• Title/Summary/Keyword: Inquiry Process Skills

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The Effect Development and Application of ASI Module using Science Notebooks in Open Inquiry Activity : Focused on Earth and Space (자유 탐구에서 과학 탐구 노트를 활용한 ASI 모듈 개발 및 적용 효과 -지구와 우주 영역을 중심으로-)

  • Lee, Sang-Gyun;Kim, Soon-Shik;Choe, Seong-Bong
    • Journal of Korean Elementary Science Education
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    • v.31 no.1
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    • pp.40-56
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    • 2012
  • The purpose of this study was to understand the teaching effects after conducting ASI module in the open inquiry activities of the elementary science class. in order to understand the effects of ASI(Authentic Scientific Inquiry) module application using science research notes in open inquiry activities to students' science research ability. The results of this study were as follow. First, the after test results were covariance-analyzed to be the effects to science process skills were statistically significant in 0.5 significance level. Second, in the covariance analysis of the after test of the study group and the comparative group, the effects to scientific creative problem solving skills were statistically significant in 0.5 significance level. Third, the covariance analysis of the after test in the effects of ASI module application using science notebooks to students' scientific attitude revealed that the two groups' average difference was statistically significant in 0.5 significance level. In conclusion, application of the ASI module using science notebooks had a positive effect on improvements of students' science process skills, science creative problem solving ability and scientific attitude. Therefore, the ASI module using science notebooks is hopefully to be provided as an effective instructive strategy in the open inquiry activities courses in school in the future.

Effects of the Inquiry Model on the Scientific Thinking of Preschoolers (탐구학습모형이 유아의 과학적 사고 능력에 미치는 영향)

  • Lee, Yeung Suk;Lim, Myeung Hee;Park, Ho Cheol
    • Korean Journal of Child Studies
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    • v.22 no.2
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    • pp.237-253
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    • 2001
  • This study examined the effects of the inquiry model on children's scientific thinking ability and processing skills. The experimental classroom of a kindergarten in Seoul was assigned the inquiry model while the control classroom was assigned general scientific education (N=48). Seventeen treatment sessions were applied to the experimental group. Tests to investigate the hypotheses included the Sink and Float Test and a new instrument developed by the researchers. Findings showed that preschoolers receiving the inquiry model of instruction gained higher scores in scientific thinking ability and processing skills than the preschoolers in the classroom using the general scientific education model. In sum, this study proved the superior effect of the inquiry model in developing children's scientific skills and ability.

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The Specification of Evaluative Objectives and Selection of Behavioral Elements for Measuring Science Inquiry Skills of University Competency Tests (대학(大學) 수학(修學) 용력(龍力) 의험(議驗)의 자연과학(自然科學) 탐구(探究) 능력(能力) 평가(評價)를 위(爲)한 행동(行動) 요소(要素)의 추출(抽出)과 평가(評價) 목표(目標)의 상세화(詳細化) 연구(硏究) II)

  • Woo, Jong-Ok;Lee, Kyung-Hoon;Lee, Hang-Ro
    • Journal of The Korean Association For Science Education
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    • v.12 no.2
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    • pp.81-95
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    • 1992
  • The purpose of the study is to specify the evaluative objectives of science process skills and to serve as an evaluative criterion for the development of university competency test. The followings are the results of this study. (l) Five steps as a teaching and learning model of science are suggested for the improvement of science inquiry skills. (2) Three dimensional taxomony was presented to evaluate the science process skills of university competency test. (3) Sixteen behavioral elements were selected from the science process model and defined operationally. (4) 146 evaluative objectives were specified according to each behavioral element based on the results presented above, the science inquiry model and the evaluative objectives wilt be contributed to teaching and learning strategies for the improvement of science process skills including basic concepts and contents, and problematic situation in science.

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A New Approach to the Science Education Assessment Using Partial Credits to Different Science Inquiry Problem Solving Process Types

  • Lee, Hang-Ro;Lim, Cheong-Hwan
    • Journal of the Korean earth science society
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    • v.23 no.2
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    • pp.147-153
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    • 2002
  • Reasonable and reliable assessment method is one of the most important issues in science education, Partial credits method is an effective tool for assessing students' science inquiry problem solving. The purposes of this study were to classify the Problem solving types based on the analysis of the thinking Process, and how much the related science concept and the science process skills were used in solving science inquiry problems, and to describe the possibility and rationality of the assessment method that gives partial credit 128 high school seniors were selected and their answers were analyzed to identify science concepts they used to solve each problem, and the result was used as the criterion in the scientific concept test development. Also, to study the science inquiry problem solving type, 152 high school seniors were selected, and protocols were made from audio-taped data of their problem solving process through a think-aloud method and retrospective interviews. In order to get a raw data needed in statistical comparison of reliability, discrimination and the difficulty of the test and the production of the regression equation that determines the ratio of partial credit, 640 students were selected and they were given a science inquiry problem test, a science process skills test, and a scientific concept test. Research result suggested it is more reasonable and reliable to switch to the assessment method that applies partial credit to different problem solving types based on the analysis of the thinking process in problem solving process, instead of the dichotomous credit method.

The Effect of Science Creative Problem Solving Ability and Science Process Skills Using Free Inquiry Method (자유탐구 기법을 활용한 수업이 과학 창의적 문제해결력 및 과학적 탐구능력에 미치는 효과)

  • Lee, Yong-Seob;Kim, Soon-Shik;Lee, Sang-Gyun
    • Journal of the Korean Society of Earth Science Education
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    • v.4 no.2
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    • pp.116-125
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    • 2011
  • The purpose of this study is to make a Result analysis on the Free Inquiry Method of Elementary school student. Also, this study investigates how free inquiry activities effect the science creative problem solving ability and science process skills of Elementary school student. For this study 150, third year, elementary School students from Busan City were selected. The Inquiry examined the effectiveness of each of the following free inquiry methods: the Program Based Learning method, the Project method, the Independent Investigation Method, the Small Group Inquiry Method, and the Science Notebooks Method. The students were divided into groups in which they incorporated the respective methods into their practice. Test showed the following results: First, the Science Notebooks Method activities proved to be much more effective than the Program Based Learning method, the Project method, the Independent Investigation Method, the Small Group Inquiry Method, and the Science Notebooks Method in terms of developing on science creative problem solving ability. Second, the Project method activities proved to be much more effective than the Program Based Learning method, the Independent Investigation Method, the Small Group Inquiry Method, the Science Notebooks Method in terms of developing on science process skills.

Development of Modules in Earth Science for the Enhancement of Scientific Inquiry Skills (중학생의 탐구 능력 향상을 위한 지구과학 모듈의 개발)

  • Kim, Jeong-Yul;Park, Jeung-Hee;Park, Ye-Ri
    • Journal of the Korean earth science society
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    • v.26 no.3
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    • pp.183-198
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    • 2005
  • The purpose of this study was to develop teaching modules related to Earth Science courses in order to enhance scientific inquiry skills of middle school students. A 'process skill-centered' module was developed to induce scientific process skills, while students explore specific scientific context. A module consists of several activities, and each activity focuses on a specific science process skill. Modules were designed such that the skills would improve depending on the completion of the module. To evaluate the effectiveness, field workshops for middle school science teachers were done twice. Science teachers, who were participants of the workshop, commented that the activities in each module were suited to enhance students' interest in science. They noted that scientific inquiry skills would be developed from each activity. Students responded that the activities in the modules were interesting, and it was a good experience to do them by themselves. Students were the focal point in class, not teachers. This enabled teachers to evaluated each student's achievement level, and provide a proper feedback. Hence, applying these modules in classes should enhance the students' scientific inquiry skills.

The Effects of Free Inquiry Method Based on PBL on Science Process Skill and Self-Directed Learning Characteristics (PBL적용 자유탐구 기법이 과학탐구능력과 자기주도적 학습특성에 미치는 효과)

  • Lee, Yong-Seob;Kim, Dae-Sung
    • Journal of the Korean Society of Earth Science Education
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    • v.3 no.3
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    • pp.239-247
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    • 2010
  • The purpose of this study is to examine the effects of an free inquiry method based on PBL(Problem-Based Learning: PBL) to improve students science process skills and self-directed learning characteristics. To verify this research, twenty-two third-grade students were selected from Chung-ryeol Elementary School located in Busan. They have received pre-test and post-test about their abilities in their science process skills and abilities for self-directed learning characteristics. Also, their self-reflection data was analyzed. The teaching and learning PBL process is to provide the information named 'I am the expert on Earth and Moon' which is recreated by analyzing the science curriculum and characteristics of students from Lesson 3 'Earth and Moon', and to make plans for solving the information with K/NK method. Then, to solve the information is gathered and investigated using the PBL workbook. Lastly, students present their finding using the free inquiry method in a group. The post-test showed following results : first, the free inquiry method based on PBL stimulates inquisitiveness in students about science learning and the research group shows improved science process skill. It shows us that using the free inquiry method based on PBL can be used effects to elevate science process skill. Second, the free inquiry method based on PBL has a positive effect on self-directed learning. The research tells us that using the free inquiry method based on PBL can improve a student self-directed learning characteristics.

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Analysis of inquiry activities in the life science chapters of middle school 'science' textbooks: Focusing on Science Process Skills and 8 Scientific Practices (중학교 과학교과서 생명과학 단원의 탐구 활동 분석: 과학탐구 기능과 8가지 과학 실천을 중심으로)

  • Kim, Mijung;Hong, Juneuy;Kim, Sung-Ha;Lim, Chae-Seong
    • Journal of Science Education
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    • v.41 no.3
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    • pp.318-333
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    • 2017
  • In this study, we analyzed activities in life science chapters of middle school 'science' textbooks for the 2009 revised Korea national curriculum and examined the difference between the analysis based on scientific practices and the analysis based on inquiry skills. As a results, there was a lot of inquiry skills in the order of 'reasoning', 'observing', 'classification' in the all of grade. In scientific practices, 'data analysis and interpretation' and 'constructing explanations and devising problem solving' were biased. This shows that life science inquiry activities in middle school 'science' textbooks are lacking in diversity in scientific practice elements as well as inquiry skills, and that the goals of the activities are limited. In addition, through the interrelationships between scientific inquiry skills and scientific practice elements, we examined contents relevance in the transition from inquiry function center to scientific practice, and compared with the results of inquiry activities in textbook, The results of this study were matched monotonously due to the tendency to basic inquiry-data interpretation / basic inquiry-explanation. This comes from results of the lack of diversity in activities presented in middle school 'science' textbooks. In this study, it is suggested that efforts should be made to include diverse scientific practice elements in the process of realizing 2015 revised Korea national curriculum from the simple and diversity-less inquiry activity through analyzing the textbooks of the 2009 revised Korea national curriculum.

Perceptions and Teaching Practices of Elementary Teachers on the Integrated Inquiry Unit (통합탐구 단원에 대한 초등학교 교사들의 인식과 지도 실태)

  • Choi, Jimi;Park, Dahye;Park, Jongwook;Park, Jongseok
    • Journal of The Korean Association For Science Education
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    • v.36 no.5
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    • pp.783-790
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    • 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.

Recognition of Free Inquiry Activity and its Effects on the Science Inquiry Ability of Middle School Students (자유 탐구 활동에 대한 중학생들의 인식 및 자유 탐구 활동이 중학생들의 과학 탐구능력에 미치는 영향)

  • Byun, Sun-Mi;Kim, Hyun-Joo
    • Journal of The Korean Association For Science Education
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    • v.31 no.2
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    • pp.210-224
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    • 2011
  • The purpose of this study is to analyze students' recognition of the free inquiry activity and to investigate what effect the free inquiry activity of the 2007 Revised Educational curriculum revision has on the science inquiry ability of middle school students. To conduct the research we worked with 262 female students, 8 classes of first graders in a middle school. Among them, 4 classes were taught in free inquiry activity and the remaining 4 classes were taught in the traditional way. The results of Likert-questionnaire indicate that students were learning about cooperative spirit through group investigation activities and discussions and did not take the free inquiry activity as a hard activity. Also they showed positive reaction agreeing that this activity is both a helpful method in learning science and interesting. However, it seemed that the investigation tends to flow between the leading 1~2 members of the group and showed difficulty in carrying out the investigation as a group after school hours. It showed there are few problems and obstacles in operating the free inquiry activity. The free inquiry activity did not give any meaningful influence on the improvement of science inquiry ability of students. Integrative inquiry process skills did not give a relevant influence, however, it showed a meaningful influence on the improvement of basic inquiry process skills. Especially, among the low-ranking element of basic inquiry process skills, it enhanced the capacity for prediction.