• Journal of Korean Elementary Science Education
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• v.28 no.4
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• pp.519-528
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• 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 Science Education
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• v.37 no.2
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• pp.261-277
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• 2013

This study aims to investigate the effect of a scientific inquiry worksheet-making class program on pre-service elementary school teachers' attitudes toward science and scientific inquiry in the class of elementary school science educational theory at education university. As for research subjects, this study selected 141 pre-service elementary school teachers who were in the third year of education university. The results of this study can be summarized as below. First, it was found that the scientific inquiry worksheet-making class program improved pre-service elementary school teachers' attitudes toward science and helped them realize it important to have knowledge about science, further making them find it more enjoyable to teach science at school in the future. Second, it was found that the scientific inquiry worksheet-making class program had positive effect on pre-service elementary school teachers' attitudes toward scientific inquiry. In other words, they came to think of inquiry-based learning styles as an important course of science class. Third, as a result of carrying out open-ended questions about what would be helpful in an actual education site through the scientific inquiry worksheet-making class program, this study found out that most of the research subjects responded it would be helpful when applying a class model, and thought it would be helpful for elementary school students to have scientific knowledge and understand the process of inquiry.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.551-561
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• 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 Chemical Society
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• v.65 no.3
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• pp.209-218
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• 2021

This study investigated the condition of chemistry teacher's student competency assessment based on the inquiry report. To this end, an inquiry report was collected for chemistry teachers who took the training at two universities that conducted the 2020 first-class chemistry teacher training. The science subject competencies presented in NAEA analysis framework was used to analyze what kind of competencies teachers assess students through inquiry reports. A total of 63 chemistry teachers submitted inquiry reports, which were analyzed by competency, sub-element of each competency, and detail element to analyze the actual situation. As a result of the study, most chemistry teachers reflected their 'scientific inquiry and problem-solving ability' in their evaluation through inquiry reports. 'Ability to understand and apply scientific principles', which is mainly evaluated through paper-based evaluation, was partially used as confirmation of prerequisite learning at the beginning of the inquiry and the weight of evaluating 'scientific communication skill' was not large. In 'scientific inquiry and problem-solving ability' through inquiry report, 'design and conduct explorations', 'data analysis and interpretation' and 'drawing conclusion and suggesting solution' were mainly assessed. However, 'discover and recognize problems' and 'development and use of model' were hardly assessed.

• Journal of The Korean Association For Science Education
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• v.24 no.2
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• pp.375-386
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• 2004

Creative thinking alone can not lead to scientific creativity. Scientific knowledge and scientific inquiry skills are needed for scientific creativity. Focused only on cognitive aspect, I suggested a cognitive model of scientific creativity (CMSC) consisting of 3 components: thinking for scientific creativity, scientific knowledge contents, and scientific inquiry skills. Recently, many researchers have emphasized the various thinking for creativity as well as divergent thinking. Therefore, I suggested three types of creative thinking - divergent thinking, convergent thinking, and associational thinking - and discussed its rationale. Based on this model, an example of activity material for the scientific creativity was suggested. In the further research, based on CMSC, various activity types related to scientific creativity and concrete learning materials for scientific creativity will be developed.

• Communications of Mathematical Education
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• v.32 no.3
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• pp.363-383
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• 2018

The subject of 'Mathematical Task Inquiry' was introduced newly in the curriculum revised in 2015. The subject is dealt with after completing the subject of 'mathematics' to be dealt with in the tenth grade. Its main content is comprised of the understanding and learning of the purpose and procedure of inquiry task and of study ethics, and its educational goal is to enforce the prior mathematical knowledge and to obtain the ability to select interesting topics that combine mathematics with other subjects. However the textbook of the subject does not exist, and teachers should handle with the subject with responsibility for their own ways. Because of this reason, this study is to develop an instruction model on project(task) inquiry model and materials. Namely, according to the model, students is guided to select and decide the subject of the task, and develop the task for themselves, solve it with peers in cooperation, and announce the solution and their feelings. During those students' exploration and activities, the role of teachers is to guide students to complete their work. By the way, in order to develop more creative tasks that is appropriate to their academic and cognitive level, this study conducted the experimentation for the subject of 9 students (6 girls and 3 boys), who are scheduled to advance to the 11 grade of J high school located in G domestic. The experimentation was consisted of three class and after the third class, the semi-structured interview was conducted immediately for the students.

• Journal of the Korean School Mathematics Society
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• v.1 no.1
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• pp.69-79
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• 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 Elementary Mathematics Education in Korea
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• v.3 no.1
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• pp.75-92
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• 1999

Many educators say that one of the key theory which is widely accepted teaching-learning process in the 7th mathematics curriculum is constructivism. They believe constructivism is very powerful as a background theory in teaching-learning mathematics and in this point of view, each student can construct knowledge by himself in the inner world. Therefore, the aspect of teaching-learning methods in the 7th mathematics curriculum focused on inquiry learning, self-directed learning, cooperative learning. Through this methods, the 7th mathematics text also composed of ease, interesting and dynamic activity oriented subjects. And constructive teaching-learning methods in mathematics is implemented variously by those whom attracted in constructivism. Thus, the purpose of this study is to build up a model that is required to systematize teaching-learning process in mathematics as a guideline for teachers. Another purpose of this study is to make clear that the presented model is appropriate process for teaching-learning in mathematics.

• Journal of Korean Elementary Science Education
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• v.20 no.2
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• pp.177-186
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• 2001

Recently, introduced open education, there are some models applied several cooperative teaming, but there is no case in applied Jigsaw Ⅱ. So this research is selected objects which are 147 students in the fifth grade in 1999' school year and 143 students in 2000's on Yongwon elementary school. It makes share a partial responsibility for planner, leader, investigator, helper, writer and reporter in the small groups, and apply the Jigsaw Ⅱ model. Qualitative and quantitative analyses show that they have effects of Jigsaw Ⅱ cooperative Learning on Student's knowledge, inquiry ability and attitudes on Elementary School Science Study. The final results are following. The significance of Knowledge has .02 in 1999 and .01 in 2000. Testification of Inquiry ability has 1.75 in 1999 and 2.25 in 2000. The significance of Attitudes has .03 in 1999 and .00 in 2000. Research that has emerged from the cooperative teaming has led us to better understandings of multi purposed roles, interactions, and communities that arise when students work together to team science. Each of students can also cooperative as co-builders, working as equal participants to create a product that is better than that while would have built by either individual alone. Upon asking their intention, cooperative loaming shows more participation.

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