• Journal of Environmental Science International
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• v.21 no.3
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• pp.351-362
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• 2012

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 Process skills and environment-friendly attitudes of elementary school student For this study 150, sixth year, elementary school students from Busan city were selected. The inquiry examined the effectiveness of each of the following free inquiry methods: the PBL inquiry, the Project inquiry, the IIM inquiry, the small group inquiry and the science notebooks inquiry. The students were divided into groups in which they incorporated the respective methods into their practice. Test showed the following results: The environmental class which applies a free inquiry method(PBL inquiry, Project inquiry, IIM inquiry, small group inquiry and science notebooks) was effective in science process skills improvement. Second, The environmental class which applies a free inquiry method((PBL inquiry, Project inquiry, IIM inquiry, small group inquiry and science notebooks) was effective in environment-friendly attitude improvement.

• Journal of the Korean Society of Earth Science Education
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• v.3 no.1
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• pp.65-75
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• 2010

The purpose of this study is to present a Freedom Inquiry Method by Revised Science Curriculum in 2007. This study introduced IIM(Independent Inquiry Method), PBL(Problem Based Learning), Small Inquiry Method, Science Notebooks, Project Learning Method about Freedom Inquiry Method. The results of this study are as follows: First, IIM(Independent Inquiry Method) is studying method in the inquiry process center. The inquiry process is composed of total 9 phases, inquiry subject really it is, detailed aim deciding, information searching, it searches, quest result it arranges, aim evaluation, the report making, it announces, it evaluates, it is become accomplished. Second, It is a studying method which it starts with the problem which is Problem Based Learning, study atmosphere creation phase, problematic presentation phase and sleep static problem solving the phase which it attempts, it is become accomplished with autonomous studying phase, coordinated studying and discussion studying phase, discussion resultant announcement studying phase, arrangement and evaluation. Third, Small Inquiry Method, Call it accomplishes the call grade of the students among ourselves 4~8 people degree where only the quest learning capability is similar within class. Also interaction and coordinated function of the members between it leads and the subject which is given in the group it cooperates and it solves with it is a quest method which arrives to aim of commonness. This method divides on a large scale in three parts, it becomes accomplished in programming phase, quest accomplishment and resultant announcement. Fourth, Science Notebooks learns a scientific contents and a scientific quest function and the possibility of decreasing in order to be, from the fact that the help which it understands. This planing, data searching, it searches, becomes accomplished with resultant arrangement, announcement and evaluation. Fifth, The Project Learning Method the studying person oneself studying contents, it establishes a plan and it collects it accomplishes process of etc. it evaluates it leads and a subject and information and with real life it is a method which it studies naturally from the learning environment inside which is similar. This is preliminary phase, project start, project activity and project arrangement.

• Journal of the Korean Society of Earth Science Education
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• v.3 no.3
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• pp.163-174
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• 2010

The purpose of this study is to device the teaching-learning method and the evaluating method on 'free inquiry' which is newly introduced in 2007 revised curriculum. The teaching-learning models which apply 'free inquiry' are 'group investigation', 'PBL', 'project investigation' and 'IIM'. And the unit which apply 'free inquiry' on the fourth grade and the second semester in the elementary science. The results of this study are as follows: First, The person leading the lesson is not a teacher but learners. The focus of teaching-learning is not a unit but topic, problem or project on the science textbook. A teacher's role is not the deliverer of knowledge but the guide of learning. Second, the outcome of applying group investigation, PBL project investigation and IIM to 'free inquiry' is improvements of the problem-solving ability and the self-directed learning ability as well as building scientific attitude and social skills as educational effect in commonly. Third, to apply 'free inquiry' efficiently, teachers should understand each subject very well, teach a class with a thorough and concrete plan, and try to evaluate objectively.

• Research in Mathematical Education
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• v.14 no.3
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• pp.249-262
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• 2010

Large Midwest university faculty members proposed the Science and Technology Enhancement Program Project (STEP) to improve students' learning in the secondary mathematics classroom using modules of inquiry-based teaching. The purpose of this study was to determine the impact of the STEP Project on students' attitude toward mathematics. Hierarchical linear models (HLM) were used to evaluate the impact of the STEP Project. The sample group for the study was 130 ninth grade students enrolled in Integrated Algebra I in a large urban school district. The school was one of eight secondary schools that participated in the STEP Project. The classes in the treatment group were three of five classes ordered in terms of the highest, middle, and lowest mean GPA. The control group consisted of two other middle GPA classes. The classes had an average of 25 students. Teachers who previously had been involved in the STEP Project taught all treatment and control classes. The inquiry-based teaching activities provided by the project were confined to the treatment classes. The survey measuring students' attitudes toward mathematics were obtained for both groups of students. The inquiry-based teaching affected students' attitudes toward mathematics (p < 0.07, ES = 3.07). Especially, students who had preexisting low attitudes toward mathematics were significantly affected by treatment (p < 0.02, ES = 0.02), while the treatment positively affected African American students overall at p < 0.08 (ES = 0.58).

• The Mathematical Education
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• v.56 no.3
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• pp.319-340
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• 2017

The purpose of this study is to develop teaching and learning materials for the mathematics project inquiry subject. Since this subject is newly opened in the 2015 revised mathematics curriculum, there are no textbooks and materials. Hence it is required to help teachers plan lessons of the mathematics project inquiry subject. For this study, developing directions and objectives are established. Ten hours of lesson plan and teaching and learning materials are also developed for the two themes of 'big data' and 'industrial mathematics'. Suitability and validity of the developed material are verified positively from a survey of 8 teachers and 2 professionals. The detailed result findings are as follows. First, teaching and learning notes are suggested for each lesson plan. They are comprised of building inquiry plan, doing inquiry, summarizing results, and presentation. Second, driving questions of each theme are developed as "What is the big data and where is it used for ?" and "How various is the use of the industrial mathematics ?" respectively. Third, poster-types of each project product are developed. Fourth, three inquiry activity sheets and examples which are theme selection, inquiry plan, and group activity are developed. Fifth, 4 assessment sheets of self, peer, group, and teacher-use are developed.

• Journal of Korean Elementary Science Education
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• v.28 no.4
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• pp.440-449
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• 2009

The purpose of this study is to make a preference and result analysis on the free inquiry method of pre-service elementary school teachers. Also, this study investigates how free inquiry activities effect the science-related attitudes and the self-directed learning characteristics of pre-service elementary school teachers. For this study 76, second year, science education pre-service elementary school teachers from Busan National University of education were selected. The inquiry examined the effectiveness of each of the following teaching methods: the IIM method, the PBL method, the PROJECT method, and the small group inquiry method. The students were divided into groups in which they incorporated the respective methods into their practice. In conclusion, the IIM free inquiry activities proved to be much more effective than the PBL method, the PROJECT method, and the small group inquire method in terms of developing self-directed learning characteristics and science related attitudes at the significant difference of p=0.05.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.2
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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.

• Korean Journal of Childcare and Education
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• v.19 no.4
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• pp.29-52
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• 2023

Objective: This research aims to examine the effect of a young children's engineering-focused STEAM program based on the project approach - a program that constructs components aligned with children's interests in their play through an engineering design process - on their scientific inquiry ability, mathematical problem-solving ability, and creativity. Methods: In this research, 42 five-year-old children from a public kindergarten in S district, I city, were randomly divided into experimental and comparative groups, each with 21 children. The engineering-focused STEAM program was conducted from April 18 to June 10, 2022, with the experimental group exploring the 'car' theme and the comparison group focusing on a different theme. The study employed an independent sample t-test and analysis of covariance(ANCOVA), using the pretest as a covariate to control variables. Results: The children-selected 'cars' themed engineering-focused STEAM program was effective in enhancing their scientific inquiry ability, mathematical problem-solving ability and creativity. Conclusion/Implications: The engineering-focused STEAM program, which emerges from young children's interesting daily play, had positive effects on enhancing their scientific inquiry ability, mathematical problem-solving ability, and creativity. This research can serve as fundamental data for developing education programs focused on engineering within the STEAM framework, guided by children's emergent play.

• Journal of Korean Elementary Science Education
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• v.38 no.2
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• pp.163-172
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• 2019

This study explored elementary teachers' perceptions on the essential features of science inquiry, the appropriateness of inquiry activities to science inquiry, and the essential features of inquiry by inquiry activities. 85 elementary teachers' perceptions were investigated using Likert scale survey, and 7 teachers were interviewed. The results are as follows. First, the features that elementary teachers perceived the most essential were 'Engaging students in evaluating their explanations in light of alternative explanations' and 'Engaging students in communicating and justifying their explanations'. Second, The inquiry activities that teachers thought the most appropriate to science inquiry were 'experiment' and 'project'. On the other hand, the perceptions on 'discussion' and 'field trip' were relatively low. Third, the inquiry activity that showed the highest mean score of five essential features of inquiry was 'experiment' while the mean score of 'field trip' was the lowest. Educational implications about the science inquiry were discussed.

• Journal of the Korean Chemical Society
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• v.62 no.5
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• pp.398-411
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• 2018

The purpose of this study is to investigate the effects of research project activities using the science writing heuristic on science inquiry abilities and attitudes toward science in high school students. For this purpose, we conducted the research project activities using the science writing heuristic consisting of questioning, experimental design, observation, argument and evidence, reading, and reflection steps for 73 students of the second year of science core course in high school in Jeonnam. In order to analyze the effects of the program, we surveyed the scientific inquiry ability and attitude toward science, investigated the perception of the research project class applying science writing heuristic, and conducted interviews when there was difficulty in interpreting the results. And the results of this study are as follows. First, among the science inquiry abilities, the score of Reasoning, Hypothesis setting, Finding variables, Operational definition, Experimental design, Graphing and data interpretation, Generalization was significantly improved statistically (p<.05), but the score of Expectation was not statistically significant (p>.05). Second, among the attitudes toward science, the score of 'Leisure interest in science', 'Enjoyment of science lessons', 'Career interest in science' was significantly improved statistically (p<.05). And the score of 'Attitude to scientific inquiry' decreased but it's not significant statistically. The high school research project applying science writing heuristic had a positive effect on scientific inquiry ability and scientific attitude but it could be burden to students because it is led by students in a form different from general science class for a long time. And so continuous study on research project that minimize these disadvantages and maximize their merits is needed.