• Hwankyungkyoyuk
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• v.17 no.1
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• pp.77-89
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• 2004

This study aims to consider interrelations and reasonability to inquiry elements of environment units in 10th Science textbooks of 7th curriculum on the basis of their inquiry contexts, processes and activities. Frequency of inquiry contexts is 59.9% of the highest value in natural environment context but is 4.0% of the lowest one in techno-industrial context. Measurements, inferences, predictions, experiments, data-interpretations, correlations, conclusionreveals in inquiries are in all the textbooks, but observations and classifications, hypothesis generations, controlling variables, experimental designs and generalizations are not in some textbooks. Discussions, experiments, investigations in inquiry activities are included in all the textbooks. However, inspections are not appeared in the all the books. Based on the above results, social and techno-industrial inquiry contexts in the varied scopes are necessary in the environment curricula with a unified direction. Inquiry processes with pro-environmental behaviors as a last goal might be given into the curricula, having tasks that could be understand unified inquiries. In addition, inspections with effectiveness might be thrown into the scene of education.

• Journal of Korean Elementary Science Education
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• v.29 no.2
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• pp.155-165
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• 2010

The purpose of this study is to look into self-concept and teaching anxiety of elementary school teachers about inquiry instruction in science class, and investigate correlations among them. For this study, the survey was carried out on 338 elementary school teachers, and the interview was conducted with 5 of them. The results of this study are as follows; Self-concept of elementary school teachers about inquiry instruction in science class was more positive than usual. And the teachers who were male, older and majored in science education showed more affirmative self-concept about inquiry instruction in science class. Teaching anxiety of elementary school teachers about inquiry instruction in science class was less than usual. And the teachers who were male, older and majored in science education showed less teaching anxiety about inquiry instruction in science class. The correlation of self-concept and teaching anxiety of elementary school teachers about inquiry instruction in science class was an negative interrelation. This presents that the teachers, who have more positive self-concept about inquiry instruction in science class, have less teaching anxiety than those who have more negative one. Consequently, teacher training and retraining programs should be developed and conducted by grasping teachers' self-concept and their anxiety, to reduce anxiety about inquiry instruction in science class.

• Proceedings of the Korea Information Processing Society Conference
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• 2002.11b
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• pp.1611-1614
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• 2002

본 논문에서는 블루투스 디바이스를 찾는 과정인 inquiry 과정과 문제점에 대해 알아본다. 블루투스 inquiry에서의 지연은 사용자가 불편함을 느낌은 물론, 그에 따른 상당한 전력을 소모하게 된다. 이를 개선하기 위하여 각각의 inquiry 마다 얻은 디바이스 정보를 이용함으로써 전체적인 inquiry의 성능 향상을 이루고, 안정적으로 보다 많은 디바이스 정보를 얻음으로써 사용자는 더욱 편리하게 블루투스를 이용할 수 있다.

• Journal of The Korean Association For Science Education
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• v.12 no.1
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• pp.61-73
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• 1992

In response to epoch-making development in science and technology, the innovative curricular materials have been begun to develop since the late 1950s and early 1960s. However, the new inquiry-centered materials have failed to be successfully used in teaching/learning practices of science. Among the various reasons for the failure, the very nature of the inquiry approach has been identified as the most critical problem. Nevertheless, fostering inquiry faculties on the part of the students has been emphasized as one of the most important objectives of science instruction. Therefore this study was conducted for the purpose of developing a practical inquiry-oriented instructional method. In order to obtain this goal the nature of scientific inquiry was analyzed and the status quo of science education in which inquiry-oriented instructional strategies were applied was examined. The results of the study are described in this paper.

• Journal of The Korean Association For Science Education
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• v.27 no.2
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• pp.153-167
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• 2007

In this study, it is assumed that understanding the nature of science (NOS) would enhance students' performance of scientific inquiry in more authentic ways. The ultimate goal of this study is to suggest new models for developing scientific inquiry activities through understanding the NOS by linking the NOS with scientific inquiry. First, the various definitions and statements of the NOS are summarized, then the features of the developmental nature of scientific knowledge and the nature of scientific thinking based on the philosophy of science are reviewed, and finally a synthetic list of the elements of the NOS is proposed, consisting of three categories: the nature of scientific knowledge, the nature of scientific inquiry, and the nature of scientific thinking. This suggested synthetic list of the NOS is used to suggest a model of scientific inquiry through the understanding of the NOS. This list was designed to provide basic standards regarding the NOS as well as practical guidance for designing activities to improve students' understanding of the NOS.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.573-584
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• 2015

Inquiry has been consistently emphasized in science education as a crucial element for learning. Although many researchers came to agree on the importance of scientific inquiry, authentic inquiry activities are hard to be actualized in an educational context. Therefore it is required to critically examine what teachers have difficulty in teaching inquiry. In this article, we looked into inquiry-based science activities in a small group setting where pre-service science teachers faced dilemmas between cognition and practice of inquiry. A case study was conducted on eight undergraduate students who are majoring in science education. The participants attended a weekly science program for middle school students in low SES as teaching assistants and mentors, and took full care of his/her mentees during open-inquiry activities. The results were drawn by analyzing participants' personal and group interviews, participant observations, self-reports, and others. The pre-service teachers viewed the knowledge and procedure of science as an essential factor in inquiry activities along with student's spontaneous attitude. However, in the process of performing inquiry, they faced several dilemmas between ideal cognition and real activities. The aspects of dilemmas could be summarized in three pairs of opposing concepts: 'diverging inquiry or converging science', 'interest-centered inquiry or learning-centered inquiry', and 'student as the subject or student with the insufficient expertise.' We discussed ways of resolving dilemmas and alternative perspectives on scientific inquiry.

• Journal of The Korean Association For Science Education
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• v.32 no.2
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• pp.236-264
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• 2012

The purpose of this study is to provide teachers with sub-components of inquiry skills and help them to give direct instructions on the skills to their students. Inquiry skills and strategies are considered by-products of science and inquiry instruction by most of the science teachers. On the other hand, much research shows that many students are not familiar with the way that they can use inquiry skills therefore direct instruction on the inquiry skills is needed. The lack of guidance on the sub-components for the inquiry skills, however, results in science teachers' ignorance of the inquiry skills. As shown in the previous studies which suggest that without teachers' guidance, students cannot acquire the intended skills, and it is necessary to inform science teachers of the necessity for direct instruction on the inquiry skills and strategy as well as give them the sub-components of the inquiry skills. On the basis of the results from the previous research on the inquiry skills, this study presents the sub-components of basic inquiry skills (observation, classification, measure, prediction, and reasoning) and integrated inquiry skills (problem recognition, hypothesis formulation, control of variables, data transformation, data interpretation, drawing conclusion, and generalization).

• Journal of the Korean earth science society
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• v.39 no.4
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• pp.349-360
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• 2018

This study analyzed variations of learning stress by comparing the salivary cortisol levels of students who participated in Earth Science inquiry activities. The cortisol concentrations between the pre- and post-inquiries of the sample of 34 university students, who had taken the course of 'Basic Earth Science and Experiments', were analyzed. The Earth Science inquiries consisted of geology and astronomy activities. The observational geology activities consisted of a session of 'structure contours and map patterns' and the cognitive astronomy activities consisted of a session of 'representations of horizontal and equatorial coordinates'. These Earth Science inquiry activities were found to cause students to have anxiety, and the thought processes that these activities involved were found to cause learning stress. The variations in cortisol concentrations of students increased by $1.6{\pm}5.9ng\;mL^{-1}$ after conducting observational activities in geology compared with $2.1{\pm}6.2ng\;mL^{-1}$ after doing cognitive activities in astronomy. The analysis of the observational activities in the geology inquiry activities indicated that they were consistent with low levels of learning stress. Conversely, the analysis of the cognitive activities in the astronomy inquiry activities showed significant individual variations in cortisol concentrations. Furthermore, individual differences in cognitive ability were reflected in the astronomy inquiry activities. While students, who received high scores, exhibited low levels of stress in the geology inquiry activities, they showed high levels of stress in the astronomy inquiry activities. It was concluded that, in the case of students with high scores in the study, the level of learning stress increased due to the raised anxiety in cognitive inquiry activities. In contrast, students, who received low scores in the study, exhibited high levels of stress in the geology inquiry activities, and low levels of stress in the astronomy inquiry activities.

• Journal of Korean Elementary Science Education
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• v.37 no.3
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• pp.233-253
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• 2018

Since open inquiry of science was formally introduced at the 2007 Revised Science Curriculum Course, the purpose and effect of it has been positively evaluated, and it is underlined continuously until the revised science education course in 2015. However, through many previous studies, there is still a lack of awareness of open inquiry of both students and teachers in the field, and it was revealed they are continually appealing confusion and difficulties. Therefore, in this research, we analyzed the causes that make it difficult to execute open inquiry, and developed differentiated open inquiry guide materials that can contribute to the realization of teachers and students. They were developed by the brain-based evolutionary approach to provide students with authentic science. The brain-based evolutionary approach is reflecting the evolutionary attributes and the brain functions associated activities of scientists. It was revealed that, in the same way as the pilot test results, the usefulness of the differentiated guide materials were very high, and there was a statistically significant difference in the science attitude. It was found that the application of the brain-based evolutionary approach had positively influenced the stage of determining the inquiry themes, and self-confidence that could be able to do as a scientist. Analysis of top and sub group types on the basis of inquiry ability showed that both groups are improved at science attitude by the differentiated guide materials. There was a positive effect on change in the self-perception of scientific creativity. We were able to see a positive change in the post survey for open inquiry-efficacy. The developed differentiated open inquiry guide materials contributed to the improvement of open inquiry-efficacy for both the teacher and student.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.1
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• pp.43-56
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• 2011

The purpose of this study is to examine the effects of small group inquiry skills on improving science process skills and attitudes toward science in elementary school science. The research questions of this study were as follows. First, effects of small group inquiry skills on improving science process skills in elementary school science. Second, effects of small group inquiry skills on improving attitudes toward science in elementary school science. The subjects of this study is two classes from 6th grade elementary classes in Busan. The experiment class practiced small group inquiry skills, while the control class practiced self inquiry. To verify the effect of the experiment, ANOVA was conducted. The main findings of this study are as follows. First, the small group inquiry skills gave a significant influence on increasing the science process skills, including the basic science process skills and the integrated science process skills, of students. Especially, among subordinate factors of science process skills between groups, it was effective to increase abilities of observing, reasoning, interpreting data, formulating hypothesis. It is necessary for teachers to make an effort to teach according to steps of the small group inquiry skills and to support inquiry activities, in order to increasing the science process skills. However, frequency of additional lessons have a little influence on increasing the science process skills. Second, there is meaningful change in the attitudes toward science for those who studied the small group inquiry skills. Also, they affected subordinate factors of the attitudes toward science, like the attitudes toward science inquiry, the happiness about science class. This study shows that the small group inquiry skills give a positive influence on the science process skills and attitudes toward science in elementary school science.