• Journal of the Korean School Mathematics Society
• /
• v.1 no.1
• /
• pp.69-79
• /
• 1998

My suggestions to the teachers on the basis of my research are as follows: 1. A mathematical curriculum in high school requires an intuitive understanding. I'm sure we can not only improve the student's intuition and imagination by Euler's insight and intellectual investigation, but also induce motive and interest in mathematical learning by increasing the inquiry activities. Therefore, I suggest that we take advantage of teaching aids available from this research by processing the units in the mathematical textbook. 2. We can feel the beauty of mathematics by Euler's symbols and simple formulas. We must take pride in teaching mathematics because the mathematical insight is very useful in the inqury process. 3. We have to model ourselves after Euler's spirit of inquiry and energetic activities.

• Journal of Korean Elementary Science Education
• /
• v.18 no.2
• /
• pp.47-63
• /
• 1999

It is important that the teacher, in an inquiry learning gives his student sufficient thinking time regarding the teacher's question and the child's response. In an inquiry loaming, it is essential that children should have an enough time to understand question fully and find out correct answers. The purpose of this study is to investigate an effect of science teaching, when Wait-time theory is applied, on the scholastic and thinking ability, thinking trend and scientific attitudes of elementary children. We could draw several meaningful conclusions from the study concerned with improving the effect of science teaching that changed from teacher centered teaching to children centered erie.

• Journal of The Korean Association For Science Education
• /
• v.28 no.3
• /
• pp.227-240
• /
• 2008

Cognitive conflict is well recognized as an important factor in conceptual change and is widely used in developing constructivism-based curricula. However, cognitive conflicts can also contribute to student anxiety during learning, which, when not properly addressed, can have negative impacts on students' motivation and achievement. Therefore, instructors need to be aware of the impacts of introducing cognitive conflicts in their instruction. We need a practical instrument that can help identify the existence and features of cognitive conflicts introduced by the instruction and the resulting anxiety. Based on the literature on studies of cognitive conflicts and student anxiety, we developed a quantitative instrument, the In-class Conflict and Anxiety Recognition Evaluation (iCARE), and used it to monitor the status of students' cognitive conflicts and anxiety in Physics by Inquiry (PBI) classes. In this paper, we introduce this instrument and present the types of information that can be obtained. Research and pedagogical values of this instrument are also discussed.

• Journal of The Korean Association For Science Education
• /
• v.36 no.5
• /
• pp.783-790
• /
• 2016

The 'Integrated Inquiry' unit is a new addition in the 5th~6th grade science textbooks, and was developed for the 2009 revised national curriculum. The unit deals with six integrated inquiry process skills: problem cognition, formulating hypotheses, controlling variables, transforming and interpreting data, drawing results, and generalization. The purpose of this study is to investigate the perceptions and the teaching practices of elementary school teachers on this unit in their school curriculum and where improvements can be made. Data was collected from questionnaires filled out by 92 elementary school teachers. The results are as follows: First, teachers do have a positive perception on the importance of teaching integrated process skills. Second, with that being true, this unit ended up receiving both positive and negative reviews by teachers. This research found that there were good and bad responses on the educational aspects of this unit in three particular areas: dealing with the development of integrated inquiry process skills, facilitating science learning in other units, and implementing open inquiry. Third, teachers have difficulties particularly in problem cognition, formulating hypotheses, controlling variables, transforming and interpreting data, generalization, and drawing results. There is a lack of student understanding as well as a lack of professionalism for teachers on this unit, and many issues related to the composition of the textbook. This study may have important implications for making improvements in this unit and teaching integrated process skills.

• Journal of Science Education
• /
• v.44 no.2
• /
• pp.167-182
• /
• 2020

The active participation and active interaction of learners in small group science inquiry activities are the main factors that determine the effectiveness of science learning. Roles can be assigned to members of a small group to facilitate interaction between members within the small group. The purpose of this study is to analyze the effect of role assignment on the types and patterns of verbal interactions in middle school students' small group science inquiry activities. For this, 172 students from middle schools located in metropolitan cities were surveyed. We analyzed 18 small groups with assigned roles and 15 small groups without assigned roles. The change in verbal interaction type in small group science inquiry activity according to role assignment was largely divided into alienation and participation. In the case of small groups with assigned roles, the participation type occupied a higher proportion than the alienation type. The change in verbal interaction patterns did not show much significant differences when the role was assigned in terms of cognitive and affective. Based on this, further research is needed on how role assignment affects verbal interactions depending on the type of scientific inquiry and the stage of inquiry. In addition, further research on the composition of small groups and role assignment is required.

• Journal of The Korean Association For Science Education
• /
• v.39 no.4
• /
• pp.545-562
• /
• 2019

The purpose of this study is to develop cognitive scaffolding tools and to explore their effects on integrated science process skills of high school students. For this purpose, we developed cognitive scaffolding tools including one kind of classroom instruction for training integrated process skills and two kinds of individual learning materials that students can selectively study according to their level of inquiry ability. In addition, we developed hypothetico-deductive inquiry tasks as a tool to investigate the level of students on the integrated process skills for pre-test and post-test respectively. In order to verify the effectiveness of the cognitive scaffolding tools, we conducted inferential statistics on the pre-and post-tests of the experimental group and control group to examine statistical significance of students' inquiry level change depending on the usage of the cognitive scaffolding tools. We also produced Wrightmaps based on Rasch model to compare the change of inquiry ability depending on usage of the cognitive scaffolding tools. As a result, the experimental group using the cognitive scaffolding tools showed a significantly higher scores in all the components of integrated process skills namely, designing inquiry, collecting data, analyzing data, and forming conclusion than the control group. In addition, students who used cognitive scaffolding tools improved their inquiry ability and showed a distinct transition to higher level in each component of the integrated process skills. The results of this study suggest that high school students need cognitive scaffolding to alleviate or eliminate the functional barriers they face in conducting scientific inquiries.

• Journal of Korean Elementary Science Education
• /
• v.28 no.4
• /
• pp.519-528
• /
• 2009

The purpose of this study was to investigate the effect of social interaction on metacognition, learning motive and academic achievement in elementary science learning. The science lessons emphasizing social interactions that is applied to this study was comprised of 5 stages, 'introduction', 'inquiry activity', 'small group emergent activity', 'large group emergent activity', 'conclusion and assessment'. The results of this study were as follows: First, applying the learning model emphasizing social interaction to the experimental group led to a significant difference between the result of the pre- and post-test, regarding metacognition, especifically those of declarative knowledge. And meaningful difference was drawn from the results of all elements in the lower category of regulation of cognition between the experimental and comparison group. Second, a significant difference was found between the pre- and post-test regarding learning motive, especially those of attention, relation, and self-confidence. Third, after applying the learning model emphasizing social interaction to the science classes of the experimental group, students' academic achievement improved significantly in the post-test, compared to the results of pre-test.

• Journal of Korean Elementary Science Education
• /
• v.17 no.2
• /
• pp.1-10
• /
• 1998

The purpose of this study was to evaluate the effects of constructivist instruction on science inquiry skills and science-related attitudes, and to investigate the students' responses to the lesson using constructivist instruction. In this study, 108 students of sixth graders from four classes were intentionally selected from two elementary schools located in Gyungsan city, Kyungsangbukdo. Two classes of 54 students were used by the constructivist teaching program and the other two classes were handled by the traditional teaching program. Two teachers who have twenty years' careers guided the program prepared by researcher to the students and this examination was conducted for 8 weeks (total 20 class hours). In pretest and posttest, both groups were tested in the science inquiry skills and science-related attitudes. An interview and questionnaire for the students analyzed the responses about the constructivist instruction. The major results of this study are as follows: First, in science inquiry skills test, there was no statistical significance between the score of the experimental group and that of the comparative group(p>.05). The ability of formulating problem in the experimental group was significantly higher than that in the comparative group at 0.05 level. In pretest and posttest, the experimental group was statistically significant on classifying, formulating problem, interpreting data, while the comparative group was not significant on those. Second, we can find that the experimental group has more positive effect on forming the desirable science-related attitudes than the comparative group(p<.05). Especially, experimental group is significantly higher the attitudes about the science curriculum than the comparative group at 0.05 level Third, constructivist instruction has more affirmative tendency of the students' learning activity. Constructivist instruction generated much interest and curiosity about science for the students, and this method prompted students' expression and discussion.

• Journal of The Korean Association For Science Education
• /
• v.36 no.4
• /
• pp.551-561
• /
• 2016

The purpose of this study is to investigate both theoretically and empirically the roles of models in abductive reasoning for scientific problem solving. The context of the study is design-based research the goal of which is to develop inquiry learning programs in the domain of earth science, and the current article dealt with an early process of redesigning an abductive inquiry activity in geology. In the theoretical study, an extensive review was conducted with the literature addressing abduction and modeling together as research methods characterizing earth science. The result led to a tentative scheme for modeling-based abductive inference, which represented relationships among evidence, resource models, and explanatory models. This scheme was improved by the empirical study in which experts' reasoning for solving a geological problem was analyzed. The new scheme included the roles of critical evidence, critical resource models, and a scientifically sound explanatory model. Pedagogical implications for the support of student reasoning in modeling-based abductive inquiry in earth science was discussed.

• Journal of The Korean Association For Science Education
• /
• v.18 no.4
• /
• pp.539-544
• /
• 1998

The consistency and balance of objectives by objective domains in units, sub-units and instructional units were investigated. The 6th elementary biology curricular teaching guidebooks were analysed. Domains of objectives are cognitive, inquiry process, instrumental skill, creative, affective and STS. Cognitive objectives were most dominant in all units, sub-units and instructional units. But no objective for creative domain were suggested. In unit and sub-unit, proportions of objectives were cognitive, inquiry process, affective, instrumental skill and STS domains in order. Objectives for cognitive and inquiry process domains were more than others in instructional units, Except cognitive and inquiry process domains, objectives for the others were not consistent in all units, sub-units and instructional units. Especially, the percentages of objectives for affective domain decreased in units, sub-units and instructional units orderly. These resulted from teaching objective domains categorized formally, Thus, it is necessary to develope curriculum and textbook to be consistent and balanced with objective domains and reflect upon the characteristics of them.