• Journal of the Korean Chemical Society
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• v.57 no.6
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• pp.845-854
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• 2013

The purpose of this study was to develop a teaching strategy focused on science writing and to investigate its effects on enhancing students' creative thinking skills. In advance, students in the experiment were led to write by inquiry elements. And students in the experiment group were taught by science writing strategy. Students in the control group were taught by traditional lecture-based instructions. The program was implemented over a semester. The results indicated that the experimental group presented statistically meaningful improvement in creative thinking skills(p<.05). Especially, science writing was effective on fluency and flexibility development(p<.05). This study suggests that science writing can be effective for improvement of creative thinking skills.

• Journal of the Korean earth science society
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• v.31 no.6
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• pp.637-646
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• 2010

The purpose of this study was to investigate the effects of Microcomputer Based Laboratory (MBL) on the middle school students' graphing skill and science process skill in Earth Science classes. MBL teaching materials for inquiry-based instructions were developed to teach five experimental topics related to the middle school 'Earth Science.' Thirty three middles school students participated in this study, and the pre- and post-tests were conducted. Results indicated as follow: First, MBL classes were effective in developing the graphing skill of middle school students. They were efficient both in graph construction and graph interpretation, especially in data transformation. Second, MBL classes were effective in helping participants to use science process skills, especially, in the subordinate areas including formulating hypotheses, making operational definition, graphing, and interpreting data.

• Journal of Science Education
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• v.38 no.2
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• pp.244-256
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• 2014

The purpose of this study was to develop and apply an scientific inquiry program related to school science for elementary gifted students. And development of a program had been used a geological museum. A science inquiry program had developed after verifying a content validity to 3 science education experts about program's design and content selection, and then program applied to 20 elementary gifted students during 4 weeks, 14 hours. The results of this study showed that gifted students interested in an inquiry program using a geological museum, and they were in full activity. Especially gifted students replied that they lodged in their memory that inquired into activities on listening a docent's explanation about exhibits. Gifted classroom teacher also replied that gifted students saw a high level of participation and expectation. And they replied that this program supplied a chance that gifted students can understand a meaning of inquiry.

• Journal of the Korean Society of Earth Science Education
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• v.3 no.2
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• pp.148-157
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• 2010

The purpose of this study is to examine the effect of small group inquiry activities using IIM on the science process skills and scientific attitudes of students in higher elementary grades. To verify research problems, the subjects of this study were fifth-grade students selected from two classes of an elementary school located in Busan : the research group was composed of thirty students who participated in small group inquiry activities using IIM teaching model situation, and the other was composed of thirty students(comparative group) who participated in a teacher map- based learning situation. For six weeks, the small group inquiry activities using IIM were executed in the research group, while the teacher-map based instruction was conducted in the comparative group Test showed the following results: First, the research group showed a significant improvement in their science process skills compared to the comparative group. Second, the research group did not show a significant improvement in their scientific attitudes compared to the comparative group. In conclusion, small group inquiry activities using the IIM teaching model was more effective than the teacher map-based teaching model on science process skills. However, since the study has a limit on the object of the study and the applied curriculum, the additional studies need to be conducted with an extended comparative group and curriculum.

• Journal of the Korean earth science society
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• v.29 no.7
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• pp.626-639
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• 2008

To present the suggestions for improvement in science textbooks of high school, scientific inquiry activities in geology of earth science textbooks of Korea and the U.S. were assessed in the areas of the contents, processes and contexts. Regarding the contents of inquiry activities, Korean textbooks contain more number of inquiry activities (5.8 per section) than the U.S. curriculums (4 per section). Inquiry activities of Korean textbooks mostly fall on the interpretation of diagrams and graphs whereas those of the U.S. textbooks more hands-on experiment, data transformation and self designing. As for the number of inquiry process skills per inquiry activity, Korean curriculums contain an average of 1.8 whereas the American ones 3. It suggests that the U.S. textbooks require more integrated process skills than the Korean earth science curriculums. In the process skills of all textbooks studied, the highest frequent elements were inferring and data interpretation; the percentage of these two elements was an average of 73.3% in Korean textbooks and 46.2% in the U.S. This suggests that the Korean textbooks emphasize the process skill on particular area, and uneven distribution of elements of process skills may hinder the development of integration ability of students. particularly in the integrated process skills, the U.S. textbooks presented all 7 elements, while Korean ones presented only 2 to 4 elements, indicating that the Korean textbooks may have weak points in providing various inquiry activities for students compared to the American textbooks. In inquiry context analysis, Korean curriculums provide simplistic inquiry contexts and low applicability to real life whereas the U.S. curriculums provide more integrated inquiry contexts and high applicability to real life.

• Journal of The Korean Association For Science Education
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• v.19 no.4
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• pp.507-515
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• 1999

This study is to develope the performance scoring rubrics for the inquiry-based experiments of general chemistry course in the college of education. Two types of analytic scoring rubrics have been developed for nine different experiments. The first one is to assess scientific process skills from the written experimental reports. These analytic scoring rubrics include seven process skills selected from the Lawson's 'creative and critical thinking skills' and other known process skills. The second one is to assess the individual manipulative skills and experimental attitudes through direct observations by the teacher. The content validity of all scoring rubrics was testified by six science educators. Also the inter-scorer reliability of analytic scoring rubrics administered on the students' experimental reports was examined. The correlation coefficient between the scores obtained from the experiments and those of the written test for theoretical knowledges was found to be r=.663(p <.01). From the variance($r^2$=.440), we would say indirectly that the 56% of this experimental assessment does not overlap with the theoretical knowledges test and assesses students' science process skills, manipulative skills, and attitudes.

• Journal of Korean Elementary Science Education
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• v.22 no.2
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• pp.131-137
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• 2003

The students can search and solve the problems for themselves, improve the scientific inquiry skill through the distance learning in the WWW. It also enable them to construct the wide recognition of the STS which is emphasized in the 7th national curriculum. In addition, due to the one-to-one contact in the distance learning the diverse differentiated education can be run. In this paper, we develop the web-based distant learning model which is suitable in the elementary science and emboss those merits of the distance learning.

• Journal of Korean Elementary Science Education
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• v.25 no.1
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• pp.1-7
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• 2006

The purpose of this study is to verify the effect of microcomputer-based laboratory (MBL) teaching on 6th graders in Korean elementary schools. Three classes from elementary school were respectively assigned to an experimental group consisting of one class (38 students) and a control group of two classes (78 students). For the experimental group, science instruction employed MBL. For the control group, traditional instruction was used. The results of this study are as follows: Firstly, the MBL was effective in the improvement of scientific inquiry skills. Secondly, there was no significant difference in respect to the results from the achievement test between the experimental group and the control group.

• Journal of Korean Elementary Science Education
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• v.29 no.4
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• pp.567-575
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• 2010

The purpose of this study is to investigate the effectiveness of academic achievements, science process skill and scientific attitude. The subjects of this study were 68 fourth-grade elementary school students who were 33 students for the 5E learning cycle instruction and 35 students for traditional instruction. The control group was taught with traditional teaching method, while the experimental group was taught 'the change to the volume of material due to heat' unit of 4th grade with the developed learning cycle model. The results were as fellows: First, the learning cycle instruction is more effective for understanding of a concept related to the change to the volume of material due to heat. Second, the learning cycle model seems more effective for the expansion of both scientific inquiry ability and scientific attitude.

• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.307-324
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• 2022

This study examined the content diversity of seven authorized science textbooks by comparing the characteristics of the science concept description and the contents of inquiry activities in the "weight of objects" unit. For each textbook, the flow of concept description content and the uniqueness of the concept description process were analyzed, and the number of nodes and links and words with high connections were determined using language network analysis. In addition, for the inquiry activities described in each textbook, the inquiry subject, inquiry type, science process skill, and uniqueness were investigated. Results showed that the authorized textbooks displayed no more diversity than expected in their scientific concept description method or their inquiry activity composition. The learning elements, inclusion of subconcepts, and central words were similar for each textbook. The comparison of inquiry activities showed similarities in their contents, inquiry types, and scientific process skills. Specifically, these textbooks did not introduce any research topics or experimental methods that were absent in previous textbooks. However, despite the fact that the authorized textbook system was developed based on the same curriculum, some efforts were made to make use of its strengths. Since the sequence of subconcepts to explain the core contents differed across textbooks, this explanation process was divided into several types, and although the contents of inquiry activities were the same, the materials for inquiry activities were shown differently for each textbook to improve and overcome the difficulties in the existing experiments. These findings necessitate the continuation of efforts to utilize the strengths of certified textbooks.