• Journal of The Korean Association For Science Education
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• v.37 no.5
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• pp.879-889
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• 2017

The purpose of this study is to develop the evaluation criteria for students' research reports on online science inquiry problems that promote thinking abilities. The steps of developing the evaluation criteria are as follows; First, based on previous study results and literature review, the evaluation categories of the science inquiry contents were determined: 1) knowledge, 2) logical and analytical thinking, 3) critical thinking, 4) science process skills, 5) problem-solving, and 6) creative thinking. Second, evaluation criteria are developed according to the following steps: 1) define each category, 2) identify sub-category, 3) develop evaluation criteria for all categories that could serve as guidelines in the development of scoring rubrics, and 4) expert validation processes were performed. Finally, the usability test for these evaluation categories and criteria were done by being applied to the development of real scoring rubrics for 24 problems included in e-learning contents. Then the users' feedbacks were filed and the implications of this study were discussed.

• Journal of Korean Elementary Science Education
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• v.37 no.4
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• pp.391-401
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• 2018

This study investigated elementary students' perception of the suitability of inquiry activities related to the science inquiry, essential features of the inquiry and essential features of the inquiry by science inquiry activities. First, 5-6th grade elementary students' perception of the suitability of inquiry activities to the science inquiry was positive in this study and especially the score of experiment and field trip was high. The lowest score was on the discussion and elementary students thought that discussion might be wrong, because they just talked when they participated in the discussion. Second, perception of the essential features of science inquiry was positive. Especially, engaging students in evaluating their explanations in the light of alternative explanations was the highest. Students thought that explanation is important, but it is too hard to perform the science inquiry with only the explanation. Third, the score of research and experiment was high in essential features of science inquiry by science inquiry activities. The score of the field trip was low, so a more meaningful field trip should be carried out in the school.

• Journal of the Korean earth science society
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• v.32 no.1
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• pp.124-139
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• 2011

This study was to explore epistemological features presented in texts of exhibit panels in the science museum located in Gyeonggi Province. Out-of-school or daily experiences allow more properly and potentially students to form informative science image, because the understandings of scientific epistemology were constructed tacitly through various experiences over a long period of time. The target for this study was panel texts of exhibits in a science museum as an of out-of-school context. The analytical framework was adopted from epistemological frameworks by Ryder et al. (1999). The research results were explored in the categories of relationship between scientific knowledge claims and the data, the nature of lines of scientific enquiry, and social dimension of science. It revealed that one exhibit might reflect the characteristics of one epistemological position: relating one data to one knowledge claim; generating knowledge claim from scientists' individual interests or from discipline's internal epistemology; scientists working as a community or an institution. Findings suggested that the exhibits of a science museum including panel texts and medium need to reflect the wide ranges of scientific epistemology.

• Journal of Science Education
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• v.44 no.1
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• pp.92-111
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• 2020

The 2015 revised science curriculum and NGSS (Next Generation Science Standard) suggest computational thinking as an inquiry skill or competency. Particularly, concern in computational thinking has increased since the Ministry of Education has required software education since 2014. However, there is still insufficient discussion on how to integrate computational thinking in science education. Therefore, this study aims to prepare a way to integrate computational thinking elements into scientific inquiry by analyzing the related literature. In order to achieve this goal, we summarized various definitions of the elements of computational thinking and analyzed general problem solving process and scientific inquiry process to develop and suggest the model. We also considered integrated problem solving cases from the computer science field and summarized the elements of the Computational Thinking-Scientific Inquiry (CT-SI) model. We asked scientists to explain their research process based on the elements. Based on these explanations from the scientists, we developed 'Problem-finding' CT-SI model and 'Problem solving' CT-SI model. These two models were reviewed by scientists. 'Problem-finding' model is relevant for selecting information and analyzing problems in the theoretical research. 'Problem solving' is suitable for engineering problem solving process using a general research process and engineering design. In addition, two teachers evaluated whether these models could be used in the secondary school curriculum. The models we developed in this study linked with the scientific inquiry and this will help enhance the practices of 'collecting, analyzing and interpreting data,' 'use of mathematical thinking and computer' suggested in the 2015 revised curriculum.

• Journal of The Korean Association For Science Education
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• v.34 no.2
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• pp.63-78
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• 2014

Integrative STEM education is an engineering design-based learning approach that purposefully integrates the content and process of STEM disciplines and can extend its concept to integration with other school subjects. This study was part of fundamental research to develop an integrative STEM education program based on the science inquiry process. The specific objectives of this study were to review relevant literature related to STEM education, analyze the key elements and value of STEM education, develop an integrative STEM education model based on the science inquiry process, and suggest an exemplary program. This study conducted a systematic literature review to confirm key elements for integrative STEM education and finally constructed the integrative STEM education model through analyzing key inquiry processes extracted from prior studies. This model turned out to be valid because the average CVR value obtained from expert group was 0.78. The integrative STEM education model based on the science inquiry process consisted of two perspectives of the content and inquiry process. The content can contain science, technology, engineering, and liberal arts/artistic topics that students can learn in a real world context/problem. Also, the inquiry process is a problem-solving process that contains design and construction and is based on the science inquiry. It could integrate the technological/engineering problem solving process and/or mathematical problem solving process. Students can improve their interest in STEM subjects by analyzing real world problems, designing possible solutions, and implementing the best design as well as acquire knowledge, inquiry methods, and skills systematically. In addition, the developed programs could be utilized in schools to enhance students' understanding of STEM disciplines and interest in mathematics and science. The programs could be used as a basis for fostering convergence literacy and cultivating integrated and design-based problem-solving ability.

• Archives of design research
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• v.12 no.4
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• pp.191-200
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• 1999

Improving the design ability of idea developing and creative problem solving should be started from the primary school. Design education in the primary school should be not education for design but education by design. It helps students can naturally understand the basic concept of design and experience the process of activities. Therefore primary educational circle use the term of 'Design-related activities', or 'Design-Based Education'. It can be applied to variable themes of mathematics, science, music, society as well as Art. On the Basis of these literature review, the traditional design education as a part of the art education is analyzed in two aspects of its contents and behaviors. The contents in design education involve aesthetic·symbolic, useful·functional, and scientific·technological area. And, the basic design behaviors are classified with 'know', 'perceive', 'inquire', and so on. This concept becomes the analytic frame of the present condition of design education in Korean primary school. Through the analysis, it is found that the portion of scientific·technological area in contents and 'inquire' related behaviors are relatively very low. Also, the planning and teaching methods for leading children's opportunity of creative expression are found inadequate. This study proposes the potential capability and the integrative contents of design education in primary school.

• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.627-641
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• 2022

This study aims to help elementary school teachers increase their knowledge about the changes in the positions of the sun and moon during the day and the first time the moon observation begins in the Earth and Space section of the Earth and the Moon. The survey questions were grouped into four categories, namely, textbook explanation, inquiry activities, achievement of learning goals, and other opinions. The perception of each question differed according to advanced science majors and teaching careers and experiences of this unit. In addition, understanding the diverse views of the participants using descriptive questions was possible. The study recruited 67 teachers working at an elementary school in Gyeonggi-do. The conclusion is as follows. First, the teachers exhibited similar positive and negative perceptions about the description of the textbook on the changes in the positions of the sun and moon during the day. Second, the study found that majority of teachers used alternative methods when guiding students regarding the change in the positions. This trend was not correlated with the sun and the moon, and the study observed no difference in advanced majors and teaching careers and experience of this unit. Third, the majority of teachers responded that they could achieve their learning goals through this learning. However, many teachers complained of various difficulties in guiding students about the lesson, and the majority alternative methods. The results demonstrated the perception of teachers that students can achieve learning goals through alternative methods without direct observation.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.132-141
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• 2022

The purpose of this study is to investigate the effect of science classes using elementary school distance science classes on science academic achievement and creative personality. The research group and non-research group were selected for 6th grade elementary school students. After 10 weeks of experimental treatment, science classes were conducted with the contents of the elementary school science section, 'Changes of the seasons'. In the three domains of 'knowledge', 'inquiry', and 'attitude', which are sub-domains of science academic achievement, as a result of the pre-post test, there was a positive effect in 'inquiry' and 'attitude', which are sub-domains of science academic achievement. However, it was found that there was no positive effect in 'knowledge', a sub-domain of academic achievement. However, it was found that there was a positive effect in the overall test result of academic achievement. Therefore, it is interpreted that science classes using elementary school distance science classes had an effect on academic achievement. There was a significant effect in the sub-domains of the creative personality test, 'persistence/obsession', 'self-confidence', 'humor', 'imagination', 'openness', 'adventure', and 'independence'. However, it was found that there was no effect in the sub-domain 'curiosity'. The overall test results of the creative personality test showed a significant effect. Therefore, it is interpreted that science classes using elementary school distance science classes are effective in cultivating creative personality. Students' perceptions of science classes using elementary school distance science classes also showed positive responses.

• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.425-443
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• 2013

We developed problem-solving type inquiry learning programs reflecting scientists' research process and analyzed the activities of science-gifted high school students, and the understanding and the effects of the programs after implementation in class. For this study, twelve science-gifted students in the 10th grade participated in the program, which consisted of three different modules - making a cycloidal pendulum, surface growth, and synchronization using metronomes. Diet Cola Test (DCT) was used to find out the effect on the improvement of the ability to design experiments by comparing pre/post scores, with a survey and an interview being conducted after the class. Each module consisted of a series of processes such as questioning the phenomenon scientifically, designing experiments to find solutions, and doing activities to solve the problems. These enable students to experience problem-solving type research process through the program class. According to this analysis, most students were likely to understand the characteristics of problem-solving type inquiry learning programs reflecting the scientists' research process. According to the students, there are some differences between this program class and existing school class. The differences are: 'explaining phenomenon scientifically,' 'designing experiments for themselves,' and 'repeating the experiments several times.' During the class students have to think continuously, design several experiments, and carry them out to solve the problems they found at first. Then finally, they were able to solve the problems. While repeating this kind of activities they have been able to experience the scientists' research process. Also, they showed a positive attitude toward the scientists' research by understanding problem-solving type research process. These problem-solving type inquiry learning programs seem to have positive effects on students in designing experiments and offering the opportunity for critical argumentation on the causes of the phenomena. The results of comparing pre/post scores for DCT revealed that almost every student has improved his/her ability to design experiments. Students who were accustomed to following teacher's instructions have had difficulty in designing the experiments for themselves at the beginning of the class, but gradually, they become used to doing it through the class and finally were able to do it systematically.

• Journal of the Korean Society of Earth Science Education
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• v.11 no.2
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• pp.107-115
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• 2018

To learn the Earth's shape is a very important achievement standard in the earth science education. The purpose of this study is for helping school experiments by investigating effective experiments of the Earth's shape of each stage of school. Researchers suggest various experiment methods to learn the Earth's shape and investigated appropriate experiments to stage of elementary school, secondary school, high school and university for 26 pre-service teachers. As a result, there is difference between schools in effective experiments of the Earth's shape. Pre-service teachers thought that to observe a sail of ship to come back to a harbour is effective for elementary school students. And they responded that to compare the altitude of the polar star by latitudes is good for the secondary and high school students and to compare difference of sight according to height of the ground is effective for university students. They thought that level of the experiment method, abstract thinking and depth of background knowledge should be considered when teachers choose an effective experiment of the Earth's shape.