• Title/Summary/Keyword: Inquiry of scientist

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Development of the Scientific Inquiry Process Model Based on Scientists' Practical Work

  • Yang, II-Ho;On, Chang-Ho;Cho, Hyun-Jun
    • Journal of The Korean Association For Science Education
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    • v.27 no.8
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    • pp.724-742
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    • 2007
  • The purpose of this study was to develop a scientific inquiry model that makes scientific inquiry accessible to science teachers as well as students. To develop a scientific inquiry model, we investigated the research process demonstrated by ten scientists who were working at academic research institutions or industrial research institutions. We collected data through scientists' journal articles, lab meetings and seminars, and observation of their inquiry process. After we analyzed the scientists' inquiry strategies and processes of inquiry, we finally developed the Scientist's Methodology of Investigation Process model named SMIP. The SMIP model consists of four domains, 15 stages, and link questions, such as "if, why", and "how". The SMIP model stressed that inquiry process is a selective process rather than a linear or a circular process. Overall, these findings can have implication science educators in their attempt to design instruction to improve the scientific inquiry process.

The Effect of Pre-service Elementary Teachers' Experiences of Inquiry Performance in the Life Domain on Their Images of a Scientist and Science Teaching Anxiety (초등 예비교사들의 생명영역 탐구 수행 경험이 과학자 이미지와 과학 교수 불안에 미치는 영향)

  • KIM, DONG-RYEUL
    • Journal of Science Education
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    • v.39 no.1
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    • pp.1-14
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    • 2015
  • This study aims to find out the effect of pre-service elementary teachers' experiences of inquiry performance in the life on their images about a scientist and science teaching anxiety. Thus, this study selected 162 college juniors who completed 'Science Teaching Material Research & Teaching Methods' for one semester at a university of education. Groups of 3 to 4 pre-service teachers were made to select one of the 10 experimental topics and inquired it for themselves, and make a presentation about the results before the other pre-service teachers. The results of this study can be summarized as below. Firstly, as a result of investigating pre-service elementary teachers' opinions about the characteristics of scientists, it was found that they thought of scientists prudent, intellectually superior, creative, and hard-working, but did not consider them artistic or religious, no matter if they had inquiry performance experiences. Especially, to such characteristics as intellectually-superior, creative, open-minded, outgoing and responsible, they showed more positive responses after inquiry performances. Besides, in scientists' activity types shown in pre-service elementary teachers' drawing pictures of a scientist, 'Experimental Activity' increased most after their inquiry performances, and in the place of activity, 'Laboratory' was most since it was related to activity types. Secondly, as a result of examining per-service elementary teachers' science teaching anxiety before and after inquiry performances, it was found that they showed statistically significant differences in all the domains, scientific knowledge, inquiry class preparation and inquiry class management. This finding could be interpreted as their inquiry experiences had positive effect on their having confidence in teaching science.

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An Autobiographical Narrative Inquiry on the Process of Becoming-Scientist for Science Teachers (과학교사의 과학연구자-되기 과정에 관한 자서전적 내러티브 탐구)

  • Kwan-Young Kim;Sang-Hak Jeon
    • Journal of The Korean Association For Science Education
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    • v.43 no.4
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    • pp.369-387
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    • 2023
  • This study aims to interpret the experience of science research in a graduate school laboratory from the perspective of Gilles Deleuze's concepts of "agencement" and "becoming". The research was conducted as an autobiographical narrative inquiry. The research text is written in a way that tells the story of my science research experience and retells it from the perspective of Gilles Deleuze. In Deleuze's view, science research is a constantly flowing agencement. The science research agencement is composed of a mechanical agencement of various experimental tools-machines and researcher-machines as well as a collective agencement of speech acts such as biological knowledge, experiment protocols, and laboratory rules. Furthermore, science research agencement is fluid as events occur all over the agencement. Data, as a change occurring in the material dimension, is an event and sign that raises problems. It has the agency to influence agencement through an intersubjective relationship with researchers, and the meaning of data is generated in this process. The change of agencement compelled me to perform science practice. I have performed repeated science practice, meaning that my body has constantly been connected to other machines. As a result of this connection, my body has been affected, and the capacity of my body that constitutes the agencement has been augmented. In addition, I was able to be deterritorialized from the existing science research agencement and reterritorialized in a new science research agencement with data. This process of differentiation allowed me to becoming-scientist. In sum, this study provides implications for science practice-oriented education by exploring the process of becoming-scientist based on my science research experience.

Development and Application of the Photosynthesis Experimental Module Based on Scientist's Inquiry Processes (과학자의 탐구 과정을 재구성한 광합성 실험 모듈의 개발과 적용)

  • Kim, Ho-Gi;Kim, Yeon-Ju;Kim, Sung-Ha
    • Journal of Science Education
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    • v.35 no.2
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    • pp.204-220
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    • 2011
  • This study was intended to develop an experimental module based on inquiry processes conducted by photosynthesis scientists. It was aimed to enhance scientific inquiry ability of the middle school students by applying the developed module. Developed module included some experiments conducted by earlier photosynthesis scientists such as Helmont, Woodward, Priestly, Hales and Ingen-Hausz. Inquiry process was involved in the developed module for instructing the inquiry methods. Rapid-cycling Brassica rapa known as a Fast Plant was used for the experimental material. Developed module was applied to the experimental group consisting 27 eighth grader, while experiments suggested in the science textbook was applied to the control group consisting 30 eighth grader. Developed module was more effective in improving students' scientific inquiry ability, especially measuring, forecasting and hypothesizing ability as its subordinate elements. When the result of post-test was compared to one of pre-test in the experimental group, their observing, forecasting, and generalization ability were improved. Experimental group showed that students' conception in photosynthesis and conceptual development related with the role of plants in the ecosystem and plant's food and movement of the water and nutrients were also improved. Before application, students in the experimental group did not have enough understanding of the abstract concept such as the existence or the role of the materials like $CO_2$ or $O_2$ or the energy accumulation. Developed module could help students to achieve the comprehensive concept regarding the role of plants as producers of organic matter and oxygen and to enhance their scientific inquiry ability and concepts regarding photosynthesis.

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

  • Yim, La-Mi;Lim, Chae-Seong
    • Journal of Korean Elementary Science Education
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    • v.37 no.3
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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.

Comparison of Hypotheses-Formation Processes between an Earth Scientist and Undergraduate Students: A Case Study about a Typhoon's Anomalous Path (지구과학자와 대학생들의 가설 형성 과정 비교: 태풍의 이상 경로에 대한 사례를 중심으로)

  • Oh, Phil-Seok
    • Journal of The Korean Association For Science Education
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    • v.28 no.6
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    • pp.649-663
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    • 2008
  • The purpose of this study was to compare the processes of making hypotheses concerning the anomalous path of Wukong, a typhoon that came close to Korea recently, between an earth scientist and undergraduate students. Data were obtained through interviews with a practicing earth scientist as well as five undergraduate students. Inquiry reports of the students were also analysed. The result showed that while the earth scientist conducted a case study with already-established models of typhoon, the students were enabled to work on the specific case of Wukong only after they learned general theories on typhoons. Background knowledge played an important role for the scientist and students to formulate scientific hypotheses. Both the earth scientist and undergraduate students generate multiple working hypotheses, and they considered a couple of conditions to select more plausible hypotheses, including theoretical coherence, causative processes, and consistency with empirical data. Despite these similarities, there were differences in the scope and depth of background knowledge between the scientist and students. In addition, it was not likely that the undergraduate students possessed explicit perceptions of the conditions which could make a hypothesis more probable, except for the empirical consistency. Implications for science education and relevant research were discussed.

The Development of the Analytic Coding Frames on the Abductive Reasoning in Scientific Inquiry (과학자의 과학적 탐구과정에서 나타나는 귀추적 추론 분석틀 개발)

  • Cho, Hyun-Jun;Jeong, Sun-Hee;Yang, Il-Ho
    • Journal of the Korean earth science society
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    • v.29 no.7
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    • pp.586-601
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    • 2008
  • The purpose of this study was to identify the scientists' abductive reasoning in three stages of hypothetical-deductive inquiry process; generating hypothesis, designing, and interpreting data and to suggest new analytic coding frames on abductive reasoning in each of the stages. For this purpose, the interview protocols collected through in-depth interviews with eight scientists were analyzed by the early frame with sub-elements derived from the literature reviews. The need of a new frame of analysis beyond the previously established elements arose from the result of this analysis because the processes of abductive reasoning were found in all three stages. Based on scientists' interview data, this study then designed a new frame of analytic coding frames on the abductive reasoning in each of the stages. The content validity index from four experts was 0.90, and these frames showed a good fit to analyze the scientists' real process of abduction in three stages of hypothetical-deductive inquiry process.

An Introduction of Korean Elementary Science Textbook Development Model 'FLOW' and the Feathers of the Textbook

  • Yang, Il-Ho;Chae, Dong-Hyun;Lim, Sung-Man;Kwon, Suk-Won;Kim, Eun-Ae;Lim, Jae-Keun
    • Journal of The Korean Association For Science Education
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    • v.32 no.3
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    • pp.477-485
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    • 2012
  • This study introduces the development of elementary science textbooks in Korea. In Korea there has been eight revisions to the National curriculum and the development of nine textbooks. The State of Korea has organized textbook development teams, but this time the State chose the development team through public contest. Researchers suggested the 'FLOW' development model based upon results of studies in creative education and developed the new science textbooks. The 'FLOW' model includes four stages, aimed towards capturing students' interest in science (Fun Science), engaging students in various scientific inquiries and experiences (Lab. Experience), organizing their own knowledge of science (Organizing Knowledge), and to encourage students to become little scientists (Willing to be a Scientist). The textbook is a research-developmental textbook that utilizes various literature and exploration-strategic textbooks. The textbook's basis is formed upon scientists' experiences that assist in the realization of 'inquiry' that is emphasized within the science field.

Investigating Science-contents Problems through Correlation with Tests of Creative Thinking and Integrated Process Skills (과학 탐구력 검사와 창의성 검사와의 관계를 통한 과학영재 선발문항 유형 분석)

  • Park, Min-Jung;Chun, Mi-Ran;Jeon, Dong-Ryul
    • Journal of Gifted/Talented Education
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    • v.19 no.3
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    • pp.565-583
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    • 2009
  • We studied what kind of science-contents problems can also give information on one's creativity for use in the selection of scientifically gifted. 383 7th and 8th graders as subjects, we first analyzed the corelation between the results of creative thinking, scientific attitude, science inquiry, logical thinking and the scientific creativity problem solving skill test. The corelation analysis indicated that science inquiry test could represent other tests except TTCT. We then tested 532 6th graders with TTCT and science inquiry tests concomitantly with the contents- related problems made in such types as naming 20 scientists, writing about a scientist, imagination to overcome a problem, understanding of theory and application and understanding of science laws and application. The results indicated that writing and imagination were most efficient in assessing both the contents and the creativity.

Comparative Study on the Attitudes toward Science of Middle School, High School, and University Students (중.고등학생 및 대학생의 과학 관련 태도에 대한 비교 연구)

  • Shim, Kew-Cheol;Kim, Hyun-Sup;Park, Young-Chul
    • Journal of The Korean Association For Science Education
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    • v.21 no.3
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    • pp.558-565
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    • 2001
  • The purpose of present study is to examine the science attitude level of middle school, high school and university students, and to provide the suggestions for science education. Instrument to invent science attitude consists of four domains as 'Scientific Inquiry', 'Importance of Contribution to Science', 'Normality of Scientist', and 'Social Value of Science'. Inventory instrument have 20 items(Likert scale of 1 to 5). Subjects are 70 middle school, 72 high school, and 95 university students. There is no significant difference among students by school, but the attitude level toward science of female students is lower than that of male students. 'Importance of Contribution to Science' among four domains has the highest score of attitude toward science, whereas 'Normality of Scientist' has the lowest attitude score toward science. To bring up scientific abilities of students, we conclude that it needs the educational plan to increase science attitude of students, through improving and developing curricular system and science curriculum for the secondary school and university.

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