• Journal of Science Education
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• v.43 no.2
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• pp.227-238
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• 2019

In this study, we investigated the perception of elementary school students on inquiry activities and collaborative problem-solving ability in data-based scientific inquiry. For this purpose, 20 data-based scientific inquiry classes were conducted in 26 elementary school students in Gyeongnam City. After selecting the inquiry problem, students conducted an inquiry process to collect data using digital inquiry instruments. The following results were obtained through questionnaires and interviews after the classes: First, students perceived the step on 'inquiry design and execution' as the most useful in the data-based scientific inquiry. Second, students perceived that their scientific ability and cooperation improved through data-based scientific inquiry, with the selection of inquiry problems being the most difficult. Third, students perceived positively the improvement of cooperative problem-solving ability. From the above results, it was found that data-based scientific inquiry is necessary to improve the elementary school students' scientific inquiry ability and cooperative problem-solving ability. Based on this research, we hope that the development and research of various inquiry activities will provide opportunities for inquiry that can cultivate various abilities needed for students living in the future.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.3
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• pp.307-315
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• 2012

The purpose of this study was to examine the effects of small inquiry method on space perception ability and creative personality. Testees of this research are 36 elementary pre-service teachers taking an astronomical observation class. Doing inquiry activity after 36 elementary pre-service teachers are classified into 6 Jigsaw small inquiry. Learning activity was split into two groups, expert group and a population. To find out research outcome, pre-test was executed space perception ability test, creative personality test. Analysis of test result was accomplished with statistical package SPSS 18.0 paired t testing hypothesis. The results of this study are as follows. First, 'source of season change' class using Jigsaw small inquiry method has effect on space perception ability improvement. This was interpreted that space perception ability improvement was effective because characteristic of Jigsaw small inquiry is made up of lots of semin Second, 'source of season change' class using Jigsaw small inquiry method has no effect on creative personality. This was interpreted that experiment and discussion activity getting accomplished in a short time has no effect on qualitative characterizing Creative Personality improvement.

• Journal of Korean Elementary Science Education
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• v.32 no.4
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• pp.464-472
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• 2013

The purpose of this study was to analyze the science inquiry problem finding ability of gifted elementary students of science and general elementary students. For this purpose, this study analyzed the types of science inquiry problems in an ill-structured problem finding situation. Also, this study has compared science inquiry problem finding abilities of those two groups. From the results of this study, new ways of improving student' science inquiry problem finding ability and selection of gifted students of science were suggested. The results of this study can be summarized as follows. First, most of the inquiry problems generated by the scientifically gifted and the general students in an ill-structured problem situation could be categorized into seven types (measurement, method, cause, possibility, what, comparison, relationship) according to the inquiry objectives, and both group found more problems in scientific context than in everyday context. Regardless of the context of problem, scientifically gifted students found more problems and the type of problems generated by them were more various than those of general students. Second, there were differences in problem finding ability between scientifically gifted and general students. Scientifically gifted students found more problems and the quality of problems were higher than general students.

• Journal of Korean Elementary Science Education
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• v.30 no.2
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• pp.129-140
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• 2011

As one of the casting plans to improve the scientific inquiry ability of the students, the aims of this study are to develop and apply a basic inquiry program for the inquiry subject of Seogwipo fossil formation, and analyze the basis inquiry ability of the students to show in the inquiry activity process actually. The results obtained in 5th grade 48 elementary school students of Seogwipo-city are as follows; Students executed observing activity using an appropriate senses such as senses of vision and touch, and showed the tendency which tries to observe the form overall rather than the partial form of the fossil formation. But the ability to utilize appropriately for predicting and inferring with the facts which could depend on observing activity was low. And we found out that the misconceptions influence on inquiry activity. Therefore, to help understanding deeper for the students' basic inquiry element, it is thought that a study of the various educational guidance ways is necessary to this. The teachers also have to study the various ways to induce the scientific conception through the application of proper teaching-learning for correction of misconceptions because misconceptions have an influence on inquiry activity together. If various inquiry programs considering the regional-specific characteristics are developed to cause students' interest, students would come to participate in inquiry activity aggressively a little more.

• The Journal of Korean Association of Computer Education
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• v.7 no.5
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• pp.57-70
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• 2004

This study is the subsequent study that has the objectives examining the relationships among 'substantive understanding', 'scientific literacy' and 'learning intention' in computer supported intentional learning environments and inquiry ability, variables for affecting knowledge construction derived from the finding out of the former study. As a result, the current study confirmed in CSILE the close correlation between 'the learning intention for scientific inquiry' and 'substantive understanding', between 'the learning intention for scientific inquiry' and 'scientific literacy'. Another result showed that 'scientific literacy' was the most significant predictor on inquiry ability. Base on the result of this study, the present researcher is about to make suggestions to stimulate learners' scientific literacy in CSILE-based inquiry learning.

• 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.

• Korean Journal of Childcare and Education
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• v.19 no.4
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• pp.29-52
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• 2023

Objective: This research aims to examine the effect of a young children's engineering-focused STEAM program based on the project approach - a program that constructs components aligned with children's interests in their play through an engineering design process - on their scientific inquiry ability, mathematical problem-solving ability, and creativity. Methods: In this research, 42 five-year-old children from a public kindergarten in S district, I city, were randomly divided into experimental and comparative groups, each with 21 children. The engineering-focused STEAM program was conducted from April 18 to June 10, 2022, with the experimental group exploring the 'car' theme and the comparison group focusing on a different theme. The study employed an independent sample t-test and analysis of covariance(ANCOVA), using the pretest as a covariate to control variables. Results: The children-selected 'cars' themed engineering-focused STEAM program was effective in enhancing their scientific inquiry ability, mathematical problem-solving ability and creativity. Conclusion/Implications: The engineering-focused STEAM program, which emerges from young children's interesting daily play, had positive effects on enhancing their scientific inquiry ability, mathematical problem-solving ability, and creativity. This research can serve as fundamental data for developing education programs focused on engineering within the STEAM framework, guided by children's emergent play.

• Journal of Korean Elementary Science Education
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• v.22 no.2
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• pp.181-191
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• 2003

In this study, the effects of metacognitive teaching strategy on the students' scientific inquiry ability and scientific attitude were investigated. For the study, two classes of fourth grade from an elementary school in Busan were chosen. Each class was assigned to the experimental group which metacognitive teaching strategy was applied to and the comparative group that traditional teaching method was applied to. The tests of scientific inquiry ability and scientific attitude were administered before and after the instruction period. The results of this study were as follows. There were significant differences between the experimental group and comparative group in scientific inquiry ability and scientific attitude. It was concluded that metacognitive teaching strategy was more effective in the improvement of students' scientific inquiry ability and scientific attitude.

• Journal of Korean Elementary Science Education
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• v.29 no.2
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• pp.207-218
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• 2010

The revised curriculum in 2007 adds an open inquiry approach to increase students' creativity and interest in science. Because it is the first time for elementary students to perform the open inquiry due to the national curriculum, it is essential that teachers give students' successful experiences in order to build a positive impression about inquiry activity. The purpose of this research is to develop and apply the open inquiry program. The research findings are as follows: First, we analyzed the students' traits of open inquiry ability during the program. The third and fourth grade students showed weakness in operating and inquiring abilities. They also feared failure and were unable to concentrate in classes which were based on explanation or discussion. When students had unexpected results, however, their inquiring abilities and creativeness increased considerably. Additionally there were some students who were stressed during the science-inquiry activity, due to no interest in science and an inability to think scientifically. Second, we developed an open inquiry program for elementary students. The program was modified, reflected upon the students' traits during open inquiry in class. Through repeated feedback like this, we completed the program. Third, for those who studied in the lessons there was a meaningful change in students' science inquiry abilities and abilities to perform 'formulating a hypothesis' and 'the control of variables'. These students' level of self-inquiry performance improved steadily. Moreover, they obtained a strong attachment to their inquiry and understood the method of quantitative experiments.

• Journal of Korean Elementary Science Education
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• v.35 no.4
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• pp.426-441
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• 2016

The purpose of this study was getting the information for successful application to the national curriculum and students' core competencies enhancement, through investigation about competencies discussed in 2015 revised national curriculum development process and analysis about perception of 150 elementary school teachers in study. The results were as follows : Communication skill is considered to be the most important. Thinking ability what has been important traditionally is the middle of the rankings. Elementary school teachers think that a competency is specific to a subject. From this point of view, Creative/Scientific Problem-Solving Ability is the most important in science. They think that the enhancing of the ability of inquiry performance is highlighted in current science class. On elementary school teachers' awareness, inquiry model is the most effective in enhancing of scientific thinking and the ability of inquiry performance. And STS instruction model is in the other. PBL learning model and experimental inquiry model is the most effective in enhancing a competency has the highest feasibility like scientific thinking or the ability of inquiry performance.