• Hwankyungkyoyuk
• /
• v.19 no.2 s.30
• /
• pp.96-107
• /
• 2006

Inquiry has great value in environmental education(EE). Being able to see the world environmentally through 'inquiry-based environmental education' can be an important value and goal of EE. In this study, we intended to develop an EE program of measuring activity of dissolved oxygen(DO), based on the theory of 'inquiry-based EE'. Especially, we recognized the potential that DO meter can be used in 'inquiry-based EE', and we tried to develop a model of inquiry-based EE using DO meter. As a result of this research, we present specific models of inquiry-based EE about how to perform measuring activity of DO and how to use the DO meter in laboratories and streams from the perspective of inquiry of water environment. In the process of program development, we considered organization of the inquiry process, use of concept and knowledge, scientific inquiry and insightful inquiry, integration, sustain-ability, content components of 'Environmental Studies for EE', developmental level and in-forest of students. The developed EE model is a scientific inquiry model, pursuing 'explanation' based on data collection. Through this model, we tried to make students see water environment more deeply. The developed program can be applied to various water environments, like laboratories, streams, ponds, etc. It can be more effective inquiry activity if we perform measuring activities simultaneously with PH, electrical conductivity, and turbidity meters.

• Journal of Korean Elementary Science Education
• /
• v.29 no.3
• /
• pp.262-276
• /
• 2010

The purpose of this study was to investigate and analyze the elementary teachers' views and students' views about the difficulties in teaching and learning on open inquiry activities of elementary school science. Semi-structured interviews were conducted individually with three elementary teachers who have serviced more than three years, and with twenty four elementary students attending schools located in Cheongju City. And their anecdotes were collected and analyzed. The interview questions were developed through Seidman's steps to acquire the reliability in the interview data. From the interviews and anecdotes, we found that elementary teachers' views about the difficulties of teaching open inquiry activities: the difficulties of teaching in finding inquiry problem and planning inquiry, the difficulties of managing group activities, the difficulties of managing class hours for inquiry, the lack of the students' inquiry abilities, and problems on students' affective characteristics. And the students have the views about the difficulties in doing open inquiry activities: the difficulties of finding inquiry problem and planning inquiry, being unaccustomed to write reports, the troubles with investigating, problems on affective characteristics, the difficulties of joining in a group, and the lack of inquiry abilities. The teachers give suggestions for effective application of the open inquiry activities: first, the teachers must encourage students' emotion and will in doing open inquiry activities, second, there must be the steady inquiry teaching and learning in ordinary elementary science classes. Based on the results, this study suggested that elementary teachers should concern specially about students' being unaccustomed to write reports and the troubles in doing scientific investigation.

• Journal of the Korean earth science society
• /
• v.33 no.3
• /
• pp.294-305
• /
• 2012

Scientific literacy has long been as one of the key goals of science education, and using scientific inquiry in school science has became an important objective to be achieved. The processes of scientific inquiry consist of proposing/developing inquiry question, designing and conducting investigation, collecting, analyzing and interpreting data, and communicating the results. However, most students experience mainly collecting and transforming data in inquiry processes in science class and they are barely exposed to the opportunities of proposing/developing inquiry questions. Middle school earth science preservice teachers participated in this study (N=36) and their abilities of developing inquiry questions were surveyed. Participants' abilities of developing inquiry questions were investigated whether they were enhanced with activities using the Inquiry Questions Development Guide (IQDG). Also, this study was interested in whether there was any relationship between abilities of developing inquiry questions and designing inquiry investigation. The results of this study were as follows; first, the level and preciseness of inquiry questions and its preciseness developed by participating teachers were enhanced after experiencing IQDG. In addition, teachers' dominating inquiry question-types were two: one is a 'relationship-inquiry question' in which students could discover the relationship between results found in the given experimental situations and the other one is a 'why-how inquiry problem' in which students could explore a cause or a process that results in the outcomes. Finally, the higher level of and preciseness the of inquiry questions were identified as an important factor the determined teachers' abilities of designing more logical investigation. A process of proposing/developing inquiry question was identified as one of the most important processes contributing to a success of scientific inquiry investigation.

• Journal of The Korean Association For Science Education
• /
• v.19 no.4
• /
• pp.528-541
• /
• 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 Chemical Society
• /
• v.47 no.6
• /
• pp.645-658
• /
• 2003

This study was carried out to analyze inquiry area of the chemistry (II) textbooks which were published by the 7th curriculum. The study attempts to analyze the degree to which chemistry (II) textbooks reflected the guidelines of the 7th science curriculum and propose educational suggestions for the inquiry learning. The analysis of the inquiry area was carried out based on the suggested inquiry elements of the 7th science curriculum. Overall, for the analysis of inquiry elements, basic inquiry elements except classifying suggested by the 7th science curriculum were well reflected on the textbooks. However, for the integrated inquiry elements, interpreting data takes almost half of the total integrated inquiry elements. Other integrated inquiry elements except drawing conclusion and transforming data were reflected less than ten percent. Investigation was also reflected less than ten percent of all inquiry activity. And inquiry activities were limited in terms of variety with few projects and no field trip. The main essence of the 7th science curriculum is the emphasis on total inquiry learning through various integrated inquiry elements and inquiry activities for higher grade students. Thus it is suggested that teachers provide inquiry learning which can supplement the textbook.

• Journal of the Korean Chemical Society
• /
• v.47 no.6
• /
• pp.633-644
• /
• 2003

The purpose of this study was to analyze the inquiry elements and inquiry activity of the inquiry area in chemistry I textbooks authorized by 7th curriculum. It was to confirm suitable reflection of the 7th science curriculum and to find educational suggestions of inquiry learning. It was found that the basic inquiry elements except measuring and classifying were well reflected on the textbooks. However, only several integrated inquiry elements and the inquiry activities were well reflected on the same textbooks. For the integrated inquiry elements, interpreting data was shown as the tower above the rest inquiry elements. In the analysis of inquiry activity, the numbers of experiment is placed almost half of all inquiry activities. The sum of two numbers of investigation and discussion is similar ratio to experiment but field trip and project are rarely or low ratio. As the integrated inquiry elements and inquiry activities were not balanced for various inquiry learning. It is suggested that learners be educated with complementary of these aspects in inquiry learning.

• Journal of the Korean Chemical Society
• /
• v.56 no.3
• /
• pp.371-377
• /
• 2012

In this study, open inquiry reports of 165 eighth graders in Daegu were analyzed in terms of content area, the types of inquiry hypothesis, and the types of inquiry variables. Before summer vacation, students learned about inquiry process and explored their own inquiry topic for two class hours. During summer vacation, students performed open inquiry including problem selection, designing and performing experiment, data collection, data analysis, and writing report. After the vacation, students submitted their reports, and answered to additional survey regarding the source of inquiry idea, the definition of hypothesis, and the most difficult step of inquiry process. As a result, chemistry was the most dominant content area of the reports and biology and life science were the next. 130 out of 165 reports included inquiry hypotheses, and most of them were predictive hypotheses. In many reports, dependent and independent variables could not be identified because of their ambiguity. However, inquiry variables described in experimental design, which were mostly categorical variables, were clearer than those described in inquiry subject and inquiry hypothesis. The most difficult step of inquiry process for students was to generate an idea for open inquiry.

• Journal of Korean Elementary Science Education
• /
• v.30 no.2
• /
• pp.242-254
• /
• 2011

The purpose of this study was to understand the teaching effects according to the cognitive levels after conducting inquiry activities using science notebooks in the open inquiry activities of the elementary science class. The results of this study were as follow. first, students having the open inquiry activities using science notebooks showed improvement in scientific inquiry abilities in both groups with the low and high cognitive level. Second, regarding the changes of scientific attitudes, both groups with the low and high cognitive level exhibited improvement. According to the result of analyzing interaction between the cognitive level and class treatment on the effects for scientific inquiry abilities and scientific attitudes, there was no difference by the cognitive level. And the use of science notebooks in open inquiry activities had effects on improving scientific inquiry abilities and scientific attitudes regardless of the cognitive level.

• Journal of the Korean earth science society
• /
• v.33 no.5
• /
• pp.459-466
• /
• 2012

This study aimed to investigate the characteristics of pre-service elementary teachers' understanding about scientific inquiry in terms of designing exploration and reasoning that is used to formulate explanations based on evidence. The research context was an open inquiry with using the Science Writing Heuristic (SWH) template in which participant students were not provided with inquiry questions. As data, lab. 39 pre-service elementary teachers participated in this study while taking their science methods course. Analyses of the reports were framed by the cognitive processes of inquiry (Chinn and Malhotra, 2002) and each report was coded and analyzed by the framework of inquiry (Tytler and Peterson, 2004). Results showed that groups' works that utilized the SWH template encouraged the participants to interact each other about scientific inquiry. They came up with more relevant and testable questions for their scientific inquiry. It implicates that children will be able to have chances of testing their own questions more properly by using the SWH template in science classes just as the participants did in this study. The use of the SWH template would help pre-service teachers to teach appropriately how to test inquiry questions to their students in the future. Discussion was made to figure out the characteristics or Korean pre-service elementary teachers' understanding about scientific inquiry.

• Hwankyungkyoyuk
• /
• v.19 no.3
• /
• pp.150-164
• /
• 2006

This study reviewed a recently developed environmental education model 'ENVISION' and analyzed the value of the ENVISION program with environmental education(EE) perspective. Also this study proposed a prototype model of a inquiry-based water environmental education model with watershed concepts as a result of discussion of tills research. In the review of ENVISION, this research followed the theoretical framework of 'Inquiry-Based EE' that was previously proposed by the author. The ENVISION was characterized in tills research as two directions: watershed and scientific inquiry. Tills research argued that the watershed concept has a potentially very good meaning in EE because watershed enables 'holistic' view in EE area, and that the scientific inquiry in ENVISION seeks evidence-based explanation about local watershed environmental problems. That belongs to the scientific inquiry, which is also 'Inquiry-Based EE' and has internal value under EE perspective. Finally, this research proposed a prototype EE model that is about watershed concept, and is based on inquiry as general sense (scientific and insightful inquiries) and 'Environmental Studies for EE, (ESEE)' as the inquiry directions. The proposed model can be said a combination of the watershed concept and inquiry-based EE, and it seems that the model materializes better the EE nature than the ENVISION model.