• Journal of The Korean Association For Science Education
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• v.31 no.6
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• pp.986-997
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• 2011

In this study, we developed analogical experimental activities to foster scientific creativity in inquiry learning and applied them to 7th grade science-gifted students. The influences of inquiry learning-based analogical experiments were investigated with respect to the experimental design processes. We classified the patterns of experimental design processes by creative thinking processes and analyzed performance levels by the elements of experimental design processes. The students' experimental design processes were categorized into three kinds of patterns such as reinitiated motion, backward-divergent motion and stationary motion. Those belonging to the reinitiated motion performed precise experimental design from new perspectives by identifying the mapping in depth and considering the elements of experimental design processes. In the case of the backward-divergent motion, they shifted their positions to new directions, but the concreteness of experimental design was insufficient due to the lack of mapping or considering the elements. In the type of stationary motion, maintaining their previous positions, they showed less performance of experimental design without considering the elements sufficiently. Educational implication of these findings are discussed.

• Journal of The Korean Association For Science Education
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• v.27 no.9
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• pp.930-943
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• 2007

The purpose of this study was to investigate if students may actually experience scientific reasoning based on an epistemology of authentic science during authentic open inquiry. The samples were 86 10th graders in a science-high school in Seoul. The experimental group practiced authentic open inquiry and the control group practiced traditional school science inquiry in five weeks. Then, the questions students asked while performing inquiry tasks were analyzed. The frequency of the questions asked by students was almost same between two groups, however, the types of questions were different. The frequency of thinking questions in experimental group was higher than the control, and the difference was statistically significant (P<.01). Particularly, the frequency of expansive thinking questions and anomaly detection questions was much higher in experimental than the control group. Judging from the result, with the students from the experimental group asking questions reflecting on the epistemology of authentic science such as scientific methods, anomalous data, and uncertainty about reasoning, students may understand authentic science features during the activities of open authentic inquiry. The result from comparing questions according to the inquiry subject showed that more openness caused the higher frequency of anomaly detection questions and strategy questions, but that inductive thinking questions and analogical thinking questions were connected to inquiry subject rather than the openness of the inquiry.

• Journal of The Korean Association For Science Education
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• v.32 no.4
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• pp.671-685
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• 2012

In this study, we developed an analogical experimental design strategy emphasizing understanding and checking stages and applied it to four groups consisting of 7th grade science-gifted students. We classified the patterns of experimental design processes and analyzed the verbal interactions among the science-gifted students at the levels of turn and interaction unit. The analyses of the results reveled that three groups were relevant to reinitiated motion and the other to backward-divergent motion. In the analyses of turn and interaction unit, the frequencies of the statements related to the task were high, especially 'making suggestion' and 'elaborated symmetrical interaction'. The analyses for each stage of strategy indicated that the frequencies of 'explain', 'question', and 'cumulative interaction' at understanding stage were high. At designing stage, the frequencies of 'making suggestion', 'cumulative interaction', and 'disputative interaction' were found to be high. At checking stage, 'making suggestion', 'receiving opinion', and 'disputative interaction' were high. In the comparison of the patterns, the qualitative differences among interaction unit were found at all the stages, whereas there were differences only between designing and checking stages in the turn cases. Educational implications of these findings are discussed.