• 한국초등과학교육학회지:초등과학교육
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• 제25권3호
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• pp.271-280
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• 2006

In this paper, an Online Scientific Inquiry Learning System was developed with the aim of improving student's scientific literacy and scientific inquiry ability. It was determined that there should be 4 distinct principles applicable to the design of the Learning system. First, it should enrich learner's motivation. Second, it should provide students with the chance for reflecting on the inquiry process. Third, it should emphasize multi-dimensional forms of interaction. Fourth, students should be able to create new information through it. The server system including the database, equation editor, reporting tool, search engine were all utilized for developing the learning system. In addition, the authors produced 24 web-based projects which were guided inquiry activities in which various inquiry abilities (reasoning, prediction, experiment design) could be developed. An Online Scientific Inquiry Learning System is not the only program which could be utilized in improving scientific inquiry abilities, but at the very least, such a system can serve as the prototype for developing an online learning system.

• 한국정보통신학회논문지
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• 제13권7호
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• pp.1303-1311
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• 2009

본 논문은 과학적 탐구학습을 지원하는 비쥬얼 가상환경 저작도구 DEVISE(Drawing Environment for VR-based Inquiry-learning Science Education)에 대해서 설명한다. DEVISE는 프로그래밍 전문지식이 없는 일반인들이 2차원 Drawing 인터페이스를 사용하여 3차원 개체와 변인데이터 설정을 함으로써 탐구학습을 위한 가상현실 콘텐츠를 쉽고 빠르게 개발할 수 있도록 도와준다. 본 논문에서는 먼저 가상현실 저작도구들과 탐구학습 가상환경 관련 저작 도구에 관한 연구들과 탐구학습을 위한 가상환경 통합 시스템인 SASILE를 살펴보고 SASILE의 문제점을 지적한다. 그리고 DEVISE 구성요소와 DEVISE 도구를 사용한 작업 흐름 (Workflow)에 대해서 설명하고,탐구학습 가상현실 콘텐츠를 개발하는 사용자평가실험 관찰결과에 대해서 논한다.

• 보건교육건강증진학회지
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• 제14권2호
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• pp.113-123
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• 1997

This Study attempts to verify the effects of expository and inquiry instruction on learning attitude and academic achievement of health education in elementary school. For the accomplishment of the above purpose, specific problems were formulated as follows: The expository instruction is based on David Ausubel’s Advance Organizers and the inquiry instruction, Richard Suchman’s Inquiry Training in this study. To testify the above research problems, 247 students of six classes were randomly sampled from sixth graders of “Y” elementary school, located in Suwon city. One group was taught by expository instruction method and other group was taught by inquiry instruction method. The measurement tools used in this study were learning attitude test, pre-post academic achievement test, expository teaching-learning sheets and inquiry teaching-learning sheets. The experimental treatments had been lasted for eight weeks from June to October 1996. After the experimental treatments, to testify the effects of the experiment, the pre-test and post-test were administered and the results of the tests were compared by t-test. The conclusions were as follows; 1. There was a significant difference between expository and inquiry instruction(p〈.001). Inquiry instruction was more effective than expository instruction in changing learning attitude. 2. There was a significant difference between expository and inquiry instruction(p〈.001). expository instruction was more effective than Inquiry instruction in changing academic achievement. This study suggests that instructional method should be determined in accordance with the purpose of the lesson.

• 한국환경교육학회지:환경교육
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• 제13권2호
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• pp.114-126
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• 2000

The purpose of this study is to identify the theory of inquiry and to suggest an example of teaching/learning strategy through inquiry for effective environmental education. This study was based on the review of literature in the area of background of inquiry, inquiry in school subjects-social science, science, and environment and activities for inquiry. The teaching/learning strategy which was developed in this study included several inquiry activities focusing on recent social issue. And it can be used in environmental class.

• 한국초등과학교육학회지:초등과학교육
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• 제31권4호
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• pp.541-557
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• 2012

Interest is acknowledged to be a critical motivational variable that influences learning and achievement. The purpose of this study was to investigate the interest of the elementary students when free inquiry activities were performed through a brain-based evolutionary scientific teaching and learning model. For this study, 106 fifth grade students were chosen and performed individually free inquiry activities. The results of this study were as follows: First, after free inquiry activities, as to free inquiry science related attitude, a statistically significant difference was not observed. But they came to have positive feelings about the free inquiry. Especially students marked higher mean score in openness showed consistency in sub-areas of free inquiry science related attitude. Second, students had interests in various fields, especially they had many interests in area of biology. They chose inquiry subjects that seems to be easily accessible from surrounding and as an important criterion of free inquiry they thought the possibility that they could successfully perform it. And students who belong to the high level in the science related attitudes and academic achievement diversified more topics. Third, most of students failed to further their topics. However, the students who specifically and clearly extended their topics suggested appropriate variables in their topics. On the other hand, students who couldn't elaborate their topics were also failed to suggest further topics and their performance of inquiry was more incomplete. In conclusion, the experiences of success in free inquiry make the science attitude of students more positive and help them extend their inquiry. These results have fundamental implications for the authentic science inquiry in the elementary schools and for the further research.

• 컴퓨터교육학회논문지
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• 제12권5호
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• pp.35-47
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• 2009

유비쿼터스(Uniquitous)기술 기반의 U-learning 학습과 관련한 몇몇 연구에서 지적하는 것처럼 학습자의 상황성과 맥락성은 반드시 반영될 필요가 있다. 이를 위해 본 연구에서는 탐구학습 방법과 모바일 탐구학습 지원도구를 제안했다. 탐구학습은 학습자가 스스로 실제 현장에서 경험한 내용을 기초로 운영되므로 학습자를 자연스럽게 학습 상황과 맥락속에 위치하게 해 줄 수 있다. 본 연구에서는 교육과정의 일부를 탐구학습의 형태에 맞게 변형하여 적용했으며, 또한 연구에서 개발한 모바일 탐구학습 지원도구는 학습자가 탐구학습의 과정을 자연스럽게 밟아 갈 수 있도록 하는 가이드 기능과, 모바일 기술을 바탕으로 습득한 자료를 원격지 학습서버에 저장하여 재사용할 수 있도록 하여 학생들이 수행하는 탐구학습을 지원하였다. 이들은 학교현장에 적용되었고, 결과적으로 학생들의 학습 흥미와 학업성취도는 통계적으로 유의미한 범위에서 향상된 결과를 나타냈다.

• 대한지구과학교육학회지
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• 제4권2호
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• pp.116-125
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• 2011

The purpose of this study is to make a Result analysis on the Free Inquiry Method of Elementary school student. Also, this study investigates how free inquiry activities effect the science creative problem solving ability and science process skills of Elementary school student. For this study 150, third year, elementary School students from Busan City were selected. The Inquiry examined the effectiveness of each of the following free inquiry methods: the Program Based Learning method, the Project method, the Independent Investigation Method, the Small Group Inquiry Method, and the Science Notebooks Method. The students were divided into groups in which they incorporated the respective methods into their practice. Test showed the following results: First, the Science Notebooks Method activities proved to be much more effective than the Program Based Learning method, the Project method, the Independent Investigation Method, the Small Group Inquiry Method, and the Science Notebooks Method in terms of developing on science creative problem solving ability. Second, the Project method activities proved to be much more effective than the Program Based Learning method, the Independent Investigation Method, the Small Group Inquiry Method, the Science Notebooks Method in terms of developing on science process skills.

• 한국초등과학교육학회지:초등과학교육
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• 제27권1호
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• pp.60-74
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• 2008

The purpose of this study was to examine the effects of a brain-based science teaching and learning model on the science related attitudes, scientific inquiry skills and science knowledge of the 2nd graders in Intelligent Life course. For this study, 117 elementary students from four classes of the 2nd grade in Seoul were selected. In the comparison group, traditional instruction was implemented and in the experimental group, instruction according to brain-based science teaching and learning model was implemented for four weeks. The results of this study were as follows : There were little differences between the comparison and experimental groups in terms of the science related attitudes except for the sub-domains of interest and curiosity. And brain-based science teaching and learning model programs improved a few scientific inquiry skills, especially observation and classification. In addition, the experimental groups showed a positive effect on science knowledge. In conclusion, brain-based science teaching and learning model programs were more effective in improvement of the science related attitudes, scientific inquiry skills and science knowledge of elementary students.

• International Journal of Advanced Culture Technology
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• 제9권4호
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• pp.110-117
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• 2021

The purpose of the study is to develop effective teaching methods to strengthen the major learning capabilities of electronic engineering learners through inquiry learning using computing thinking ability. To this end, first, in the electronic engineering curriculum, we performed teaching-learning through an inquiry and learning model related to mathematics, probability, and statistics under the theme of various majors in electronic engineering, focusing on understanding computing thinking skills. Second, an efficient electronic engineering subject inquiry class operation using computing thinking ability was conducted, and electronic engineering-linked education contents based on the components of computer thinking were presented. Third, by conducting a case study on inquiry-style teaching using computing thinking skills in the electronic engineering curriculum, we identified the validity of the teaching method to strengthen major competency. In order to prepare for the 4th Industrial Revolution, by implementing mathematics, probability, statistics-related linkage, and convergence education to foster convergent talent, we tried to present effective electronic engineering major competency enhancement measures and cope with innovative technological changes.

• 정보교육학회논문지
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• 제10권2호
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• pp.171-182
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• 2006

초등 과학과 학습은 관찰이나 실험 등의 탐구 활동을 소집단 중심으로 수행하는 경우가 많다. 학습자는 다양한 의견을 교류하면서 협력적 상호작용을 통하여 실험 및 관찰 결과로부터 결론을 도출할 수 있어야 한다. 오프라인과 온라인의 장점을 활용하는 새로운 교육방법인 블랜디드 러닝(Blended-Learning)을 활용하여 오프라인 상의 실험, 관찰 활동을 보완하고 온라인 커뮤니케이션 기능을 실험의 전 과정에 밀착 적용하여 학습자들의 다양한 상호작용을 강화함으로써 학습자들이 탐구학습에 보다 적극적으로 참여하도록 한다. 이러한 관점에서 제안된 웹 기반 탐구학습 시스템은 온라인 커뮤니케이션 기능을 사용하여 오프라인 탐구학습 과정에서 발생한 다양한 의견을 모으고 생각을 정리하여 아동들이 반성적 사고의 기회를 갖게 함으로써 탐구학습을 효율적으로 수행하도록 도와주는 것이다. 웹 기반 탐구학습 시스템을 초등학교에 실험한 결과 과학과 탐구학습에 대한 관심과 흥미도가 높아졌고, 학업 성취도가 향상되었으며 탐구학습 방법의 습득으로 탐구 능력이 향상되었다.