• Journal of the Korean BIBLIA Society for library and Information Science
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• v.26 no.4
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• pp.201-219
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• 2015

The purpose of this paper is to investigate the historical changes of information literacy instruction in Japanese school libraries and in-depth research into recent educational situations. Related literature researches, the publication of School Library Association, The Courses of Study have been reviewed in this paper. As results of this research, information literacy education in Japanese school library has been developed from introductory period of the library use guidance after late 1940's, seek period of teaching method development after late 1950's, establishment period of information literacy instruction after 1980's, and enlargement period of inquiry based learning after 2000's.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.565-582
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• 2004

The purpose of this study was to explore the elements of teaching behavior and classify instructional types through the teacher's classroom observation in elementary school science classrooms. 18 elementary school teachers were selected at Seoul city and Kyungkido. The topic of lesson was 'How the weight of object is changed according to the shape to sink in the water'. Each class was recorded and analyzed that. The teaching behavior elements were used inductional analysis method. The instruction types were classified into instructional organization, teaching strategies in teaching-learning processes, the level of openness of inquiry at science classroom. The validity and reliability of the data were analyzed by 7 science educators. The results of the analysis of the teachers discourse showed that there are 23 types of teaching behavior elements. Used teaching behavior elements revealed the differences from each teacher. There were 7 types among the 12 types of class and the most common types of instruction were unsystematic, teacher-centered, and guided-inquiry. The result showed that guided inquiry type was found more than open inquiry type and teacher-centered instructional, content-centered instructional, superficial inquiry process showed characteristic.

• 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.

• Journal of Science Education
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• v.37 no.1
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• pp.170-185
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• 2013

The purpose of this study is to investigate a cognitive model of task commitment on biology classification inquiry. To achieve this goal, first, this study analyzed several literatures on task commitment in biology inquiry, and invented the tentative model of the task commitment. To investigate a tentative model invented, 2 main tasks were developed. These tasks were administered to 8 high-school students, first grade. Raw protocols were collected by thinking aloud method and a retrospective interview method. Collected protocols were converted to segmented protocols and coded by analyzing frame based invented model. The codes were analyzed. As a result, some problems were discovered, tentative model were revised. New analyzing frame based on Improved model were composed, and raw protocols were re-analyzed. Finally, a cognitive model of task commitment on biology classification inquiry was investigated. The investigated cognitive model of task commitment on biology classification inquiry was constructed 3 steps, 'Task commitment Induction', 'Task commitment Reinforcement', 'Task commitment Maintenance'. And each steps were consisted of several sub-factor. And commitment component were changed in each steps. Through this results, base information for strategy that improvement task commitment on biology classification inquiry is provided. Furthermore, the cognitive model of task commitment on biology classification inquiry will assist on evaluation and feedback by stage on task commitment.

• Journal of the Korean earth science society
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• v.41 no.5
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• pp.531-554
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• 2020

In order to provide explanations of the practice of the abductive inquiry-based outdoor geological fieldwork education, this study examined the characteristics of students' performance in geological fieldwork before and after the introduction of explicit learning of geologic knowledge and inquiry. To this end, a 21st-class program was developed in the order of pre-evaluation, initial fieldwork, explicit learning of geologic knowledge and inquiry, and post-evaluation and applied to nine middle school students. As research data, outdoor geological fieldwork class recording data and students' activity sheets were collected and analyzed qualitatively. As a result, during the initial fieldwork, students caught clues of low geological importance and used everyday experience and/or general scientific knowledge as a rule when asked to generate hypotheses about the origin of the clues. Also, students evaluated their hypotheses by the scientific accuracy of the rule or their own criterion. Meanwhile, during the final fieldwork, students frequently caught key clues in geologic perspectives and generated geological event hypotheses related to the clues by borrowing geologic knowledge as a rule. Furthermore, students scientifically evaluated their hypotheses based on the consistency of evidence and rules. Combining these results, the effects of learners' geological knowledge and inquiry (abduction) abilities as a path model were presented in order to help students carry out a proficient abductive inquiry in geological fieldwork.

• Journal of the Korean Society for Library and Information Science
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• v.53 no.2
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• pp.5-27
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• 2019

The purpose of this study is to analyze the media of middle school social studies 1 textbooks with the information processing model and to suggest educational information services of teacher librarians under a collaborative Instruction. For this purpose, 1,089 inquiry tasks embedded in 8 types of textbooks for middle school social studies developed under the 2015 revised curriculum were analyzed. The media as an input element was analyzed by the type and the characteristic as a processing element was analyzed by the cognitive behavior types. And the aspect of the output factor of the media utilized the multiple intelligences. As a result of the analysis, the media in the inquiry task solving process mainly consisted of visual media based on photographs and illustrations and general reading materials. The processing method of media is understanding through analysis and inference through structuring. And the output utilized speaking and writing of the language intelligence. Based on the results, it is shown that educational information services that teacher librarians could provide for inquiry activities are composed of developing curriculum map, teaching inquiry processing and skills, and designing work sheets with graphic organizer and multiple intelligences under the information processing steps.

• Journal of Science Education
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• v.39 no.2
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• pp.239-254
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• 2015

The aims of this research were to analyze and compare verbs in the contents of the 7th, 2007, and 2009 revised national curriculum for elementary and middle school science. After the investigation of 1383 verbs in description of achievement standards and inquiry, we found that 'to know'(15.0 %) in elementary school and 'to understand'(24.2 %) in middle school were the most frequently used ones, totally in these three curriculums. In the 7th national curriculum, frequently used verbs in elementary school were ones related with inquiry such as observation, investigation and so on though 'to understand' had the most common verbs. Secondly, 'to explain' ranked top among verbs in the 2007 revised national curriculum. It showed some possibility of influences of the discussion-oriented situation at that time. Finally, however, in 2009 revised national curriculum, 'to know' and 'to understand' occupied the first and second portion of the verb distribution. In addition, 'to understand' and 'to observe' were used evenly through three curriculums but the portions of 'to know' increased through curriculum revisions. Some implications and discussions were also added with suggestions for further researches.

• Journal of Korean Elementary Science Education
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• v.18 no.2
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• pp.47-63
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• 1999

It is important that the teacher, in an inquiry learning gives his student sufficient thinking time regarding the teacher's question and the child's response. In an inquiry loaming, it is essential that children should have an enough time to understand question fully and find out correct answers. The purpose of this study is to investigate an effect of science teaching, when Wait-time theory is applied, on the scholastic and thinking ability, thinking trend and scientific attitudes of elementary children. We could draw several meaningful conclusions from the study concerned with improving the effect of science teaching that changed from teacher centered teaching to children centered erie.

• Journal of Korean Elementary Science Education
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• v.23 no.1
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• pp.8-16
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• 2004

The purpose of this study is to provide implications for developing science textbooks and curriculum. The textbooks of elementary and secondary school Science were analyzed for their animal-related learning contents. Among learning materials, 165 kinds of animals were presented in Science of elementary school textbooks (37 kinds in Inquiry life, 162 kinds in Science), 167 kinds in Science of middle school, 486 kinds of high school (172 kinds in Science of high school, 180 kinds in Biology I, 366 kinds in Biology II). There are most kinds of animals in Biology II textbooks than in other textbooks. It was appeared that animal species were diverse in order of Class Insecta, Mammalia, Aves in the elementary school Science textbooks, Mammalia, Insecta, Aves in the middle school, Mammalia, Aves, Pisces in the high school.

• Journal of Korean Elementary Science Education
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• v.38 no.3
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• pp.317-330
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• 2019

The purpose of this study is to investigate the influences of science leading schools on primary and middle school students' positive experiences about science (PES) through in-depth interviews with teachers in charge of science leading schools. Science leading schools at the primary and middle school level such as Creative Convergent Science Labs and Student Participatory Science Classes were investigated and 11 teachers were participated in focus group interviews. Teacher in-depth interviews were conducted to explore the factors that led to the effectiveness of science leading schools in improving the student's PES in light of operational characteristics of science leading schools, characteristic factors of science leading schools on students PES, and improvement plans and requirements of science leading schools, as well as implications for general high schools. Science leading schools including Creative Convergent Science Labs and Student Participatory Science Classes applied for the leading school funding to secure supplies, equipments, and lab improvement for authentic science classes. In addition, reconstructed the curriculum more broadly than before, and emphasized and expanded student participatory classes and process-centered assessment at the teacher learning community level. Through student-participatory classes, the science leading schools stimulate students' interest in science, provide students with PES) through various instructions including projects, engage students in interesting science experiences in Creative Convergent Science Labs, and enhance inquiry skills and PES as well as science content knowledge. Based on the results, ways to spread the characteristics of science leading schools to general schools are suggested including expanding budget support, securing the space of science labs and improving spatial composition, providing diverse teaching and learning materials, diversifying assessment subjects and methods, and the necessity of teachers' continuous professional development, etc.