• 한국과학교육학회지
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• 제42권2호
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• pp.201-214
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• 2022

본 연구에서는 학생들의 자유 탐구 활동에서 나타나는 실험 모델링의 특징을 탐색하였다. 연구는 '학교과학탐구'라는 주제로 이루어진 3년의 연구 과제 수행에서 기수집한 자료를 '실험 모델' 관점에서 재해석한 것이다. 4명의 학생들로 구성된 1개 소집단이 7회에 걸쳐 수행한 탐구 활동을 녹화하고 녹음한 파일을 주된 자료원으로 하였으며, 녹화 및 전사본을 해석적인 방법에 따라 분석하였다. 문제 상황으로부터 출발하여 이를 해결하고 마무리되는 과정을 포괄하는 것을 모델링 단위로 볼 때, 학생들의 활동은 3개 실험 모델링 단위로 구분되었다. 연구의 결과는 각 모델링 단위에서 분산인지체계로서 실험 모델링의 역동적 과정과 특징을 조명하고 교육적 의미를 논하는 것을 포괄한다. 구체적으로는 첫째, 학생과 실험도구 그리고 그들 사이의 상호작용으로 나타나는 원시적 형태의 계산은 실험 모델링을 구성하는 분산인지체계의 중요한 요소로 드러났다. 둘째, 초기에 학생이 도구에 익숙해지는 비언어적인 활동이 이루어졌으며, 그 활동이 충분히 이루어졌을 때 언어적인 양적 기호가 창출되었다. 창출된 양적 기호는 이후 활동에서 참고할 수 있는 데이터와 자신감의 원천이 되었다. 셋째, 도구의 전용화가 발생하였으며, 변인통제와 같이 기존의 과학 탐구에서 중요하게 다룬 요소들이 나타났다. 연구의 결과는 기존의 과학교육에서 주목받지 못했던 실험 모델링의 특징을 학생 활동을 통해 펼쳐 보임으로써, 설명 모델 중심으로 이루어져왔던 과학교육 연구와 교육에 새로운 시사점을 제공한다.

• 한국과학교육학회지
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• 제10권1호
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• pp.77-94
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• 1990

The Inquiry Activities the newly developed Korean High Schol Biology Textbooks were evaluated using SIEI(Seientific Inquiry Evaluation Inventory). The textbook evaluated are five Introductory Biology books and five Advanced Biology books developed in 1990. The instrument, SIEI, was developed by Myung Hur in his doctoral study at Columbia University in 1984. The major findings of the study are summarized below. 1. The inquiry activities in the textbooks are focusing on the low level science process skills 2. Students are rarely asked to formulate a hypothesis or to design an experiment. 3. The structure of the Inguiry Activities are mostly competitive, thus inhibiting the inquiry achievement of students. 4. The Inquiry Indices of the textbooks are between 14 and 16, meaning only 14 to 16 percent of the total instructional time are to be devoted to inquiry activities.

• 대한화학회지
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• 제47권6호
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• pp.633-644
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• 2003

제 7차 교육과정에 의한 화학 I 교과서 탐구영역에서 활용 가능한 탐구 요소들을 조사，분석하여 화학 I 교과서의 제 7차 과학 교육과정 반영 정도와 탐구 학습의 교육적 시사점을 찾고자하였다. 교과서 탐구 영역의 분석은 제 7차 과학 교육과정에서 제시한 탐구 요소들을 기준으로 하였다. 전반적으로 볼 때 제 7차 화학 I 교과서의 탐구 영역 에 기초 탐구 요소는 측정， 분류를 제외하고는 비교적 고르게 반영되어있다. 그러나 통함 탐구 요소는 자료 해석의 비율이 절반을 넘으며， 자료 변환， 결론 도출， 문제 인식은 어느 정도 활용가능하나 그 외의 통함 탐구 요소의 비율은 매우 작다. 탐구활동도 견학과 과제연구 비율은 거의 없거나 이주 작다. 제 7차 과학 교육과정에서는 다양한 탐구 학습 을 강조하고 있음으로， 위와 같은 통합탐구 요소와 탐구 활동의 편중성을 보완할 수 있는 방향으로 탐구 학습을 운영해야 할 것이다.

• 한국과학교육학회지
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• 제39권6호
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• pp.791-797
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• 2019

이 연구에서는 2015 개정 과학과 교육과정에 의한 통합과학과 과학탐구실험이 학생들의 과학에 대한 흥미, 과학적 태도, STS와 NOS에 대한 견해에 미치는 영향을 조사하였다. 수도권 소재의 고등학교에 재학 중인 1학년 학생 223명이 연구에 참여하였으며, 통합과학과 과학탐구실험의 이수 전후에 각각 검사를 실시하고 두 검사의 결과를 비교하였다. 연구 결과, 과학에 대한 흥미 점수와 과학적 태도 점수는 이수 전후에 유의미하게 향상되었다. STS에 대한 견해의 점수를 분석한 결과, 연구 윤리에 관한 항목의 견해는 이수 후에 유의미하게 향상되었으나 나머지 항목에서는 유의미한 차이가 없었다. NOS에 대한 견해의 점수는 모든 영역에서 이수 전후에 유의미한 차이가 없었다. 이에 대한 교육적 함의를 논의하였고, 후속 연구를 제안하였다.

• 한국과학교육학회지
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• 제15권1호
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• pp.92-103
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• 1995

Since the late of 1960,s, the improvement of science inquiry skills has been one of the most important goals in secondary science education. To achieve this goal, it is essential to develop a valid and reliable instrument for evaluating science inquiry skills. The purpose of this study is to develop a valid and reliable instrument for evaluating science inquiry skills for high school students. The instrument is developed through R & D procedure, which includes two field trials of the instrument. This study has formed a clear definition of the elements of science inquiry skills (formulating a hypothesis, controlling variables, designing an experiment, numeric calculation, graphing experimental data, inference, determining relationship, determining causalities, predicting experimental results , drawing a conclusion, formulating a generalization or model), and established the goals of assessment and developed the items of assessment. The instrument, Test of Earth Science Inquiry Skills, consists of 33 items which measure 11 science inquiry skills. There are content-free items for each science inquiry skills. This study has selected 11 science inquiry skills which are considered appropriate for being evaluated by paper-and-pencil test with SIEI (Hur,1984). The content validity of items, objectivity of the scoring keys and clarity of the items were checked by six experienced specialists in science education. At the same time, the two field trials has been executed and produced the reliability of the instrument, item difficulty index, and the effectiveness of distracters. The first field trial was performed using a sample of 304 high school students, and the second one using a sample of 872 high school students. Because the content validity is 84 % and the reliability (K-R 20) is 0.84, the developed instrument in this study is considered valid and reliable. The difficulty index is 49.4 %, answer ratio 59.1 %, the discrimination index 0.47 and the effectiveness of distracters evenly distributed, which also suffice the criteria of good instrument. The developed instrument in this study can diagnosis the well-developed science inquiry skills and the ill-developed science inquiry skills of the students, and trace the degree of the improvement of science inquiry skills.

• 한국초등과학교육학회지:초등과학교육
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• 제25권4호
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• pp.396-406
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• 2006

In this study, elementary school students' science learning characteristics together with the levels of inquiry requirement in elementary school science experiment instruction were investigated in terms of the affective domain. We divided seventy-three students of the fifth ade into two groups according to the levels of inquiry requirement. After each instruction had been implemented, the characteristics of the students' learning in terms of the affective domain were compared and analyzed within the context of the levels of inquiry requirement. There were no significant differences between Level 1(LL) and Level 2(HL) groups in terms of the affective characteristics. These results may be caused by the burden imposed by the difficulty in thinking through and setting up the experimental methods. However, the HL group students' levels of interest in science experiments was higher than that of the LL group. In conclusion, the HL instruction contributed little to the improvement of affective characteristics. Some possible reasons might be that students felt difficulties with the somewhat unfamiliar instructions which required them to design and perform experiments. Higher levels of interest in science experiments amongst HL students' implies that well-organized and continuous exercises involving the design and performance of experiments could improve students' scientific affective characteristics.

• 한국과학교육학회지
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• 제25권6호
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• pp.642-649
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• 2005

Argumentative discussion is one of the important components of an educational program, which allows students not only to learn the process of social negotiation through discussions, but also to improve students' overall research abilities. The purpose of this study was to examine a) the changes between inquiry of before-argumentative discussion and inquiry of after-argumentative discussion, and b) the connections between the inquiry changes and online argumentative discussion. This study analysed 726 messages in an online argumentative discussion, as well as in first research reports and second research reports. The results of the study indicate that science-gifted students' research abilities were improved through on-line argumentative discussion that provided them with feedback based on interactive discussions, and encouraged them to re-examine hypotheses and experiment processes. The science-gifted students showed knowledge and abilities for identifying simple errors in research processes and arguing problems in the flow of the whole logic of research.

• 한국과학교육학회지
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• 제11권1호
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• pp.83-96
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• 1991

The purpose of this study is to construct the evaluative objectives of science inquiry skills specificationaly. Specification of evaluative objectives will be able to serve as evaluative criterion for development of a test of the integrated science process skills. The results in this study are as follows ; (l) The selections of science inquiry skills from the previous developed taxonomies are observation, measurement, formulating hypothesis, designing an experiment and controlling variables, inference, predicting(including intrapolation and extrapolation), organizing data and interpreting, defining operationally, formulating a generalization or model, drawing a conclusion. (2) The definitions of the selected science inquiry skills are made operationally. (3) Evaluative objectives relating to the selected science inquiry skills are specified with the previous developed items. Based on the above results, total 9 science inquiry skills are selected and 72 evaluative objectives are specified.

• 대한화학회지
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• 제49권5호
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• pp.488-496
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• 2005

• 한국과학교육학회지
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• 제14권1호
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• pp.45-57
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• 1994

The purpose of this study is to verify whether the FAST program is the Inquiry Science Curricular Materials, through the Comparison and Analysis of Inquiry Activities between the FAST program and our Secondary Science Books. The results of this study are as follows ; 1. FAST has 226 tasks of the Inquiry Activities, which is analyzed over two times than our text. 2. In level one, FAST holds the parts of Synthesizing Results and Evaluation, Hypothesizing and Designing an Experiment but u.ese aren't found in our text. 3. In level two, our text is analyzed No Discussion 72.2%, Demonstrating or Verifying the Content of the Text 82%, but FAST has Discussion Guided 81.8%, and isn't found any tesk of Demonstrating or Verifying the Content of the text. 4. In level three, our text is exposed a typical type I and analyzed Inquiry Index 15-25 ( Middle ), but FAST is found type IV, excepting Manipulating Apparatus and Observation and analyzed Inquiry Index over 35 ( Very - High ). Therefore, FAST Program is proved to be the desirable Inquiry Science Curricular Materials. In future, this worker is to arrange the results of the following paper as follows ; 1. The verification of the FAST Program by means of the Integrated Science Curricular Materials. 2. The development of the Inquiring, Integrated Science Curricular Materials through the results of the preceding study.