• Journal of the Korean Chemical Society
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• v.48 no.4
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• pp.414-426
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• 2004

This study analysed inquiry process and activities of the inquiry area in the chemistry field of middle school science textbooks by the inquiry elements based on the 7th science curriculum. The purpose of this study is to grasp a degree of reflecting the 7th science curriculum in the 9th grade science textbooks, and to find out educational implications for the various inquiry learning. Overall, for the analysis of inquiry elements, basic inquiry elements except classification were well reflected on the middle school science textbooks in 9th grade. However, for the integrated inquiry elements, interpreting data occupies almost half of them. This phenomenon is shown in the analysis of inquiry process and inquiry activities, as well. Especially, project and field trip introduced in the 7th science curriculum are hardly found in the textbooks. 9th grade is classified as an upper grade in the 7th science curriculum in terms of inquiry level. Integrated inquiry elements and inquiry activity types, however, are not thoroughly reflected in the 9th grade science textbooks. It is desirable that a variety of inquiry learning of 9th grade be implemented by reconstructing inquiry area based on the results of this study. Hence the degree and ratio of utilizing the integrated inquiry elements and inquiry activity types to the inquiry area of science textbook in 9th grade should be studied.

• Education of Primary School Mathematics
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• v.14 no.1
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• pp.43-55
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• 2011

The purpose of this study was to investigate the effects of inquiry oriented instruction on the learning of area formulas. For this purpose, current elementary mathematics textbook(2007 revised version) which deal with area formulas was reviewed and then the experimental research on inquiry oriented instruction in area formulas was conducted. The results of this study as follow; First, there was no significant effect of inquiry oriented instruction on the mathematical achievement in area formula problems. Second, there was no significant effect on the memorization of area formulas. Third, there was significant effect on the generalization of area formulas. Forth, there was significant effect on the methods of generalization of area formulas. Fifth, through inquiry activities, the students can learn mathematical ideas and develop creative mathematical ideas. Finally, implications for teaching area formulas through inquiry activity was discussed. We have to introduce new area formula through prior area formulas which had been studied, and make the students inquire the connection between each area formulas.

• Journal of the Korean Chemical Society
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• v.47 no.6
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• pp.645-658
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• 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 Korean Elementary Science Education
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• v.38 no.4
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• pp.453-464
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• 2019

In this study, the types of inquiry activities in the $5^{th}$ & $6^{th}$ grade science textbooks according to the 2015 revised science national curriculum were analyzed and compared according to grade level and science area. Science textbooks for elementary school $5^{th}$ & $6^{th}$ graders contain quite diverse types of inquiry activities, which are student-centered inquiry activities. There were comparatively higher proportions of inquiry types such as experiment & observation and simulation, but relatively lower of inquiry types of investigation-discourse & presentation, discussion, expression. Elementary science textbooks are expected to cultivate science key competencies for elementary school students. Considering the science area, the motion & energy, substances, earth & space, and integration areas had the most experiment & observation among activity types, while the life area had the most simulation activities. Even in some area of the 6th grade science textbook, there was little or no data interpretation, discussion, and simulation activities. In order to achieve the goal of elementary science education, science textbooks should be developed considering the revision of future elementary science curriculum.

• Journal of The Korean Association For Science Education
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• v.27 no.7
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• pp.547-558
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• 2007

The purpose of this study is to compare inquiry activities in science textbooks' physics contents for Korean secondary schools with those of Singapore in order to provide a reference for further improvement of inquiry activities in Korean science textbooks. We analyzed inquiry activities using the framework of Millar et al.(1998) and Chinn & Malhotra (2002). The results of this study are as follows: There are differences between Korean and Singaporean inquiry activities in the area of 'learning objectives', 'students' thinking activities' and 'degree of openness'. In the area of 'learning objectives', the Korean textbooks have more activities associated with the learning of science content than those in Singaporean, whereas the Singaporean textbooks have more activities associated with the processes of scientific inquiry than in Korean textbooks. In the area of 'students' thinking activities', the Singaporean textbooks have activities like 'test a prediction', which Korean textbooks lack. The 'degree of openness' is higher in Singaporean textbooks than in Korean textbooks. And some differences in the area of 'authentic scientific inquiry' between Korean and Singaporean textbooks were also found. While the Korean textbooks do not have any activities associated with 'generating research questions', the Singaporean ones feature such activities. In the area of 'designing studies', the Singaporean textbooks have activities corresponding to 'selecting variables' and 'controlling variables', while the Korean ones never have such activities. The results of this study imply that it is necessary to balance inquiry activities in the area of 'learning objectives', 'students' thinking activities' and 'degree of openness', and to present activities close to authentic scientific inquiry in inquiry activities in textbooks.

• Journal of The Korean Association For Science Education
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• v.31 no.3
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• pp.429-439
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• 2011

The purpose of this study was to analyze the Jeju beach science camp program and to survey the participating students'' preference levels for the activities included therein. The camp programs were analyzed on the basis of the standards set for the HASA curriculum. The program's "manipulatory skill" area included many manipulatory and creative activities while the "inquiry area" included many basic and integrated inquiry activities. It was also indicated that the "knowledge area" included many activities appropriate for understanding concepts and principles while the "attitude area" included many activities appropriate for stimulating curiosity and enjoyment. Thus, it could be seen that the areas stipulated for the HASA curriculum were considerably consistent with the purpose of the science camp. The participating students showed preference for manipulatory and creative activities included in the program. They also preferred basic, inquiry level activities included under the area of "inquiry skills." It was identified that the students most preferred the conceptual stage included under the area of "knowledge" where they were required to grasp the common characteristics of events, things, and phenomena, as also the enjoyment stage included under the "attitude" area, where they were required to participate in pleasant science activities. These findings indicate that science camp programs should be composed of manipulatory and creative activities as well as activities that aim at basic research and the understanding of concepts.

• Hwankyungkyoyuk
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• v.13 no.2
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• pp.114-126
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• 2000

The purpose of this study is to identify the theory of inquiry and to suggest an example of teaching/learning strategy through inquiry for effective environmental education. This study was based on the review of literature in the area of background of inquiry, inquiry in school subjects-social science, science, and environment and activities for inquiry. The teaching/learning strategy which was developed in this study included several inquiry activities focusing on recent social issue. And it can be used in environmental class.

• Journal of the Korean Chemical Society
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• v.47 no.6
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• pp.633-644
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• 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 Korean Elementary Science Education
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• v.34 no.3
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• pp.288-296
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• 2015

This study aimed to analysis of concepts and inquiry activities related to the 'Earth Science' area in the South Korean elementary school textbooks to the current and to seek the improvement of future textbook. For the study, we were collected South Korean elementary school textbooks to the current. After the collection had been made, we were analyzed related to the 'Earth' area in the South Korean elementary school textbooks and were extracted central concepts and inquiry activities. The result of this study: First, there were 'A change in the land', 'Strata and Fossil', 'Volcanoes and Earthquakes', 'Earth and Moon', 'The weather', 'The Solar system and the Star', and 'Seasonal Change' in the central concepts related to the 'Earth' area in the South Korean elementary school textbooks to the current. Second, central concepts were almost the same but the curriculum was changed. Third, inquiry activities also were confirmed to be maintained with little change. This result was believed that it can provide a variety of suggestions at this point in changing the curriculum.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.2
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• pp.213-223
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• 2012

This study explored practicing elementary school teacher's beliefs of scientific inquiry and scientific inquiry teaching methods. Defining teacher's beliefs as a broad construct, we tried to examine the teachers' understandings about the scientific inquiry and scientific inquiry teaching method. This study drew on interview data from 10 elementary teachers in busan and changwon area of korea. Conclusions of this study include; First, we found that elementary teacher's beliefs of inquiry were represented variously. And they considered that inquiry is the important goal of science education. They though that the goal of science education is development of Scientific inquiry skills, Scientific thinking skills, development of Creativity and problem solving ability, increasing interest about science, understanding of the basic concepts of science and apply of real-life. second, most of the teachers though that Scientific inquiry is scientists activities, they defined 'the process of creation of new knowledge', 'the process of deriving theory', 'solving process of intellectual curiosity', 'Problem-solving process'. third, they considered that teaching method of scientific inquiry is open inquiry activities. however, they thought that there are many difficulties to actually apply. Understanding teachers' beliefs has implications for both the enactment of inquiry teaching in the classroom as well as the uptake of new teaching behaviors during professional development, with enhanced outcomes for engaging students in Science.