• 제목/요약/키워드: Inquiry and Change

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소집단 탐구기법을 활용한 '계절의 변화 원인' 학습이 공간지각 개념 및 창의적 인성에 미치는 효과 (The Effects of the Space Perception Ability and Creative Personality 'Source of Season Change' Using Small Inquiry Method)

  • 이용섭
    • 대한지구과학교육학회지
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    • 제5권3호
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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.

탐구로서의 과학학습의 본질과 탐구과학교육을 위한 제 조건들의 변화 (The Meanings of Teaching Science as Inquiry and Change of Conditions for Inquiry Science Education)

  • 조정일
    • 한국과학교육학회지
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    • 제10권1호
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    • pp.65-75
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    • 1990
  • In this paper, the meaningsof "teaching science as inquiry", the results of the last 20 years' persuits for inquiry in school science, and the need of change of science education practices in parallel with that of her social contexts throughout the 1980' s were discussed.

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뇌기반 진화적 접근법을 적용한 초등학생 수준별 자유탐구 안내자료 개발 및 효과 (Development and Effect of Differentiated Open Inquiry Guide Materials for Elementary Students Applying a Brain-based Evolutionary Approach)

  • 임라미;임채성
    • 한국초등과학교육학회지:초등과학교육
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    • 제37권3호
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    • pp.233-253
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    • 2018
  • Since open inquiry of science was formally introduced at the 2007 Revised Science Curriculum Course, the purpose and effect of it has been positively evaluated, and it is underlined continuously until the revised science education course in 2015. However, through many previous studies, there is still a lack of awareness of open inquiry of both students and teachers in the field, and it was revealed they are continually appealing confusion and difficulties. Therefore, in this research, we analyzed the causes that make it difficult to execute open inquiry, and developed differentiated open inquiry guide materials that can contribute to the realization of teachers and students. They were developed by the brain-based evolutionary approach to provide students with authentic science. The brain-based evolutionary approach is reflecting the evolutionary attributes and the brain functions associated activities of scientists. It was revealed that, in the same way as the pilot test results, the usefulness of the differentiated guide materials were very high, and there was a statistically significant difference in the science attitude. It was found that the application of the brain-based evolutionary approach had positively influenced the stage of determining the inquiry themes, and self-confidence that could be able to do as a scientist. Analysis of top and sub group types on the basis of inquiry ability showed that both groups are improved at science attitude by the differentiated guide materials. There was a positive effect on change in the self-perception of scientific creativity. We were able to see a positive change in the post survey for open inquiry-efficacy. The developed differentiated open inquiry guide materials contributed to the improvement of open inquiry-efficacy for both the teacher and student.

중학교 과학에서 탐구자료 활용 수업의 효과 (The Effects of Inquiry Instruction Utilizing Materials in Middle School Science)

  • 김상달;김찬기;김희정;주국영
    • 대한지구과학교육학회지
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    • 제1권1호
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    • pp.63-71
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    • 2008
  • The purpose for this study is to check if research activities can make positive effects on inquiry instruction utilizing materials when compared to traditional instruction utilizing the textbook. The effects of the class should be measured both in cognitive domain and in affective domain. The cognitive domain was measured by the change in achievements in learning science, and the affective domain was measured by the change in learning attitudes of science. The assumptions to be verified in this study were as follows. First, achievements in learning science are higher in the learner oriented inquiry instruction utilizing materials than in the learner oriented traditional instruction utilizing the textbook. Second, learning attitudes of science are higher in the learner oriented inquiry instruction utilizing materials than in the learner oriented traditional instruction utilizing the textbook.The results of the research are as follows. In the cognitive domain, achievements in learning science showed significant change(p=.045) measured by verifying the score for the difference among the averages for each sub-scale, in 5% of meaningful probability, and were higher in the inquiry instruction utilizing materials study. In the affective domain, learning attitudes of science showed significant change(p=.019) measured by verifying the score for the difference among the averages for each sub-scale, in 5% of meaningful probability, and were higher in the inquiry instruction utilizing materials study. In learning attitudes of science, 2 items(self-conception of science, attitudes of learning science) out of 3 items(self-conception of science, attitudes of learning science, learning habits of science) showed significant changes (p=.045, p=.001). But the difference(learning-habits of science) was not significant(p=.914).

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Science-Gifted Students' Scientific Inquiry Change in Online Argumentative Discussion

  • Lee, Bong-Woo;Son, Jeong-Woo;Lee, Sung-Muk
    • 한국과학교육학회지
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    • 제25권6호
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    • pp.642-649
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    • 2005
  • Argumentative discussion is one of the important components of an educational program, which allows students not only to learn the process of social negotiation through discussions, but also to improve students' overall research abilities. The purpose of this study was to examine a) the changes between inquiry of before-argumentative discussion and inquiry of after-argumentative discussion, and b) the connections between the inquiry changes and online argumentative discussion. This study analysed 726 messages in an online argumentative discussion, as well as in first research reports and second research reports. The results of the study indicate that science-gifted students' research abilities were improved through on-line argumentative discussion that provided them with feedback based on interactive discussions, and encouraged them to re-examine hypotheses and experiment processes. The science-gifted students showed knowledge and abilities for identifying simple errors in research processes and arguing problems in the flow of the whole logic of research.

우리나라 역대 초등학교 교과서에서 다루어진 '지구과학' 영역의 중심개념과 탐구활동 분석 및 차기 교과서 개선 방안 모색 (An Analysis of Concepts and Inquiry Activities related to the 'Earth Science' Area in the South Korean Elementary School Textbooks to the Current & A Study on the Improvement of Future Textbook)

  • 임성만
    • 한국초등과학교육학회지:초등과학교육
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    • 제34권3호
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    • pp.288-296
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    • 2015
  • This study aimed to analysis of concepts and inquiry activities related to the 'Earth Science' area in the South Korean elementary school textbooks to the current and to seek the improvement of future textbook. For the study, we were collected South Korean elementary school textbooks to the current. After the collection had been made, we were analyzed related to the 'Earth' area in the South Korean elementary school textbooks and were extracted central concepts and inquiry activities. The result of this study: First, there were 'A change in the land', 'Strata and Fossil', 'Volcanoes and Earthquakes', 'Earth and Moon', 'The weather', 'The Solar system and the Star', and 'Seasonal Change' in the central concepts related to the 'Earth' area in the South Korean elementary school textbooks to the current. Second, central concepts were almost the same but the curriculum was changed. Third, inquiry activities also were confirmed to be maintained with little change. This result was believed that it can provide a variety of suggestions at this point in changing the curriculum.

속성배추를 이용한 식물 탐구 수업이 초등학생의 식물 개념 변화에 미치는 효과 (Effects of the Plant Inquiry Instruction using Rapid-cycling Brassica rapa on the Change of Plant Concept of the Elementary School Students)

  • 이명선;김성하
    • 한국초등과학교육학회지:초등과학교육
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    • 제28권3호
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    • pp.277-291
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    • 2009
  • This study is intended to develop plant inquiry instruction using Rapid-cycling Brassica rapa (RcBr) whose life cycle is relatively short, and to apply it to the elementary science instruction of the 4th grader and examine their plant concept, science inquiry skills and science-related attitudes. The materials were consisted of laboratory manuals for the students as well as teachers' guide. By observing the life cycle of RcBr, students can experience the conceptual learning of the plant's life cycle. In addition, this study investigated the cause of change in science inquiry skills and science-related attitudes by interviewing 12 students. It has shown that plant inquiry instruction using RcBr has meaningful effects on students' understanding of the plant concept, improving students' science inquiry skills, and changing students' science-related attitudes. Students who showed improvement in science inquiry skills were able to answer questions regarding science knowledge correctly. And students whose science related attitudes were improved had a positive attitude on cultivating RcBr. Students told that RcBr was an interesting and good material to inquire plant. Because of its small size and its relatively short life cycle of RcBR, it should be a desirable plant material for the inquiry instruction which can give rise to useful and meaningful results for the elementary school students.

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'과학 교실 탐구공동체' 관점 기반 과학 수업 인식 조사 도구 개발 및 적용 (Development and Application of the a Measuring Instrument for Perception of Science Classes Based on the View of 'Community of Inquiry in Science Classroom')

  • 정용재;장진아
    • 한국과학교육학회지
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    • 제37권2호
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    • pp.273-290
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    • 2017
  • 본 연구의 목적은 과학 교실 탐구공동체 관점에서 접근한 학생의 과학 수업에 대한 인식 조사 도구 개발과, 개발된 도구를 사용하여 과학 교실 탐구공동체 관점에서 과학 수업에 대한 학생의 인식을 조사하는 것이다. 본 연구는 총 417명의 초등학교 6학년 학생들을 대상으로 수행되었다. 연구결과, (a) 6개의 요인('문제인식I: 불일치 인식', '문제인식II: 흥미', '문제원인설명I: 가설설정 및 검증', '문제원인설명II: 협력적 검토', '문제해결I: 대상관계/개념 변화 반추', '문제해결II: 공동체관계/탐구자 변화 반추')으로 구성된 총 42개 문항의 '탐구수행 과정' 관련 조사 도구와, (b) 3개의 요인('탐구실행 의지', '탐구수행 태도', '의사소통 구조')으로 구성된 총 17개 문항의 '탐구수행 토대' 관련 조사 도구를 개발하였다. 또, 개발된 도구를 사용하여 초등학생들의 인식을 조사한 결과, 학생들은 과학 수업에 대해 과학 교실 탐구공동체 관점에서 대체로 보통 이상의 긍정적 인식을 하고 있었지만, 불일치에 기반 한 문제인식, 탐구자의 변화 및 공동체와의 관계 변화 반추를 동반하는 문제해결, 엄격성과 오류가능성 견지에 기반 한 탐구수행 태도 등 일부 요인에 대해서는 상대적으로 덜 긍정적인 인식을 하고 있었다. 이러한 결과를 바탕으로 탐구 중심의 과학 교육을 위한 몇 가지 시사점에 대해 논의하였다.

초등학생을 위한 자유 탐구 프로그램 개발 및 적용: 학생의 과학 탐구 기능 특성 및 지속적 피드백을 중심으로 (Development and Application of Open Inquiry Program : Focusing on the Students' Traits of Science Inquiring Ability and Repeated Feedback)

  • 장진아;전영석
    • 한국초등과학교육학회지:초등과학교육
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    • 제29권2호
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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.

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루브릭을 활용한 자유탐구 지도가 초등학생의 자유탐구에 미치는 영향 및 인식 조사 (The Effect and Cognition of Open-Inquiry Lesson using Lubric on the Elementary Student's Open-Inquiry)

  • 정현주;임성만;천재순
    • 한국초등과학교육학회지:초등과학교육
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    • 제32권3호
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    • pp.285-297
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    • 2013
  • The purpose of this research is to find the effect of the lesson using open-inquiry report Lubric on open-inquiry standard and science process skill; to find the change of cognition on open-inquiry for elementary school 5th grade students. Two classes (elementary school 5th grade) were selected which located in a small and medium-sized city for this research and they were separated as an experimental group and a comparative group. Open-inquiry lesson was done by referring teaching method which introduced through the curriculum. The procedure was understanding about open-inquiry, making open-inquiry subject, planning, and performing inquiry, mid-term, performing inquiry, making a report, presentation, and evaluation. Open-inquiry report Lubric which developed by Sook-Kyung Kim et al. (2010) was provided to the experimental group. Comparative group was instructed by using open-inquiry report which introduced to the elementary school 5th grade science text book. Interview paper was developed in order to check out the effect of the research by using a test paper of science process skill. The following could be found out through the research. After open-inquiry lesson, 10 open-inquiry reports(5 reports from experimental group, 5 reports from comparative group) have been drawn at random as samples from the total 62 sets (30 reports from experimental group, 32 reports from comparative group) and evaluated by a researcher and two elementary school teachers who have master degree. The reliability of the 3 scorers was 0.923 of mean correlation coefficient. And then the researcher evaluated all open-inquiry reports. The average score of open-inquiry report was 66.78 for experimental group, 54.27 for comparative group, respectively. And there was a significant difference at p<0.05 level as a result of the t-test. The experimental group rated high at p<0.05 level according to the analysis of post-science process skill test. According to the result of survey, both experimental group and comparative group had understood open-inquiry activity. It was especially rated high for experimental group on understanding scientific inquiry process, interest and satisfaction in open-inquiry and re-participation rate. By interviewing experimental group, it is recognized that the students utilized Lubric very well through the overall process. Finally, self-evaluation was done during open-inquiry activity and it was reported that the students gained more knowledge about science and changed to positive about science. As a result, the lesson using open-inquiry report Lubric was effective for students to improve writing skill of an open-inquiry report and science process skill and finally changed the cognition to positive about open-inquiry lesson.