• Journal of Korean Elementary Science Education
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• v.33 no.3
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• pp.579-587
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• 2014

In National Curriculum of Science revised in 2007, 'Free Inquiry' was newly introduced to increase student's interest in science and to foster creativity by having students make their own questions and find answers by themselves. The purpose of the study was to analyze characteristics deployed in the processes of elementary school students' free inquiry activities applying a brain-based evolutionary science teaching and learning principles. For this study, 106 the fifth grade students participated, and they performed individually free inquiry activities according to a brain-based evolutionary approach. In order to characterize the diversifying, estimating-evaluating-executing, and extending-applying activities in behavioral domain, the free inquiry diary constructed by the students, observations by the researcher, and interviews with the students were analyzed both quantitatively and qualitatively. The major results of this study were as follows: First, the students preferred basic inquiry process skills and the majority of the students selected observation as a major approach of their inquiry. The reason was found to be that they were accustomed to only typical basic inquiry skills which is frequently presented at textbooks and regular instruction and didn't have appropriate experience for using relevant integrative inquiry skills. Second, most of the methods diversified and selected by the students were confined to descriptive explanation rather than causal one. Third, both of the science attitude and academic achievement were associated with the number of diversified methods and the selection of appropriate method. Based on these findings, implications for supporting domain novices in inquiry learning environments are advanced.

• Journal of the Korean Chemical Society
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• v.60 no.1
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• pp.59-68
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• 2016

The cultivation of scientific literacy in recent science education can be improved by experiencing and understanding scientific inquiry by which scientific knowledge is formed. The National Research Council(NRC) released the Next Generation Science Standards (NGSS) including 8 practices of science that help students experience scientists' inquiry and subdividing achievement standards to perform 8 practices of science into by grade clusters. This study was intended to examine science inquiry activities included in 4 high school chemistry II textbooks developed by the 2009 revised curriculum using the 8 scientific practices and their achievement standards for 9th-12th grade. The science inquiry activities and the science practices included in the 4 textbooks were 173 and 678. The science practices included in the inquiry activities of 4 textbooks included the most ‘analyzing and interpreting data.’ The ‘engaging in argument from evidence’, ‘Obtaining, Evaluating, and Communicating Information’ were less than other practices. The ‘asking questions and defining problem’ and ‘developing and using models’ were not nearly included in the 4 high school chemistry II textbooks.

• Journal of Korean Elementary Science Education
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• v.30 no.4
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• pp.634-645
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• 2011

The purpose of this study was to investigate the analysis on the pattern and proposition process of science inquiry problems proposed by elementary school general students and science-gifted ones. The science inquiry problems were composed of one quantitative problem and one qualitative problem. To conduct this study, general students and science-gifted ones of grade 4 and 5 in elementary schools were selected. The results of this study were as follows. In both quantitative and qualitative problem, most of the students, including all the sciencegifted students and general ones, used N-IP pattern and S2 proposition process strategy to propose inquiry problems. In the relationship between proposed problem and proposition process strategy, when using S2 strategy, N-IP problems were chiefly proposed. And when using S2, S3 strategies, more patterns of inquiry problems were generated than using any other strategies. Drawing proposition processes of inquiry problem into map, science-gifted students used much more proposition process strategies than general ones.

• Journal of Agricultural Extension & Community Development
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• v.20 no.4
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• pp.1023-1043
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• 2013

This study has a purpose to research the effects of 'growing lettuce program for science inquiry skills' on science inquiry skills' on science inquiry skills for five grade elementary school student. The program which applied in this research was integrated by plants that could be grown easily for teachers and students and inquiry factors of elementary school science curriculum. To achieve the purpose, the 'Growing lettuce program for science inquiry skills' was provided for total 10 times, eighty minutes every week, through the discretionary activity time from April 5 to June 14 2013. The experimental group was fifth grade one class of H elementary school located in Suwon, and control group was fifth grade other class in the same school. We investigated scientific inquiry competence before and after the survey of two groups all. The total scores for scientific inquiry competence for experimental group and control group were increased significantly before and after running the 'Growing lettuce program for science inquiry skills'. However, the experimental group showed more improvement in six inquiry factors of observation, classification, inference, expectation, data interpretation, and hypothesis establishment than the control group.

• Journal of the Korean Society of Earth Science Education
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• v.3 no.3
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• pp.209-218
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• 2010

In this study, we investigate the effects of instruction using science magic program on the scientific attitude and scientific inquiry ability in elementary students. For this study, it was chosen two classes of the forth grades J elementary school in Seoul. Instruction using science magic program was applied to the experimental group for 8 weeks during the school hours. The results of this study were as follows : 1. Science tasks applied science magic had influence on elementary learners' scientific attitude in positive way. 2. Science tasks applied science magic had valuable significance to observation, classification, data intepretation ability. However it had no valuable significance to scientific integrated inquiry.

• Journal of Korean Elementary Science Education
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• v.36 no.1
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• pp.43-60
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• 2017

The purpose of this study was to compare the configuration changes of content elements and inquiry activities between 2009 and 2015 revised national elementary school science curriculum, and to examine the trends in achievement standards. The results of this study were as follows. First, the number of content elements presented in the 2015 revised science curriculum was slightly decreased in comparison to 2009 revised one, but fell short of goal level for revision, that was to cut 20 percent of present achievement standards. The characteristics of changes in achievement standards were to enhance the relation to practical life, to integrate the content elements separated, and to adopt the achievement standard to introduce new concept. Second, the number of inquiry activities presented in the 2015 revised science curriculum was also slightly decreased, and to be linked with the changes of achievement standards. In some cases, the range of inquiry activity was adjusted, or the unit to present it was changed. Teacher should know exactly about the elements to be changed in the 2015 revised national elementary school science curriculum, and it will be needed them to make an efforts in the cause of its smooth application.

• Journal of the Korean Chemical Society
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• v.60 no.4
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• pp.267-275
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• 2016

Experiment is recognized as an important part in science and science education. Scientists do experiments for verifying or refuting theory and they take many forms to do experiments. One of the central goals of science education is to improve inquiry ability. So we have taken for granted that students engage in authentic inquiry and experiment which scientists carry out to research. But it is not always positive about discussions and opinions what school experiment and its role is in learning science and understanding about science. There is certainly a gap between experiments which scientists and students do even though there is a theoretical basis of school science experiment. In this study, we discussed how scientific inquiry and school inquiry are different, and what it means to use instrument in school science experiment. And as a case, we analyzed chemistry experiments in science textbook and manipulation level of instruments which were handled in chemistry experiments, we shed light on the meanings of experiments and instruments in school science inquiry based on the result of experiments and instruments analysis.

• Journal of the Korean earth science society
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• v.33 no.3
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• pp.294-305
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• 2012

Scientific literacy has long been as one of the key goals of science education, and using scientific inquiry in school science has became an important objective to be achieved. The processes of scientific inquiry consist of proposing/developing inquiry question, designing and conducting investigation, collecting, analyzing and interpreting data, and communicating the results. However, most students experience mainly collecting and transforming data in inquiry processes in science class and they are barely exposed to the opportunities of proposing/developing inquiry questions. Middle school earth science preservice teachers participated in this study (N=36) and their abilities of developing inquiry questions were surveyed. Participants' abilities of developing inquiry questions were investigated whether they were enhanced with activities using the Inquiry Questions Development Guide (IQDG). Also, this study was interested in whether there was any relationship between abilities of developing inquiry questions and designing inquiry investigation. The results of this study were as follows; first, the level and preciseness of inquiry questions and its preciseness developed by participating teachers were enhanced after experiencing IQDG. In addition, teachers' dominating inquiry question-types were two: one is a 'relationship-inquiry question' in which students could discover the relationship between results found in the given experimental situations and the other one is a 'why-how inquiry problem' in which students could explore a cause or a process that results in the outcomes. Finally, the higher level of and preciseness the of inquiry questions were identified as an important factor the determined teachers' abilities of designing more logical investigation. A process of proposing/developing inquiry question was identified as one of the most important processes contributing to a success of scientific inquiry investigation.

• Journal of The Korean Association For Science Education
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• v.15 no.2
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• pp.133-148
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• 1995

This study has been performed in order to achieve three objectives. They are as follows: To analyze, based on the research literatures, the nature of scientific inquiry ability and the characteristics of its constitutive elements. To identify inquiry skills and techniques essential to such areas as physics, chemistry, biology. and earth science. To develop instructional models and materials for enhancing inquiry ability on the part of high school students. It was found in the study that the scientific inquiry was interpreted in terms of different meanings according to the viewpoint of the person who are interested in the nature of science. The scientific inquiry has been viewed as the process of knowledge formation, scientific method, inquiry process or process skills depending on the epistemological, methodological, educational perspectives, respectively. It was also identified that certain kind of skills or techniques would be used for inquiry in only one specific area of the science. This study drew a conclusion based on the findings that the skills and techniques will effectively be learned when those are taught with specific knowledge in each area of the science. Reported in this paper are the materials developed, for fostering scienctific inquiry skills on the part of the high school students. The materials were developed, using two themes of a theoretical-abstract chemistry topic and a conceptual-concrete biology topic. Those materals were designed for an experiment and an observation, respectively.

• Journal of the Korean Society of Earth Science Education
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• v.3 no.2
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• pp.132-140
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• 2010

The purpose of this research is to explore the effects of the POE(Prediction-Observation-Explanation) teaching-learning model on the academic achievement and the capability of scientific inquiry of elementary school students. POE teaching-learning model is a three stage process modeling scientific inquiry : Prediction, Observation, and Explanation. This research is to see the effectiveness of the POE method in earth science class by applying this simple practical strategy out of various methods in science teaching with the purpose of improving the capability of scientific inquiry and the academic achievement of learners. The findings of the study are as follows: First, the POE strategy in science teaching-learning was found effective for the improvement of learners' scientific inquiry capability. Second, the POE strategy in science teaching-learning is effective for the improvement of learners' academic achievement in science. The findings mentioned above suggest that using the POE strategy in science class of elementary science education has significant effects on improvement of scientific academic achievement and scientific inquiry capability of learners compared with the general science teaching-learning strategy. It also shows to be highly recommendable for use in science class.