• Journal of The Korean Association For Science Education
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• v.19 no.4
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• pp.528-541
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• 1999

In order to obtain data for developing an ideal science curriculum. four kinds of General Science textbooks based on the 6th curriculum were analyzed. Particularly inquiry activities were analyzed by Scientific Inquiry Evaluation Inventory(SIEI). The results are as follows: 1) The average number of inquiry activities in four kinds of textbooks is 115.5. And the number in each textbook is very diverse: textbook A contains 94 inquiry activities, textbook B 147. textbook C 100 and textbook D 121. 2) As for the number of inquiry activity scopes in four kinds of textbook. observation comes to 22, experiment 117, interpreting data 196, investigation 64, discussion 51, classification 4 and prediction 8. And then the conceptional inquiry activity is about 2.3 times as many as the inquiry experiment. 3) According to the analysis of each inquiry task by SIEI. textbook A has 268, textbook B 328, textbook C 207 and textbook D 304. 4) In the analysis of the structure of inquiry activity, the evaluation of the competition and cooperation scale shows more emphasis on common tasks. no pooled results(87.1 %). The discussion scale mostly consists of activities without discussion required among students(83.5%). The evaluation of openness scale shows more emphasis on activities with problems, procedures and answers presented(58.3%). In the evaluation of inquiry scope scale, the inquiry scope scale mostly has the activities to demonstrate or verify the contents of the text(66.9%). 5) As for the analysis of inquiry activities as a whole. The inquiry pyramid in four kinds of General Science textbooks shows the type I that emphasizes the inquiry activities in low level such as gathering and organizing data. The inquiry index in four kinds of textbooks is average 47.8, shows very high level (above 35).

• Journal of The Korean Association For Science Education
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• v.4 no.2
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• pp.57-63
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• 1984

An inquiry approach in teaching science has been advocated by many science educators for the past few decades, and most elementary and secondary science curricula have incorporated it in varying degrees. It has been proven in recent studies, however, that there exists considerable discrepancy between the expectation of outcomes of the inquiry approach and the actuality. This in part implies that there is a somewhat urgent need for the systematic evaluation of the approach in teaching science. The purpose of this study is to develop a comprehensive instrument for evaluating inquiry teaching approaches embedded in science curricular materials. To develop a more valid and reliable instrument a set of empirical data was used in the developmental procedure, and most of the previous studies regarding inquiry teaching method and inquiry evaluation were consulted. The inquiry evaluation method developed in this study, called the Scientific Inquiry Evaluation Inventory (SIEI), is composed of three parts: (1) analyzing and coding each science process task of inquiry activity; (2) evaluating each inquiry activity as a whole; and (3) evaluating each science laboratory curriculum as a whole. The first part of the instrument consists of twenty science process categories and thirty subcategories grouped into four sections: (1) gathering and organizing data; (2) interpreting and analyzing data; (3) synthesizing results and evaluation; and (4) hypothesizing and designing an experiment. The science process categories are arranged according to the level of difficulty, psychological level of thinking, degree of creativity demand, and the model of the process of scientific inquiry, which is also developed in the study. The second part of the instrument contains four evaluation scales of inquiry activity: (1) competition/cooperation scale; (2) discussion scale; (3) openness scale; and (4) inquiry scope scale. And the last part consists of three methods for evaluating a science laboratory curriculum as a whole: (1) inquiry pyramid; (2) inquiry index; and (3) difficulty index. The instrument is designed to be used by teachers, science curriculum developers and science education evaluators for the purpose of diagnosing the nature and appropriateness of scientific inquiry introduced in secondary science curricular materials, especailly in laboratory work and field work.

• Journal of The Korean Association For Science Education
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• v.13 no.1
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• pp.56-65
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• 1993

The purpose of this study is to analyze the inquiry activities of SCIIS and Korea primary school science curricular meterials and to make suggestions for the improvement of inquiry learning based on the analysis The Scientific Inquiry Evaluation Inventory (SIEI: Myung Hur, 1984) was used to evaluate the inquiry activity content of the primary school "Science, Level-6" and "SCIIS, Level-6" textbooks. The results are as follows: 1) The inquiry activities of Korean science textbooks are stressing on gathering and organizing data, but rarely require students to formulate a hypothesis, to design an experiment. 2) The SCIIS textbooks relatively tended to put more weight on interpreting/ analysing data and hypothesizing/ designing experiments. 3)The Korean science textbooks had little concern about establishing hypothesis and designing experiments, interpreting / analysing data. 4) The SCIIS textbooks require students to perform a variety of inquiry skills when compare to Korean science textbooks. 5) Competition / Cooperation Scale checks the level of competition and cooperation among student teams inherent in science curricular materials. The result from each team is incorporated into the formation of a class result. The communication is required to formulate a synthesized class response, enhances cooperation among teams. The SCIIS(84%) is the higher than Korea(50%) in cooperation scale. 6) Korean science textbooks rarely require students to discuss about experiment when compare to SCIIS textbooks. 7) Korean science textbooks provide students with both inquiry problems and experimental procedure, or including answers SCIIS textbooks provide students with both inquiry problems and experimental procedure, or problems only. 8) The Korean textbooks emphasize demonstrating or verifying of the text while the SCIlS emphasize extending the content of the text in inquiry scope scsle. The inquiry pyramid which helps analysis the inquiry activity curriculum as a whole is one of type 1- the course is centered on gathering and organizing data. The SCIIS are better than the Korean science textbook in the light of proportion of interpreting / analysing data and hypothesizing / designing experiments.

• Hwankyungkyoyuk
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• v.8 no.1
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• pp.81-97
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• 1995

This study is to consider the result of the Field Trip Contest(FTC) and get a suggestion as a way of environmental education at school level in field. FTC was executed with selected students(3/1team) of 5th grade nationwide at Nam-Han mountain fortress in the suburbs of Seoul in Oct., 1994. The outcome of FTC was very high with the score of 1.38/2.0, and the quality of the program was generally high with the score of 1.09/2.0. Among areas of the outcome domain, accomplishment of the objectives of FTC was very high(1.55), execution of the policy of FTC was generally high(1.27), and operation and promotion of FTC was generally high(1.16). And in the Program of FTC domain, meaning of execution was very high(1.57), possibility of accomplishment was not high(0.03), validity of the content was generally high(1.18), appropriateness of activity scope was generally high(1.15), possibility of application into school system was generally high(1.22), and extending effect to education was generally high(0.9). Participants responded they got a great experience of inquiry for protecting nature during the activity of FTC and teachers accompanying found a good possibility to do in own school province.

• Journal of Science Education
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• v.44 no.3
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• pp.300-317
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• 2020

The purpose of this study is to suggest improvements in the science concepts and inquiry activities presented in the earth science section in the 2015 revised curriculum elementary science textbooks. For this study, two science educator and three elementary school teachers developed a survey questionnaire to investigate science concepts, inquiry activities, and suggest improvements. The survey was conducted two times, and 30 elementary school teachers and three earth science professors (geology, meteorology, astronomy) participated in the survey. As a result, it was investigated that eight concepts in the solid section, three concepts in the fluid section, and one concept in universe and integration section contained misconceptions. It was investigated that the content of inquiry activity needs to be supplemented, with seven elements in solid section, three elements in fluid section, and one in the universe and integration section. According to the research results, if the textbook is revised, it is necessary to accurately confirm the science concepts or content of inquiry activities. Also in the case of science concepts presented in textbooks, it will be necessary to consider not only the scope and sequence of contents but also the process of learning progression.

• Journal of Korean Home Economics Education Association
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• v.34 no.1
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• pp.59-80
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• 2022

The purpose of this study was to develop a workbook that can support the class and evaluation of the subject, 「Food safety and health」 and to verify its validity. The development direction of the workbook was set by analyzing the 「Food safety and health」 curriculum, dietary education materials, and previous studies related to the workbook, and the overall structure was designed by deriving the activity ideas for each area. Based on this, the draft was developed, and the draft went through several rounds of cross-review by the authors and the examination and revision by the Ministry of Food and Drug Safety, before the final edited version was developed. The workbook was finalized with corrections and enhancements based on the advice of 9 experts and 44 home economics teachers. The workbook consists of 4 areas: the 'food selection' area, with 10 learning topics and 36 lessons, the 'food poisoning and food management' area, with 10 learning topics and 36 lessons, the 'cooking' area, with 11 learning topics and 43 lessons, and the 'healthy eating' area, with 11 learning topics and 55 lessons, resulting in a total of 42 learning topics, 170 lessons. The workbook was designed to evenly cultivate practical problem-solving competency, self-reliance capacity, creative thinking capacity, and community capacity. In-depth inquiry-learning is conducted on the content, and the context is structured so that self-diagnosis can be made through evaluation. According to the validity test of the workbook, it was evaluated to be very appropriate for encouraging student-participatory classes and evaluations, and to create a class atmosphere that promotes inquiry by strengthening experiments and practices. In the current situation where the high school credit system is implemented and individual students' learning options are emphasized, the results of this study is expected to help expand the scope of home economics-based elective courses and contribute to realizing student-led classrooms with a focus on inquiry.

• The Korean Journal of Air & Space Law and Policy
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• v.1
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• pp.223-243
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• 1989

The practical application of modern space science and technology have resulted in many actual and potential gains of mankind. These successes have conditioned and increased the need for a viable space law regime and the challenge of space has ultimately led to the formation of an international legal regime for space. Space law is no longer a primitive law. It is a modern law. Yet, in its stages of growth, it has not reached the condition of perfection. Therefore, under the existing state of thing, we could carefully say that the space law is one of the most newest fields of jurisprudence despite the fact that no one has so far defined it perfectly. However, if space law can be a true jurisprudential entity, it must be definable. In defining the space law, first of all, the grasp of it's nature iis inevitable. Although space law encompasses many tenets and facets of other legal discriplines, its principal nature is public international law, because space law affects and effects law relating intercourse among nations. Since early 1960s when mankind was first able to flight and stay in outer space, the necessity to control and administrate the space activities of human beings has growingly increased. The leading law-formulating agency to this purpose is the United Nation's ad hoc Committee on Peaceful Uses of Outer Space("COPUOS"). COPUOS gave direction to public international space law by establishing the 1963 Declaration of Legal Principles Governing the Activities of the States in the Exploration and Use of Outer Space("1963 Declaration"). The 1963 Declaration is very foundation of the five international multilateral treaties that were established successively after the 1963 Declaration. The five treaties are as follows: 1) The Treaty on Principles Governing the Activities of States in the Exploration and Use of Outer Space including Moon and other Celestial Bodies, 1967. 2) The Agreement on the Rescue of Astronauts, the Return of Astronauts, and the Return of Objects Launched into Outer Space, 1968. 3) The Convention on International Liability for Damage Caused by Space Objects, 1972. 4) The Convention on Registration of Objects Launched into Outer Space, 1974. 5) The Agreement Governing Activities of States on the Moon and Other Celestial Bodies: Moon Treaty, 1979. The other face of space law is it's commercial aspect. Space is no longer the sole domination of governments. Many private enterprise have already moved directly or indirectly into space activities in the parts such as telecommunications and space manufacturing. Since space law as the public international law has already advanced in accordance with the developments of space science and technology, there left only a few areas untouched in this field of law. Therefore the possibility of rapid growth of space law is expected in the parts of commerical space law, as it is, at this time, in a nascent state. The resources of the space environment are also commercially both valuable and important since the resources include the tangible natural resources to be found on the moon and other celestial bodies. Other space-based resources are solar energy, geostationary and geosynchronous orbital positions, radio frequencies, area possibly suited to human habitations, all areas and materials lending themselves to scientific research and inquiry. Remote sensing, space manufacturing and space transportation services are also another potential areas in which commercial. endeavors of Mankind can be carried out. In this regard, space insurance is also one of the most important devices allowing mankind to proceed with commercial space venture. Thus, knowlege of how space insurance came into existence and what it covers is necessary to understand the legal issues peculiar to space law. As a conclusion the writer emphasized the international cooperation of all nations in space activities of mankind, because space commerce, by its nature, will give rise many legal issues of international scope and concern. Important national and world-community interests would be served over time through the acceptance of new international agreements relating to remote sencing, direct television broadcasting, the use of nuclear power sources in space, the regularization of the activities of space transportation systems. standards respecting contamination and pollution, and a practical boundary between outer space and air space. If space activity regulation does not move beyond the national level, the peaceful exploration of space for all mankind will not be realized. For the efficient regulation on private and governmental space activities, the creation of an international space agency, similar to the International Civil Aviation Organization but modified to meet the needs of space technology, will be required. But prior to creation of an international organization, it will be necessary to establish, at national level, the Office of Air and Space Bureau, which will administrate liscence liscence application process, safety review and sale of launch equipment, and will carry out launch service.