• Journal of the Korean Chemical Society
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• v.48 no.4
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• pp.414-426
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• 2004

This study analysed inquiry process and activities of the inquiry area in the chemistry field of middle school science textbooks by the inquiry elements based on the 7th science curriculum. The purpose of this study is to grasp a degree of reflecting the 7th science curriculum in the 9th grade science textbooks, and to find out educational implications for the various inquiry learning. Overall, for the analysis of inquiry elements, basic inquiry elements except classification were well reflected on the middle school science textbooks in 9th grade. However, for the integrated inquiry elements, interpreting data occupies almost half of them. This phenomenon is shown in the analysis of inquiry process and inquiry activities, as well. Especially, project and field trip introduced in the 7th science curriculum are hardly found in the textbooks. 9th grade is classified as an upper grade in the 7th science curriculum in terms of inquiry level. Integrated inquiry elements and inquiry activity types, however, are not thoroughly reflected in the 9th grade science textbooks. It is desirable that a variety of inquiry learning of 9th grade be implemented by reconstructing inquiry area based on the results of this study. Hence the degree and ratio of utilizing the integrated inquiry elements and inquiry activity types to the inquiry area of science textbook in 9th grade should be studied.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.2
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• pp.213-223
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• 2012

This study explored practicing elementary school teacher's beliefs of scientific inquiry and scientific inquiry teaching methods. Defining teacher's beliefs as a broad construct, we tried to examine the teachers' understandings about the scientific inquiry and scientific inquiry teaching method. This study drew on interview data from 10 elementary teachers in busan and changwon area of korea. Conclusions of this study include; First, we found that elementary teacher's beliefs of inquiry were represented variously. And they considered that inquiry is the important goal of science education. They though that the goal of science education is development of Scientific inquiry skills, Scientific thinking skills, development of Creativity and problem solving ability, increasing interest about science, understanding of the basic concepts of science and apply of real-life. second, most of the teachers though that Scientific inquiry is scientists activities, they defined 'the process of creation of new knowledge', 'the process of deriving theory', 'solving process of intellectual curiosity', 'Problem-solving process'. third, they considered that teaching method of scientific inquiry is open inquiry activities. however, they thought that there are many difficulties to actually apply. Understanding teachers' beliefs has implications for both the enactment of inquiry teaching in the classroom as well as the uptake of new teaching behaviors during professional development, with enhanced outcomes for engaging students in Science.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.2
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• pp.124-135
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• 2013

The purpose of this study was to find the relationship between elementary school teachers' beliefs of inquiry and science performance assessment. To collect data for analyzing elementary school teachers' beliefs of inquiry and their practice of science performance assessment, the researcher was surveyed with elementary school teachers by open-ended questionnaires and interview. The findings of this study were as follows; First, Most of elementary school teachers beliefs of inquiry was shown as constructivist tendency. This view of inquiry involves watching and doing experiments, and the skills of thinking processes, in which learners make their own interpretations rather than merely acquiring preexisting knowledge structures. Second, for content knowledge, participants' preception about the target of science performance assessment involved assessing application of science knowledge rather than basic level of substantive knowledge. For inquiry process, participants' preception about the target of science performance assessment involved assessing the lower level of inquiry rather than the higher level of inquiry. Most of participants was measured using a paper and pencil test for the actual evaluation methods due to the ease and objectivity of the assessment, the lack of understanding how to perform the performance evaluation process and method. Especially, participants who recognize that the higher level of inquiry was used performance and informal mode of assessing.

• Journal of Korean Elementary Science Education
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• v.25 no.spc5
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• pp.465-475
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• 2007

The purpose of this study was to develop a spider inquiry program for elementary school students based on the scientific-knowledge generating model. For the purposes of this study, we selected three species of snider (e.g. Pardosa astrigera, Argiope bruennichii, Nephila clavata) which were easily found in a school garden by elementary school students. The spider inquiry program was based on a model of the process of scientific-knowledge generation, and consisted of two sections: for students and teachers. The students' program was designed to generate scientific-knowledge, whilst the teachers' program was designed to guide the inquiry smoothly even in the case of teachers who lack experience in inquiry activities or possess limited subject knowledge on spiders. As a result, this program was found to have an influence on generating the scientific-knowledge of elementary students and the results further suggest that it may be helpful to teachers conducting an inquiry activity. Additionally, this program could be used as a selective activity lesson such as a science inquiry lesson, or as a biology inquiry class, as a weekend life experience study or as an activity on a science camp.

• Journal of Korean Elementary Science Education
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• v.38 no.4
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• pp.453-464
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• 2019

In this study, the types of inquiry activities in the $5^{th}$ & $6^{th}$ grade science textbooks according to the 2015 revised science national curriculum were analyzed and compared according to grade level and science area. Science textbooks for elementary school $5^{th}$ & $6^{th}$ graders contain quite diverse types of inquiry activities, which are student-centered inquiry activities. There were comparatively higher proportions of inquiry types such as experiment & observation and simulation, but relatively lower of inquiry types of investigation-discourse & presentation, discussion, expression. Elementary science textbooks are expected to cultivate science key competencies for elementary school students. Considering the science area, the motion & energy, substances, earth & space, and integration areas had the most experiment & observation among activity types, while the life area had the most simulation activities. Even in some area of the 6th grade science textbook, there was little or no data interpretation, discussion, and simulation activities. In order to achieve the goal of elementary science education, science textbooks should be developed considering the revision of future elementary science curriculum.

• Journal of Korean Elementary Science Education
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• v.25 no.3
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• pp.318-330
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• 2006

The purpose of this study was to compare the biology contents of elementary schools science textbooks between Korea and Japan. To this end, the organization of subject matter and the type, process and context of inquiry activities were analyzed. The findings of this study were as follows: First, the sheer number of topics presented at each grade level was considerable and the contents of science textbooks were fixed in a set form in Korea. However, the organization and development of contents were made by considering the state of things and seasons in the case of Japan. Second, the amount of inquiry activities in Korea was higher, but the relationship between concepts and inquiry activities was lower than in Japan. Third, actually conducting (or 'doing') inquiry type activities was highest in Korea, on the other hand, 'experimenting' appeared to have a higher priority in Japan. Fourth, inquiry processes of activities in each country were very similar, in that the ratio of performing an inquiry was high, and perceiving a problem or designing an inquiry was low. Fifth, the results of analyzing the inquiry contexts of activities showed that the framework of evaluating inquiry activities based on curriculum objectives should be provided in the earlier stages of science textbook development.

• 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 Korean Elementary Science Education
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• v.28 no.3
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• pp.277-291
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• 2009

This study is intended to develop plant inquiry instruction using Rapid-cycling Brassica rapa (RcBr) whose life cycle is relatively short, and to apply it to the elementary science instruction of the 4th grader and examine their plant concept, science inquiry skills and science-related attitudes. The materials were consisted of laboratory manuals for the students as well as teachers' guide. By observing the life cycle of RcBr, students can experience the conceptual learning of the plant's life cycle. In addition, this study investigated the cause of change in science inquiry skills and science-related attitudes by interviewing 12 students. It has shown that plant inquiry instruction using RcBr has meaningful effects on students' understanding of the plant concept, improving students' science inquiry skills, and changing students' science-related attitudes. Students who showed improvement in science inquiry skills were able to answer questions regarding science knowledge correctly. And students whose science related attitudes were improved had a positive attitude on cultivating RcBr. Students told that RcBr was an interesting and good material to inquire plant. Because of its small size and its relatively short life cycle of RcBR, it should be a desirable plant material for the inquiry instruction which can give rise to useful and meaningful results for the elementary school students.

• Journal of The Korean Association For Science Education
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• v.13 no.2
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• pp.296-307
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• 1993

The purpose of this study was to identify concretely how to improve inquiry learning. To put the purpose in detail : 1) to define the inquiry skills 2) to select the factors of inquiry skills appropriate to the content of Science I (earth science) textbook 3) to develop items which consist of experimental inquiry and concept inquiry in due proportion, to evalute inquiry skills 4) to analyze the relationship between high school students' cognitive levels and the achievement of science inquiry skills. To achieve these objectives, the investigator sampled 558 students in eleventh grade, living in Seoul, Chung-Ju and Kwang-Ju, and evaluated their cognitive levels and the achievement of science inquiry skills. The results of this study showed that the cognitive levels of students were lower than those identified in Piaget's work and that the achievement of science inquiry skills were low also. It may be thought that one of most important reasons to bring about those results is lacking in adaptation capability of science inquiry items and inquiry learning. So, it can be recommended as a way to heighten cognitive levels to make inquiry learning using the textbook content. In conclusion, the investigator make suggestions as follows : 1) to give inquiry learning which consist of experimental inquiry and concept inquiry in due proportion 2) to develop inquiry items to include content for evaluating inquiry learning, and test items for psycho-motor areas 3) to publish textbooks which motivate students' inquiry activities and develop their creative thinking, considering students' cognitive levels and inquiry skills.

• Journal of Korean Elementary Science Education
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• v.39 no.3
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• pp.449-463
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• 2020

This study was to analysis teaching strategies, types of inquiry activities and the relationship between science concepts and inquiry activities presented in science textbooks. As a result of the study, first, the inquiry-based teaching strategies presented in science textbooks were experiment, simulation, demonstration, and field study. Second, there were 53 inquiry activities presented in 8 units related to the earth science area of science textbooks, and the types of inquiry activities were experimental observation (EO) 18, mock activity (SA) 20, investigation discussion and presentation (IP). It was analyzed as 12, data interpretation (ID) 2, and express (EX) 1 piece. Third, the relationship between inquiry activities and science concepts presented in science textbooks was analyzed. As a result of the analysis, out of a total of 42 inquiry activities, 21 inquiry activities corresponded to EA (explicit activities), in which the result of inquiry activities was directly and explicitly linked to science concepts. And IA (implicit activities), which is an implicit inquiry activity in which science concepts must be inferred using the results of inquiry activities, were analyzed as 21. In particular, IA (implicit activities), which is an implicit inquiry activity, can be said to be the result of reflecting the characteristics of earth science areas where many simulated activities (SA) are used. This is considered to be a matter to be considered in the process of developing various elementary science textbooks in the future.