• Journal of The Korean Association For Science Education
• /
• v.16 no.1
• /
• pp.51-60
• /
• 1996

The purpose of this study is to develope and analyze a test for the assessment of physics inquiry experiment. To do this, three experiments about 'analysis of motion', 'the relation of force and acceleration', and 'free fall motion' in high school physics textbooks were chosen, and 5 scientific inquiry domains and 16 science process skills have been specified. For each experiments, test sheet of $29{\sim}44$ questions for assessing students' ability about physics inquiry experiment were developed on the basis of the scientific inquiry processes developed earlier. After instruction about 3 experiments mentioned above, a test was administered to the students who took experiment. After the adminstration of a test, the ratio of correct answers, discrimination index, and reliability were analyzed. Using the ratio of correct answers, we can determine item difficulty. Through the D.I(discrimination index), we can find which items can discriminate the students who took experiment well from those who took experiment badly, and we can also find the stability of a test result by the reliability analysis. The test developed in this study were also administered to the students who did not take experiments, and the results were compared with the those of the students who took experiments. With the comparison by chi-square method, we could find which items can discriminate the students who took experiments from those who did not take experiments.

• Journal of Korean Elementary Science Education
• /
• v.39 no.2
• /
• pp.243-254
• /
• 2020

This study analyzed the characteristics of "free inquiry" products for scientifically-gifted elementary school students. To do this, 5~6 graders (n=99) at a gifted science education institutes in Seoul were selected. The products (n=82) of "free inquiry" submitted by the students in 2018 and 2019 were analyzed according to their contents and method types. The analysis of the results showed that the free inquiry outputs of scientifically-gifted students tended to not include the scientific knowledge of the upper grades than the corresponding students. In the outputs, the scientific knowledge in different grades were often not linked. There were relatively many cases of convergence of knowledge in various science and/or non-science subjects and knowledge of 'physics', whereas knowledge of 'earth science' were the least. The outputs were more often aimed at "finding scientific facts" than "development and invention" and tended to target non-living things rather than living things. The scientifically-gifted students tended to conduct free inquiry using 'experimental-centered inquiry' by themselves rather than by group. They were also most likely to conduct experiments only once, and did not clearly write down the period of their inquiry. Educational implications of these findings are discussed.

• Journal of The Korean Association For Science Education
• /
• v.18 no.2
• /
• pp.245-256
• /
• 1998

In this study, we discussed about the implications of the idealization, which take an important role in physics, to the physics education. First, understanding of the idealization help the physics learning itself. This is because that various types of idealizations are included in the physics terms and concepts, derivation processes of physics laws and formulas, and explanation of natural phenomena and problem solving activities. Second, understanding of the idealization can help the application of the physics world to the real world. That is, by understanding the extent and the limit of idealization used in physics world, physics students can understand the discrepancies between the real world and the physics world. And also, by modifying or eliminating the idealization, students can extend the extent of understanding about how predictions based on the idealization used in the physics world will change. To do this, we suggested the application of computer simulation program in physics laboratories. Third, idealization take an important role in the inquiry learning for students' originality. The activities of identifying or controlling the variables, as one of the principal factors of scientific inquiry, need the appropriate establishment of the ideal conditions. And to analyze the limiting case or practice the thought experiments for understanding the impossible situation in the real world, ideal conditions also are needed. This study discussed above three aspects with various concrete examples and, with Park et al.'s study (Park et al., 1998), present the theoretical basis for the study of students' and teachers' understanding the idealization.

• Journal of The Korean Association For Science Education
• /
• v.28 no.3
• /
• pp.227-240
• /
• 2008

Cognitive conflict is well recognized as an important factor in conceptual change and is widely used in developing constructivism-based curricula. However, cognitive conflicts can also contribute to student anxiety during learning, which, when not properly addressed, can have negative impacts on students' motivation and achievement. Therefore, instructors need to be aware of the impacts of introducing cognitive conflicts in their instruction. We need a practical instrument that can help identify the existence and features of cognitive conflicts introduced by the instruction and the resulting anxiety. Based on the literature on studies of cognitive conflicts and student anxiety, we developed a quantitative instrument, the In-class Conflict and Anxiety Recognition Evaluation (iCARE), and used it to monitor the status of students' cognitive conflicts and anxiety in Physics by Inquiry (PBI) classes. In this paper, we introduce this instrument and present the types of information that can be obtained. Research and pedagogical values of this instrument are also discussed.

• Journal of The Korean Association For Science Education
• /
• v.15 no.4
• /
• pp.417-428
• /
• 1995

This study investigated Korean science teachers' concerns and needs regarding inquiry testing to cope with the innovation called College Scholastic Abilities Test(CSAT), which was officially first administered as the nation-wide college entrance exam in 1994. This study adopted Concerns Based Adoption Model(CBAM) as the theoretical framework developed by Hall et al. 60 high science teachers (30 physics, 20 earth science, 10 others) were involved for the main study in August, 1992. In general. science teachers demonstrated a concern profile similar to that of 'nonusers'. They showed high level of concerns on the 'information' and 'personal' stage, while low level of concerns on 'management' and 'consequence' stage. Science teachers expressed their strong needs for knowledge and support to facilitate inquiry teaching and testing, text books written in inquiry mode. It is recommended that in-service trainings be provided based on the concerns and needs of teachers for a better teacher training and successful implementation of the innovation.

• Journal of The Korean Association For Science Education
• /
• v.32 no.5
• /
• pp.903-927
• /
• 2012

The study aimed to analyze middle school students construction of physics inquiry problems for open inquiry from the viewpoint of variable isolation and clarification, and investigate students' difficulties during the processes of variable isolation and clarification to get implications for teaching and learning strategies for small group open inquiry activities which have been included in the 2007 national curriculum. The participants were 4 students who had attended an outreach program for the science gifted run by a university institution located in Seoul area. They performed an open inquiry on egg drop for 13 lessons for 30 hours. Level descriptions for variable isolation and clarification have been developed and applied to analyze students' inquiry problems and variables included by the problems. Students iterated inquiry processed 5 times and the inquiry problem showed progress gradually. Dependent variables have been isolated ahead and the levels of variable isolation and clarification showed higher than the independent variables. Many kinds of independent variables isolated extensively and the independent variables and control variables have been mingled. One of the reasons why students had some difficulties in isolation of independent variables could be the absence of theoretical models. The realities of school lab could restrict the variable isolation and clarification as well as topic selections. Some sensory or extensive variables such as broken eggs and drop height seem to be salient to be focused on as core variables. Lack of background knowledges could be one of the reasons for students' difficulties in variable clarification, such as theoretical definitions and operational definitions. As a result of lacking background knowledges, students could not construct theoretical models even though they could isolate and clarify variables as scientific lexical definitions. Some perceptions of inquiry as trial and error or reckless establishment of causal relations between variables could be accounted as one reason.

• Journal of Gifted/Talented Education
• /
• v.12 no.4
• /
• pp.108-119
• /
• 2002

We have analyzed students' reports on a problem for 'adhesive tape' among ten assigned problems in the first Korean youth physics tournament (KYPT). There were five team' s reports on this problem. Students reported that the reasons for lightening coming out from the stripping down adhesive tape are caused by electrostatic friction, electron transfer, energy transformation, etc. However, only few teams suggest new creative ideas with divergent thinking during their inquiry process. Because the KYPT is a debate based on the problem solving by inquiries, the reports should include the creative investigations by their own ideas in every steps of inquiry up to their final conclusions.

• Journal of The Korean Association For Science Education
• /
• v.27 no.3
• /
• pp.263-271
• /
• 2007

The purpose of this study was to investigate the relationships between the ability of students' raising creative problems and academic achievement, science inquiry skills and creative personality of high school students. In order to evaluate the originality of problems, the present study used three methods: evaluation by frequency, teacher, and student. The results in this study turned out to be as follows: First, there was not much difference in the three methods. But familiar problems had the possibility of receiving higher marks. Second, the ability of students' raising creative problems was significantly correlated with academic achievement and creative personality, but there was no correlation with science inquiry skills. The subjects were divided into 2 groups by students' originality score. In the higher score group, the ability of students' raising creative problems was significantly correlated with creative personality, but in the lower score group, it was significantly correlated with academic achievement. Third, as for science inquiry skills and creative personality between two groups, there was no significant difference, whereas as for academic achievement(physics I, chemistry I), there was significant difference.

• Journal of Gifted/Talented Education
• /
• v.17 no.1
• /
• pp.193-213
• /
• 2007

We present a creative program model for encouraging the creative ability of gifted students by using overlapped patterns found in every day life. This model is based on the basic concept that the purpose of physics education is enlightenment from around the world. Combining both the Western perspective of creativity as productivity and the Eastern perspective of creativity as enlightenment, a Program for Enlightened and Productive Creativity(PEPC) for teaching inquiry was devised. This Program for Enlightened and Productive Creativity describes stages through which a student is guided to solve a problem using increasingly complex observation, inquiry, and experimentation. The use of this model in teaching is illustrated through a physics lesson of moire patterns using overlapping patterns found in our every day life. A case is made that PEPC can be applied to teaching general students as well as gifted students and in different content areas. PEPC model is applied to general students in middle school, scientifically gifted students and physics teachers.

• Journal of The Korean Association For Science Education
• /
• v.35 no.3
• /
• pp.375-382
• /
• 2015

Textbooks corresponding to curriculum goals are necessary because they are specific products of curriculum and are the most important materials for teaching, learning, and evaluation. In particular, learning objectives written in textbooks should be clearly described because they play a role in promoting learning by showing learning goals to learners clearly. This study analyzed the characteristics of verbs used as predicate of learning objectives written in high school physics I and II textbooks of Korea and compared them with physics textbooks of Singapore and the United States. Results show that Korean textbooks have less kinds of verbs compared to those of Singapore and the United States, and the verbs with abstract and comprehensive meaning such as 'understand' and 'know' were mainly used. In American textbooks, it was noticeable that no verbs have been used by more than 10%. When classifying the learning objectives in the two Korean textbooks, cognitive domain accounted for 98 to 99%, and inquiry domain accounted for only 1% to 2%. With regard to physics textbooks of the United States, inquiry domain accounted for a large proportion of domains in learning objectives compared with physics textbooks of Korea and Singapore. Physics textbooks of Singapore were similar to those of Korea in that learning objectives were biased toward cognitive domain, but differed from those of Korea in that learning objectives were specifically described using action verbs.