• Journal of The Korean Association For Science Education
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• v.15 no.4
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• pp.452-458
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• 1995

Science textbooks are very important materials in order to know elementary science learning in Japan and Korea. In this research the 5th grade science textbooks in Japan and Korea are analyzed by an analyzing category. The analyzing category is consisted of knowledge and scientific inquiry. Knowledge is divided by fact, concept, and rule. Scientific inquiry is divided by problem cognition, variable control, experiment planning, observing, measuring, categorizing, inferring, data transformation, predicting, correlation, cause and effect, result, communication, which are 13 subcategories. Analyzing methods are counting the frequency of each subcategory and tabulating the data. The results of this study are: 1. The frequency of scientific inquiry appeared in Korean 5th grade science textbooks is three times more than that in Japanese textbooks. 2. In scientific inquiry category, Japanese science textbooks emphasized observing, predicting, measuring and problem cognition; Korean science textbooks emphasized experiment planning, observing and problem cognition. 3. In knowledge category, fact subcategory is mostly emphasized in both countries.

• Journal of The Korean Association For Science Education
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• v.5 no.1
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• pp.19-34
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• 1985

Teaching inquiry process is one of the most important objectives in science education. To promote students scientific process skills, a science teacher should encourage the students do something by themselves. One method for that purpose which has been used in many schools would be group experiment. The researcher has been experienced a lot of difficulties in controlling or guiding every group to finish the assigned experiment within the given class hour. Therefore, the researcher decided to select several leaders from students and trained them in advance of the given class hour. This leaders are expected to guide the remaining students in the class. As the result of this study, the classroom with and without student leaders showed very significant difference(P>0.001) in their achievement of scientific process skills. The experimental group also showed more positive attitude toward science. The researcher concluded that the use of student leaders is very effective in promoting scientific process skills. This method is also regarded very effective in a large class sized like Korean Schools.

• Atmosphere
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• v.27 no.4
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• pp.499-509
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• 2017

Possible links among cosmic ray, cloud, and climate have scientific uncertainties. The reputed topics have been highly controversial during several decades. A link between the atmospheric ionization by galactic cosmic rays (GCR), which is modulated by solar activities, and global cloud cover was firstly proposed in 1997. Some researchers suggested that the GCR can stimulate the formation of cloud condensation nuclei (CCN) in the atmosphere, and then the higher CCN concentrations may lead to an increase of cloud cover, resulting in a cooling of the Earth's climate, and vise versa. The CLOUD (Cosmic leaving outdoor droplets) experiment was designed to study the effect of GCR on the formation of atmospheric aerosols and clouds under precisely controlled laboratory conditions. A state-of-the-art chamber experiment has greatly advanced our scientific understanding of the aerosol formation in early stage and its nucleation processes if the GCR effect is considered or not. Many studies on the climate-GCR (or space weather) connection including the CLOUD experiment have been carried out during the several decades. Although it may not be easy to clarify the physical connection, the recent scientific approaches such as the laboratory experiments or modeling studies give some implications that the research definitively contributed to reduce the scientific uncertainties of natural and anthropogenic aerosol radiative forcing as well as to better understand the formation processes of fine particulate matters as an important parameter of air quality forecast.

• Journal of Korean Elementary Science Education
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• v.17 no.2
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• pp.11-22
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• 1998

The present educational and social circumstances require the improvement of science education and the promotion of scientific technology simultaneously Under this situation, it is necessary to develop the performance assessment evaluating the ability of scientific inquiry. The purpose of this study is to develop a valid and reliable instrument of the performance assessment that is can evaluate the scientific inquiring ability. The characteristics of the instrument developed through this study, are as follows, 1. The performance assessment can be impartially achieved for all the elements of scientific inquiry, which are required in the units of elementary science from 3rd to 6th grade of elementary school. 2. To maintain the objectivity of performance assessment, the detailed standpoints and standards are established. 3. The instruments are devised to evaluate the thinking skills with the experimental reports of student, the operation skills by the check list of evaluation that the teacher's observation for the student are recorded. 4. Considering the level of elementary school student, the items required the complex thinking and the investigative skills are exclude as much as possible. 5. The items are arranged according to the learning steps of elementary school, so that the evaluation may be achieved in parallel with the process of the real teaching -learning in class. 6. According to circumstances, make use of these materials for the evaluation as the practical teaching-learning materials instead of the normal teaching-learning materials The first field trial with the instrument was carried out, using a sample of 20 students from the 3rd to 6th at K and Y elementary school located in Kwangju city. The results of mean achievement quotient for each grade are as follows, the first term of 3rd grade (experiment and exercise skills ; 85%, inquiry thinking skills ; 74%), the second term of 3rd grade (experiment and exercise skills : 81%, inquiry thinking skills ; 76%), the first term of 4th grade (experiment and exercise skills ; 70%, inquiry thinking skills ; 59%), the second term of 4th grade (experiment and exercise skills ; 61%, inquiry thinking skills ; 71%), the first term of 5th grade (experiment and exercise skills ; 84%, inquiry thinking skills ; 67%), the second term of 5th grade (experiment and exercise skills; 73%, inquiry thinking skills ; 70%), the first term of 6th grade (experiment and exercise skills : 83%, inquiry thinking skills ; 84%), the second term of 6th grade (experiment and exercise skills ; 87%, inquiry thinking skills ; 81%).

• Journal of The Korean Association For Science Education
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• v.34 no.4
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• pp.349-357
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• 2014

The purpose of this study is to consider the implications of science experiment in class and to seek a direction for its improvement. For this purpose, Science textbooks, teachers' cognitions, and classroom activities have been analyzed to find out how many and what kind of levels of inquiry elements are included in those. In this study, 22 teachers have participated in the questionnaire to investigate their perception about experiment class, and the two instruction cases in two classes of 9th grade have also been analyzed. Results show that most of the textbooks have included questioning, evidence collecting, explanation of phenomena, and connection with existing scientific knowledge. But the elements of communication and justification have been few. Most levels of the inquiry are teacher-led. Although the teachers thought communication and justification are important, their classroom activities does not coalesce with their thoughts. The students mostly spend their time with connecting evidence, they hardly explain the phenomenon based on the proofs as the results of experiment, and the activities of connection with the existing scientific knowledge, and communication and justification.

• Journal of the Korean Chemical Society
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• v.49 no.5
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• pp.488-496
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• 2005

• Journal of Korean Elementary Science Education
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• v.34 no.3
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• pp.346-356
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• 2015

The purpose of this study was to explore the characteristics of elementary science gifted students' modification of scientific explanations based on evidences. For this study, sixteen $6^{th}$ elementary students were participated. The subjects of this study were enrolled in the program for the science gifted. Students were asked to generate initial hypotheses before experiment, and to modify and revise their scientific explanations based on the experiments about water rising in burning candle(s). All the processes of small group discussion during the inquiry were audio-recorded. Students' modification of their scientific explanations were appeared in three types: 1) appropriate connections among evidences, reasoning, and claims, 2) disconnections among evidences, reasoning, and claims and/or use of inappropriate reasoning, 3) scientific explanations without their own understanding. Other problems that students encountered in the processes of modification of their explanations were also discussed.

• Journal of Korean Elementary Science Education
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• v.32 no.3
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• pp.327-345
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• 2013

This study aims to investigate how pre-service elementary school teachers understand 'something scientific', 'being scientific', 'scientific events' and 'scientific questions' through semantic network analysis. To achieve this purpose, this study carried out a central analysis of the frequency and density of words and the degree of connection between key words, a concentric analysis, a click analysis and a common network analysis through text semantic network analysis by using NetMiner 4.0 Program. Based on the results of these analyses, this study came to the following conclusions. Firstly, in perceiving 'something scientific', pre-service elementary school teachers recognized 'verification', 'objective' and 'experiment' as most important words. In other words, they perceived that main grounds for something scientific should be provided through clear facts, possible to be verified and accompanied by an exact and logical theoretical system. In regard to 'being scientific', they perceived 'explanation', 'objective' and 'verification' as most important words, while having a traditional point of view that science is a set that can be explained objectively. Secondly, in regard that the term, 'observation', is contained in 'scientific events', they showed a high rate of understanding it as a scientific event. In regard to scientifical reasons, they showed the highest frequency of 'observation', and for unscientific reasons, they showed the highest frequency of 'behavior'. In perceiving 'scientific questions', they showed the highest frequency of determining bacteria-related questions as scientific. As a reason why they thought as scientific, they mentioned 'observation' most frequently like 'scientific events', while mentioning 'value judgement' as a reason why they thought as unscientific most frequently. From the results of integrated network analysis, this study found out that words pre-service teachers commonly used in stating scientific events or scientific questions were overlapped with words they mentioned for scientific events or scientific questions. As a result, it was found there were many pre-service teachers having interpreted scientific words without clearly distinguishing scientific events or scientific questions.

• The Journal of the Korea institute of electronic communication sciences
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• v.15 no.4
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• pp.765-772
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• 2020

Currently, general educational science experiment teaching aids cannot be accurately measured, and even MBL experiment teaching aids consist of sensor-oriented programs that is difficult to actively design experiments by focusing only on securing data. This study envisioned a science experiment parish system capable of software convergence experiment design through curriculum analysis, and designed the entire system architecture, frame, and mechanism of MBL-based science experiment parish system by supplementing the limitations of the existing experiment.

• Journal of The Korean Association For Science Education
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• v.42 no.6
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• pp.597-610
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• 2022

In this study, we investigated actual cases of assessment science teachers conducted and the cases they preferred in a typical situation based on the curriculum in the context of 'Scientific Inquiries in the History' of Scientific Inquiry Experiment. A questionnaire composed of descriptive questions was developed and a survey was conducted with 70 science teachers with experience in teaching 'Scientific Inquiries in History'. Interviews were conducted with eight of them. The assessment cases were analyzed in terms of the assessment areas and assessment methods, and the results were compared. The analyses of the results revealed that 'scientific inquiry ability' accounted for the highest ratio of the assessment areas in the actual cases of assessment. There were few cases that assessed the core concepts presented in the curriculum, 'the nature of science' and 'scientists' inquiry methods'. The assessment methods were greatly biased toward the report method and various assessment methods were not used. In preferred cases of assessment, the ratio of cases that assessed the core concept increased slightly, however the frequencies remained at a low. As for the assessment methods in preferred cases of assessment, the measurement methods decreased, the performance methods increased, and the informal methods which were not shown in the actual cases appeared. However various assessment methods were still not used. The causes of the survey results were analyzed based on the opinions of the teachers who participated in the interviews. Based on above results, plans to actively conduct NOS assessments in Scientific Inquiry Experiment are discussed.