpose of this study is to identify the types of essential inquiry activities presented in elementary science textbooks for grades 5-6, and to find out what difficulties teachers have in the actual teaching process. To this end, the essential research activities presented in the textbook were analyzed into six types: experimentation/observation, investigation/discussion and presentation, data interpretation, discussion/discussion, simulation activity, and expression. In addition, 108 elementary school teachers were investigated for the suitability of inquiry activity achievement standards, suitability at the student's level, student interest, and difficulty in teaching instruction. To summarize the research results, the most frequently suggested type was the experiment/observation type, followed by simulation activity type and data interpretation type. It was analyzed that there was no discussion/discussion type in the 5th grade textbooks, and the 6th graders did not present research activities that correspond to the research/discussion/presentation type and the expression type in the textbook. In the results of teachers' responses to the suitability of achievement standards for inquiry activities presented in textbooks and the suitability of the student's level, 5th graders showed lower average scores than 6th graders, and showed similar average scores in student interest and instructional difficulty. Also, it was confirmed that improvement was required for a total of 17 inquiry activities. Specifically, teachers responded that they had difficulty in guiding inquiry activities when the experimental results did not appear as intended in the textbook, when students' interest in inquiry activities was low, and when students and teachers had low understanding of related science concepts. Teachers pointed out practical problems such as difficulties in long-term observation in astronomy-related units, and students in upper elementary school not actively participating in dynamic play activities.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.3
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• pp.278-289
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• 2017

The purpose of this study is to investigate the effect of science writing heuristic class on 'seasonal change' on elementary school students' science learning motivation and scientific attitude. In order to carry out this study, 49 students from 6 grade of elementary school in P metropolitan city were selected and 24 students in one class were selected as experimental group and 25 students in the other class were selected as the comparative group. The experimental group was taught science writing heuristic in 10 times classes related to the 'seasonal change' and the general classes related to the 'seasonal change' were conducted in the comparative group. Based on the results of this study, the conclusions are as follows. First, the science writing heuristic class about 'seasonal change' showed a significant effect on elementary school students' science learning motivation for science class. This is analyzed as a result of the students being more familiar with their science class through science writing heuristic class. Second, the science writing heuristic class about 'seasonal changes' showed a significant effect on elementary school students' scientific attitude. This is because the science writing heuristic class offered elementary school students an opportunity to combine their experiences in daily life with the contents of the class. Third, students' participation, satisfaction, and interest in the science writing heuristic class applied in this study were high. Therefore, it seems to be effective if the science writing heuristic class is used for science class for elementary school students.

• Journal of the Korean earth science society
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• v.26 no.1
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• pp.30-40
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• 2005

The purpose of this study is to analyze gifted students' perception of the teaching activities at the gifted science high school (Busan Science Academy), in Busan, Korea, and to investigate the science experiment class practice. In this study, a questionnaire about the curriculum courses, teaching strategies, and evaluation method of the school was administered to 139 gifted students. The verbal interactions during the science experiment class were audio and videotaped, transcribed, and analyzed. The results of this study are as follows: First, according to the gifted students' perception, the credits of specialized courses and advanced elective courses need to be increased and the credits of general courses need to be reduced. Second, teachers at this school mainly use teaching strategies such as lecture, group activities, and discussion; on the other hand, the students prefer diverse teaching strategies such as discussion, lecture, experiment, inquiring activities, and problem solving. Third, students prefer a writing test assessment rather than a written report assessment or portfolio assessment. Fourth, the patterns of verbal interaction were different depending on the level of the teachers' questions and interactions between the students in the experiment class facilitated students' inquiry.

• Journal of The Korean Association For Science Education
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• v.40 no.6
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• pp.657-670
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• 2020

The knowledge-information-processing competency is the most essential competency in a knowledge-information-based society and is the most fundamental competency in the new problem-solving ability. Data-driven science inquiry, which emphasizes how to find and solve problems using vast amounts of data and information, is a way to cultivate the problem-solving ability in a knowledge-information-based society. Therefore, this study aims to develop a teaching-learning model and strategy for data-driven science inquiry and to verify the validity of the model in terms of knowledge information processing competency. This study is developmental research. Based on literature, the initial model and strategy were developed, and the final model and teaching strategy were completed by securing external validity through on-site application and internal validity through expert advice. The development principle of the inquiry model is the literature study on science inquiry, data science, and a statistical problem-solving model based on resource-based learning theory, which is known to be effective for the knowledge-information-processing competency and critical thinking. This model is titled "Exploratory Scientific Data Analysis" The model consisted of selecting tools, collecting and analyzing data, finding problems and exploring problems. The teaching strategy is composed of seven principles necessary for each stage of the model, and is divided into instructional strategies and guidelines for environment composition. The development of the ESDA inquiry model and teaching strategy is not easy to generalize to the whole school level because the sample was not large, and research was qualitative. While this study has a limitation that a quantitative study over large number of students could not be carried out, it has significance that practical model and strategy was developed by approaching the knowledge-information-processing competency with respect of science inquiry.

• 한국지구과학회:학술대회논문집
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• 2005.09a
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• pp.269-275
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• 2005

중등 교육의 질을 확보하기 위한 가장 핵심적인 변인은 교사이며 교사의 자질 향상과 전문성 개발은 교육에 있어 중요한 화두이다. 교사의 전문성은 무엇보다도 교사의 가르치는 능력에서 확보되어야 하며 교과 내용 지식의 확보가 이를 위한 첫걸음이라고 할 수 있다. 본 연구에서는 수업과 심층면담에서 드러나는 초임 교사의 내용 지식(knowledge), 실천 행위(practice), 의미 이해 전략(sense-making strategy)을 분석하여 교사의 과학 내용에 대한 전문성을 파악하는 것을 목적으로 한다. 이를 위해 수도권의 중등학교에서 근무하는 여섯 명의 중등 초임 과학교사를 대상으로 각각 두 차례의 수업 관찰과 구조화된 면담, 한 차례의 우선순위 면담을 실시하였으며, 미시건 주립대학의 Knowles팀에서 개발한 분석틀을 사용하여 질적으로 분석하였다. 본 연구의 결과는 다음과 같다. 첫째, 초임 교사들은 그들이 지향하는 교사상에 따라 과학 교수 활동에 대해 다양한 의도를 가지고 있었으며 비전공 교과의 과학 내용 지식에 대해서는 다소 어려움을 표현하고 있었다. 둘째, 연구에 참여한 교사들은 대체로 교과서에 의존하여 교육과정에서 제시한 내용과 교과서에 제시된 지도 방법에 크게 의존하여 수업을 진행하고 있었으며 교과서 수준의 개념을 중심으로 나열하는 방식을 주로 사용하였다. 다만, 교사가 스스로 재구성한 내용을 바탕으로 자신의 내러티브로 이끌어가려는 시도가 드러나기도 하였다. 셋째, 학생들의 내용 이해를 돕기 위하여 중요한 과학적 개념을 강조하고 그러한 개념을 반복하는 전략을 주로 사용하였다. 그러나 일부 초임 교사의 사례에서는 적절한 비유와 예시를 도입하려는 시도가 발견되기도 하였다. 한편, 연구에 참여한 초임 교사들은 모두 전문성 개발을 위한 노력이 필요하다고 인식하였으며 교사 양성 과정에서 교직과 관련하여 실제적인 도움을 줄 수 있는 프로그램 개발의 필요성을 주장하였다.주로 나타났으며 우리나라 교육과정수업에서는 DC-DP DP-AD맥락의 반성적 탐구가 나타났다. 정리활동에서 우리나라 교육과정은 반성적 교육과정보다 자료 맥락의 영역개념을 더 자주 이용하고 다양한 맥락의 반성적 탐구가 나오고 있으며, 이는 우리나라 교육과정의 학습지의 활동이나 문제는 학생들에게 익숙하고, 자료 패턴을 가지고 행동결정으로 연결짓는 활동이 명확히 제시되었기 때문이라고 판단된다. 두 그룹의 상호작용 특징에 따른 반성적 탐구의 성향의 차이는 도입단계에서 그룹의 특징과 상관없이 A-AD, AD-SR맥락의 반성적 탐구가 나왔으며 전개와 정리단계에서는 N그룹에서는 DP와 관련된 의미 있는 반성적 탐구가 나오는 반면 M그룹에서는 이러한 맥락의 반성적 탐구는 아주 드물게 나타나며, GN과 관련된 행동결정이 자주 보이고 있었다. 정리활동시 주로 하는 기록 활동에서 N그룹에서는 다양한 맥락에서 반성적 탐구를 하고 있는 것에 비해 비교 그룹에서는 서로 견제하고 확인하는 상호작용의 특징에서 나타나는 AD-SR맥락의 반성적 탐구가 자주 나타났다. 반성적 탐구 척도 두 그룹을 비교 했을 때 CON 상호작용의 특징이 낮게 나타나는 N그룹이 양적으로 그리고 내용적으로 더 의미 있는 반성적 탐구를 했다용을 지원하는 홈페이지를 만들어 자료 제공 사이트에 대한 메타 자료를 데이터베이스화했으며 이를 통해 학생들이 원하는 실시간 자료를 검색하여 찾을 수 있고 홈페이지를 방분했을 때 이해하기 어려운 그래프나 각 홈페이지가 제공하는 자료들에 대한 처리 방법을 도움말로 제공받을 수 있게 했다. 실시간 자료들을 이용한 학습은 학생들의 학습 의욕과 탐구 능력을 향상시켰으며 컴퓨터 활용 능력과 외국어 자료 활용 능력을 향상 시키는데도 도움을 주었다.지역산업 발전을 위한 기술역량이 강화될 것이다.정 ${\rightarrow}$ 분배 ${\rightarrow}$ 최대다수의 최

• Journal of The Korean Association For Science Education
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• v.38 no.6
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• pp.885-899
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• 2018

As 'Science Inquiry Experiment' is newly introduced in the high school curriculum, where inquiry and experiment oriented education is insufficient, this study aims to analyze teacher's practice of 'Science Inquiry Experiment' in depth and identify contradictions during its process in the perspective of Cultural Historical Activity Theory. The research participant is teacher SHIN who is exclusively responsible for Science Inquiry Experiment. Starting with reflection on the practice of Science Inquiry Experiment class conducted in the first semester, interviews with participants, participatory observation and local materials were used during the 2nd semester's Science Inquiry Experiment class. A descriptive analysis of the teacher SHIN's practice of Science Inquiry Experiment was carried out and the contradictions in the activity system of the teacher SHIN were identified. The result reveals that in the overall practice of teaching Integrated Science and Science Inquiry Experiment, there were contradictions between teacher SHIN's recognition about cooperation(subject) and shared responsibility with other teachers(division of labor), and between teacher SHIN's recognition about the subjects(subject) and contrasting contents in teacher training courses(community). In the practice of teaching Science Inquiry Experiment, there were specific contradictions between teacher SHIN's recognition about the subject(subject) and time of job assignment(rule), between experimental activities(object) and experimental tools(tool), and between purpose of the subject(object) and directions about assessment(rule). These contradictions directly or indirectly influence the practice of teaching Science Inquiry Experiment. There needs to be support for constructing an activity system capable of supporting and promoting teachers' practice of Science Inquiry Experiment, and we made several suggestions to resolve the problems.

• Journal of The Korean Association For Science Education
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• v.39 no.6
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• pp.791-797
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• 2019

In this study, we investigated the influences of Integrated Science and Science Inquiry Experiment developed under 2015 Revised National Science Curriculum on students' interest in science, scientific attitude, views on STS, and the nature of science (NOS). 223 tenth graders in Seoul metropolitan area participated in this study. We conducted the survey prior to and after the Integrated Science and Science Inquiry Experiment course using same instruments and compared the results of the pre-test and post-test. The analyses of the results reveal that there were significant improvements in the scores of the pre- and post-test on the interest in science and scientific attitude. In the case of views on STS, there were significant improvements in items related to science research ethics, however there were no significant differences in the remaining items. Also, there were no significant differences in the scores of the pre- and post-test on views on NOS. On the bases of the results, we discuss educational implications and suggest further studies.

• Journal of the Korean Society for information Management
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• v.40 no.1
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• pp.175-198
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• 2023

This study aimed to investigate the difference in response to reading as shown in book reports by personality type and interest type. For this purpose, personality type analysis data, interest type analysis data, and book report data written in subject reading activities were collected from 81 third graders at D Science High School in Daejeon. Topic analysis was conducted on the collected book reports, and the probability of a topic being mentioned was statistically tested according to personality type (thinking type, feeling type) and interest type (investigative type, types other than investigative). Subsequently, the conceptual connection structure of words was measured by keyword network analysis, and the analysis results of topic modeling were complemented by the centrality index. As a result of the study, the topic regression analysis showed statistically significant differences between thinking type (T) and feeling type (F) in topic 2 (understanding and studying) and topic 3 (reading and thinking), and statistically significant differences between investigative type and non-investigative type in topic 2 (understanding and studying). The results of this study can be used as a basis for tailored book recommendations and personalized reading education.

• Journal of Science Education
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• v.44 no.2
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• pp.157-166
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• 2020

In this study, we analyzed the reflection degree of science core competencies, which is presented in second grade middle school science textbooks, and the perception of science core competencies of second year middle school students. To do this, we analyzed the frequency of presentation of science core competencies in middle school second grade textbooks, and surveyed 400 students from three schools in Chungnam area to find out their perception of science core competency. The survey consisted of 15 questions consisting of a five-step Likert scale and 5 ranking questions. The survey analyzed the responses of 327 people who responded faithfully and conducted a post-interview survey to interpret the survey results. The main findings are as follows: First, in the second grade middle school science textbook, the proportion of 'scientific thinking', 'scientific inquiry,' and 'scientific communication' is large, and the students are perceived to have a high proportion of 'scientific thinking,' 'scientific inquiry,' and 'scientific problem solving' in the textbook. Second, students recognize that the proportion of 'scientific inquiry' and 'scientific problem solving' in the evaluation conducted in school was high, and the proportion of 'scientific communication' and 'scientific participation and lifelong learning' was very low. Third, the most important competency in science that students perceive is the 'scientific problem solving,' the competency they wanted most from science is the 'scientific inquiry,' and the competency most needed to live in future society is the 'scientific communication.' Fourth, in the case of 'scientific participation and lifelong learning,' it is an important element of science literacy, but the proportion of consisting science textbooks is low, and students are not aware of the importance or necessity in science.

• Journal of Science Education
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• v.34 no.2
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• pp.260-267
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• 2010

The purpose of this study was to investigate the correlation between high school students' observation ability quotient and changes in their stress hormones while observing fruits. This experimental study was performed with 29 first-year female high school students in a metropolitan city. In order to measure the observation ability quotient, an appropriate scientific observation program was developed. In observation program, the subjects carried out observations in an open and autonomous environment and recorded their observations. Their saliva samples were extracted before and after the task so as to analyze the amount of the secreted hormone. Also, their observation ability was measured using the quotient equation of observation ability. And then, in order to investigate the relationship between the observation ability and the cortisol hormone, a correlation analysis was performed. The main results are as follows: First, the amount of learner's hormone secreted during the experiment decreased in overall after the free observation. And the observation ability quotient turned out to be significantly correlated to the cortisol hormone.