• Journal of the Korean Society of Earth Science Education
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• v.3 no.3
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• pp.163-174
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• 2010

The purpose of this study is to device the teaching-learning method and the evaluating method on 'free inquiry' which is newly introduced in 2007 revised curriculum. The teaching-learning models which apply 'free inquiry' are 'group investigation', 'PBL', 'project investigation' and 'IIM'. And the unit which apply 'free inquiry' on the fourth grade and the second semester in the elementary science. The results of this study are as follows: First, The person leading the lesson is not a teacher but learners. The focus of teaching-learning is not a unit but topic, problem or project on the science textbook. A teacher's role is not the deliverer of knowledge but the guide of learning. Second, the outcome of applying group investigation, PBL project investigation and IIM to 'free inquiry' is improvements of the problem-solving ability and the self-directed learning ability as well as building scientific attitude and social skills as educational effect in commonly. Third, to apply 'free inquiry' efficiently, teachers should understand each subject very well, teach a class with a thorough and concrete plan, and try to evaluate objectively.

• Journal of Gifted/Talented Education
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• v.20 no.2
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• pp.487-502
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• 2010

The purpose of this study was to examine the effect of SSC(Small-Scale Chemistry) lab program applying to scientifically gifted students' classes. The participants were 15 the middle school scientifically gifted students selected and enrolled in science-gifted education center of university. SSC lab program was applied for 3 month with 5 topics. The research design was one group pretest-posttest design, the data were analyzed using the PASW 18 statistics program. The results of this study were as follows: First, the scientific attitude of scientifically gifted students was improved significantly(p<.01) after applying SSC lab program. Especially, there were significant difference between pre-test and post-test in the scores of cooperativity, spontaneity, perseverance, which were the sub-region of scientific attitude. Second, the creative personality characteristics of scientifically gifted students showed statistically significant improvements(p<.01) after applying SSC lab program. Especially, there was significant difference between pre-test and post-test in the scores of adhesion, which was a sub-region of the creative personality characteristics. Third, there were no significant differences in the science inquiry skills between before and after applying the SSC lab program in the scientifically gifted students' classes(p>.05). The results suggest that SSC Lab program is an effective program in scientifically gifted students' classes.

• 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 Gifted/Talented Education
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• v.14 no.1
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• pp.65-89
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• 2004

The article attempts to suggest s a direction of science education in terms of development of creative human resources based on discussion about scientific literacy and scientific creativity. Students are supposed to develop scientific attitude, inquiry skills, problem solving ability through science learning, and be prepared for the 21st century of rapidly developing age. The paper introduces definitions of scientific literacy and scientific creativity and discuss their meanings within science education in general as well as for the gifted. To enhance students' scientific creativity, science education should strengthen content of science related to technology, integrated science content, personal and social views, social inquiry for problem solving. In particular, science education for the gifted should emphasize students' holistic views in interpreting data, ability to connect artistic aspects to science process, intuitions to explain scientific phenomena and pursue of personal satisfaction. It may be said that science education and science education for the gifted is realized when students have opportunities to experience such elements in their science learning.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.1
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• pp.1-12
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• 2013

20 preservice teachers at college level participated in this study and interacted with students at elementary and middle school levels during science camp offered by science center in Taiwan. Preservice teachers displayed moderate (above the average, 4 point out of 5) understandings about scientific literacy and scientific views in all aspects of the nature of science before the camp. Then, the researchers designed science camp programs which were expected to promote students' scientific literacy; scientific knowledge, inquiry skills for experimentation as well as for argumentation, affective domain such as the attitude toward science and the understandings about nature of science and the relationship among STS (Science-Technology-Society), all of which were embedded in the programs. Preservice teachers seemed to perceive scientific literacy pretty well (over 4 point) before the camp, however, preservice teachers' understandings about scientific literacy were not much scored (around 3 point, but still moderate scores of average) as expected after concrete inquiry activities. The reasons why this happened could be that preservice teachers were not trained to employ theory into the context to be more practical or the researchers did not develop camp program which included the aspect of scientific literacy successfully. The discussion and implication were made in teacher education in that preservice teachers must be prepared how to bridge theory into practice, and informal science education in that educators at science centers must be trained to be experts in providing the envisioned educational programs to meet the goal of science education, scientific literacy.

• Journal of Korean Elementary Science Education
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• v.38 no.1
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• pp.130-148
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• 2019

This study compared the characteristics of scientific poems written by scientifically-gifted and general elementary students, and their perceptions of writing scientific poem. To do this, 5~6 graders (n=100) at two gifted science education institutes and 5~6 graders (n=93) at a elementary school in Seoul were selected. Scientific poems written by the students were analyzed according to their numbers and types. Their perceptions of writing scientific poems were also analyzed through a questionnaire and group interviews. The analysis of the results revealed that the general students wrote more scientific poems than the scientifically-gifted students for thirty minutes. The general students mainly named the titles in a direct way, while scientifically-gifted students did it in an implicit way. The free verse poems in both general students and scientifically-gifted students appeared most frequently, and the prose or narrative poems also often appeared. The general and scientifically-gifted students frequently used impersonation, and some students did not use metaphors. They didn't connect the scientific knowledge for multiple grade. While the poems of the general students evenly included the scientific knowledge for various academic fields, those of scientifically-gifted students tended to include the scientific knowledge for physics or chemistry. The poems of scientifically-gifted students tended to include more science process skills, especially in basic inquiry skills, than those of general students. The scientifically-gifted students wrote scientific poems in a more expanded form regarding the scientific knowledge, than the general students. Scientifically-gifted students perceived the educational benefits of writing scientific poems more positively based on various cognitive and affective aspects. However, many scientifically-gifted and general students had also several difficulties in the processes of writing scientific poems. Educational implications of these findings are discussed.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.8 no.7
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• pp.341-350
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• 2018

The purpose of this study was to develop science essay writing activities for developing elementary pre-service teacher's scientific thinking ability and scientific emotion and to analyze its effects. For the study, 60 first grade students attending teacher training institutes in the G region of Korea were selected. All 60 elementary pre-service teachers were students who selected a liberal arts lecture related to 'science inquiry'. As a result of the study, we confirmed that the preliminary teacher uses the scientific method of 'induction' in the article related to scientific thinking and the description related to the past time, agency, and purpose of the story is included in the essay related to scientific emotion. In addition, it was confirmed that elementary school teachers' writing ability was improved as the writing was repeated, and that the image of 'science' changed positively in many areas. This study suggests that a various and interesting scientific inquiry activities are needed to improve the science writing skills.

• Journal of The Korean Association For Science Education
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• v.18 no.4
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• pp.545-555
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• 1998

The improvement of process skills has been one of the most important goals in secondary science education. To achieve this goal, it is essential to develop an instrument for evaluating inquiry skills in addition to improving science curricula, inquiry teaching methods, and other educational environment. There are a lot of instruments in testing science process skills in Korea as well as America and Europe. However, it has been difficult to find the instruments that have a characteristic in content and form. The purpose of this study is to develop a valid and reliable instrument for evaluating science process skills using line graph. This study examined the whole body of scientific process and identified 6 component skills. Three or four items for each component process skills were developed and revised by pilot test and field test. The instrument is considered valid and reliable, for the content validity is 78% and the reliability(KR-20) is 0.82. The discrimination index is 0.57 and difficulty index is 0.47, which also suffice the criteria of good test.

• Journal of Korean Elementary Science Education
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• v.40 no.1
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• pp.113-125
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• 2021

In this study, a problem-centered learning based STEAM field experience learning program was developed and the effects of applying it were investigated. The program was composed of 8 sessions by using problem-centered learning education method and integrating STEAM elements between disciplines. The contents of program are as follow. In the step of sharing problems and making a problem-solving plan, they understood the various examples and meanings of endangered species, explored the project activities, and made an inquiry plan. In the search and re-exploration phase, a smart device was used to investigate the appearance, habitat environment and cause of extinction for Clithon retropictus, and a site inquiry plan was established for each group. Then, they moved to the field to explore brackish-headed gallops and discuss ways to protect endangered species. In the step of creating a solution, a web-based report was produced as the final product using smart devices based on the results of the inquiry. In the presentation and evaluation stage, the produced web-based report was used to present each group, conduct mutual evaluation, and organize project activities. The developed program was applied to 6th grade 29 students enrolled in the J University Gifted Education Center. In order to find out the effectiveness of the program, tests of science process skill, creative problem-solving ability, and scientific attitude were conducted before and after of program learning, and the results were statistically analyzed by t-test. In addition, a STEAM program satisfaction test was conducted after project in order to find out the satisfaction of the class. As a result of application of the program, the results were significantly improved in openness, criticism, and creativity among the sub-factors of creative problem-solving ability and scientific attitude. Satisfaction with the STEAM program was also high, but no significant result was found in science process skill. Therefore, the program of this study could be influenced on improvement of creative problem-solving ability and scientific attitude of gifted students in elementary science.

• Journal of The Korean Association For Science Education
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• v.13 no.1
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• pp.56-65
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• 1993

The purpose of this study is to analyze the inquiry activities of SCIIS and Korea primary school science curricular meterials and to make suggestions for the improvement of inquiry learning based on the analysis The Scientific Inquiry Evaluation Inventory (SIEI: Myung Hur, 1984) was used to evaluate the inquiry activity content of the primary school "Science, Level-6" and "SCIIS, Level-6" textbooks. The results are as follows: 1) The inquiry activities of Korean science textbooks are stressing on gathering and organizing data, but rarely require students to formulate a hypothesis, to design an experiment. 2) The SCIIS textbooks relatively tended to put more weight on interpreting/ analysing data and hypothesizing/ designing experiments. 3)The Korean science textbooks had little concern about establishing hypothesis and designing experiments, interpreting / analysing data. 4) The SCIIS textbooks require students to perform a variety of inquiry skills when compare to Korean science textbooks. 5) Competition / Cooperation Scale checks the level of competition and cooperation among student teams inherent in science curricular materials. The result from each team is incorporated into the formation of a class result. The communication is required to formulate a synthesized class response, enhances cooperation among teams. The SCIIS(84%) is the higher than Korea(50%) in cooperation scale. 6) Korean science textbooks rarely require students to discuss about experiment when compare to SCIIS textbooks. 7) Korean science textbooks provide students with both inquiry problems and experimental procedure, or including answers SCIIS textbooks provide students with both inquiry problems and experimental procedure, or problems only. 8) The Korean textbooks emphasize demonstrating or verifying of the text while the SCIlS emphasize extending the content of the text in inquiry scope scsle. The inquiry pyramid which helps analysis the inquiry activity curriculum as a whole is one of type 1- the course is centered on gathering and organizing data. The SCIIS are better than the Korean science textbook in the light of proportion of interpreting / analysing data and hypothesizing / designing experiments.