• Journal of Science Education
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• v.44 no.2
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• pp.167-182
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• 2020

The active participation and active interaction of learners in small group science inquiry activities are the main factors that determine the effectiveness of science learning. Roles can be assigned to members of a small group to facilitate interaction between members within the small group. The purpose of this study is to analyze the effect of role assignment on the types and patterns of verbal interactions in middle school students' small group science inquiry activities. For this, 172 students from middle schools located in metropolitan cities were surveyed. We analyzed 18 small groups with assigned roles and 15 small groups without assigned roles. The change in verbal interaction type in small group science inquiry activity according to role assignment was largely divided into alienation and participation. In the case of small groups with assigned roles, the participation type occupied a higher proportion than the alienation type. The change in verbal interaction patterns did not show much significant differences when the role was assigned in terms of cognitive and affective. Based on this, further research is needed on how role assignment affects verbal interactions depending on the type of scientific inquiry and the stage of inquiry. In addition, further research on the composition of small groups and role assignment is required.

• 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.

• Journal of Korean Academy of Nursing
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• v.25 no.2
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• pp.295-315
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• 1995

This qualitative nursing research used a hermeneutic phenomenological approach to discover meaning in mid - aged women's experience of mastectomy. The ultimate aim of the inquiry was to discover the essence of mid-aged women's experience and promote understanding. The study was guided by Van Manen's method for doing research. The method of inquiry included. turning to phenomenon of interest ; inquiring and investigating experience as it was lived rather than as conceptualized ; reflecting and analyzing essential themes which characterize phenomenon : and describing phenomenon through art of writing and rewriting. Multiple strategies for data collecting were needed : in depth face-to-face interview ; analysis of women's writings ; artistic works : and analysis of examples of phenomenon in art, litera lure, and drama. Although the experience was different for all of the women interviewd, essential themes of experience emerged : Self-discovering of vicious disease, Divining punishment-unfortunate women, loss of self though the scar, a night-mare, change of life values and attitudes, rediscovering living alone, living through with fearing of death. Findings from artistic and creative inquiry further validated findings and meaning descovered. The study illuminated meaning and simultaneously validated the phenomenological research process. Essential themes for understanding women's experience, implications for education, research, and practice, direction and need for continuing inquiry were identified.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2014.10a
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• pp.215-216
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• 2014

This paper emphasizes the control of access and authorization based on the roles and the data using activities of users as task performers. Also, it requires to gain the necessary approval in advance for important tasks such as mass inquiry and change on important information to influence the very existence of the whole organization.

• Journal of The Korean Association For Science Education
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• v.27 no.9
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• pp.870-880
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• 2007

The purpose of this study was to understand the change and characteristics of interactions in a heterogeneous group in scientific inquiry experiments. For this purpose, the process of students' interactions in small group activities were analyzed. This study focused on two, small heterogeneous groups of eighth graders. Students were involved in 13 scientific inquiry experiments for one year and students' interactions in each experiments were observed and recorded using video/audio and the data recorded were transcribed. The analysis of data was based on the method of making a note by looking and listening to the data repeatedly. Students' interactions in heterogeneous group changed toward that 3A (early formal operation student solved the problems by oneself and other students only listened to 3A student's explanation or copied the answer. The least able student was alienated from peers' interactions. In the meantime, new interactions of two middle level students were shaped. Educational implications of the progression of activities emphasizing interactions and the organization of grouping were drawn.

• Journal of the Korean Chemical Society
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• v.64 no.6
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• pp.389-400
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• 2020

The purpose of this study was to examine the effects of Argument-based Inquiry activities on the claims and evidence in elementary students' science writing. Participants were thirty three fifth grade elementary school students and argument-based inquiry activities on five topics were implemented. We analyzed the Summary Writing samples written by students to investigate the effect of the Argument-based inquiry activities on elementary students' claims and evidence in their science writing, and also analyzed the writing samples of the experimental group to which the Argument-based inquiry activities were implemented, to examine the change of claims and evidence. The results of this study showed that the mean of experimental group was significantly higher than that of the comparison group. As a result of analyzing claims and evidence in Summary Writing of experimental group, the level of claim and evidence has tended to increase gradually as the number of classes progresses.

• Journal of the Korean Chemical Society
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• v.47 no.1
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• pp.67-71
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• 2003

The present study examined the inquiry type, process, and context of activities presented in the matter field of the 7th grade science textbook based on the 7th curriculum. It was to investigate for educational suggestions in instruction and development of science textbook. Three units of ‘three states of matter', ‘motion of molecule', ‘the state change and energy' were analyzed. The result indicated that the types, processes and skills, and context of inquiry were not balanced, and learners should be educated with complementary inquiry activities. It is proposed that the inquiry activities presented in science textbooks be examined, and the framework to evaluate inquiry activities be reflected on the standard of science textbook authorization for development of the science textbook to accord with aims and objectives of curriculum.

• Journal of The Korean Association For Science Education
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• v.30 no.5
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• pp.544-556
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• 2010

The purpose of this study was to investigate the change in beginning science teachers' inquiry-oriented teaching practice through mentoring program. Participants in this study are three mentor teachers and three beginning teachers. The three beginning teachers are middle school science teachers who have less than four years teaching experience. Also three science teachers participated in the program as mentors, who have more than twelve years teaching experience. We collected data such as video recordings of beginning teachers' classes, lesson plans, recordings of one to one mentoring and RTOP class observation reports. Mentor teachers observed and analyzed five classes of each beginning teacher. Before the mentoring program, beginning teachers' teaching methods were more concept-oriented and teacheroriented. They rarely used inquiry-elements including prediction, reasoning, hypothesizing and students were not actively engaged in communicative interactions in a classroom. But during the mentoring program, these teachers recognized and responded to student diversity and encouraged all students to participate in science learning. Beginning teachers' teaching methods have changed to become student-oriented, teachers and students collaborated in pursuit of ideas, and students often initiated new activities relevant to an inquiry. As a result, this mentoring program provided beginning teachers the opportunities to reflect on their own teaching and reform their classes. The results show that school-centered mentoring program is helpful to enhance beginning science teachers' inquiry-oriented teaching ability.

• Journal of The Korean Association For Science Education
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• v.30 no.1
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• pp.80-93
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• 2010

The scope of this study is: (1) to review or summarize the theoretical explanations of diffusion; (2) to investigate the preservice teachers' understanding of diffusion utilizing the inquiry experiment of diffusion that was developed in this study. The data was collected through questionnaires given to 41 preservice teachers in 3 universities and interviews with 20 subjects from this population, who conducted the inquiry experiment. During the experiment, the data was collected from the students' reports and 3 small groups' audio/video recordings. To understand preservice teachers' conceptions, reports, audio/video recordings, questionnaires and interviews were analyzed and discussed with co-workers. The results follow: (1) The differences between effusion and diffusion as well as equal-pressure experiment and equal-flux one on diffusion were discussed; (2) Most preservice teachers understood effusion and diffusion connected to Graham's law of diffusion by rote and have misconceptions about the diffusion process; (3) They observed two kinds of diffusion experiments (equal-pressure and equal-flux) by inquiry experiment, but the majority of them failed to find conceptual differences between these experiments. After the inquiry experiment, about 40% of the samples modified their conceptions about diffusion.

• Hwankyungkyoyuk
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• v.22 no.3
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• pp.83-96
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• 2009

This article extracted feasible elements for an environmental education program from the 'Intelligent Life', an integrated subject of the 7th elementary school curriculum, and designed a program for second graders in the elementary school and applied it to them in order to examine how the students' environmental altitudes changed. In the controlled class, the instruction followed the lessons specified in the 7th national curriculum faithfully while for the experimental class 1, only the inquiry activity-based environmental education program was applied. Moreover, in experimental class 2, the inquiry activity-based environmental education program was implemented and wrap-up activity was performed as well with the products. To verify the program, questionnaires on the change of environmental altitudes were distributed and analyzed total three times in the pretest, posttest 1(right after the program), and posttest 2(30 days after the program). T-test was carried out with the SPSS 12 program to verify the effect of the applied program. To make up for the quantitative analysis, qualitative analysis was also conducted. The followings show the results gained after the program was implemented. First, This program showed a significant difference(p<.05) in the students' formation of environmental altitudes. Second, it was verified that the inquiry activity-based environmental education class that reorganized the second grade elementary students' 'Intelligent Life' subject had a more positive effect in the cultivation of environmental altitude than the class that followed the present curriculum as it was. It will be necessary to perform follow-up researches on the relativity between curricula for kindergarteners and lower grade elementary school students.