• Journal of Korean Elementary Science Education
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• v.25 no.spc5
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• pp.522-531
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• 2007

A Science Camp Program was developed and applied as an intensified course for gifted students. The implications for the development and implementation of out-of-school science activities were also deduced through the analysis of the preliminary application results. The key point of the science camp program is to boost students' science inquiry skills through self-directed activities. Several positive effects in terms of interest and participation in the program were observed and some implications were derived as follows; (1) The program should provide the students with more opportunities for discussion and debate in group activities. (2) The tasks need be divided into two parts; basic tasks and optional tasks in order to ensure that the students engage in fewer tasks more intensively. (3) Each activity needs sufficient orientation taking consideration of the possibility that not all students may be ready for the inquiry. (4) The use of real examples of scientific research processes can help the students develop open inquiry skills and problem posing skills.

• Journal of Korean Society of Rural Planning
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• v.17 no.3
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• pp.43-53
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• 2011

Today, seaside village has been met with much difficulty from aggravation of fishing conditions including decrease of fishery resources, marine products market opening, reduction of coastal fishing ground. Thus, seaside village tourism can become an useful alternative to revitalize the local community. This study deals with on the tourism activities based on motive of tourist to Seaside Villages in Jeju Island. And it will be find out though the cross analysis of tourism motivation factors and tourism activities factors. With 298 effective responses gathered from an on-site survey. The statistical analysis of the data was conducted using techniques of frequency analysis, factor analysis, cluster analysis, and canonical analysis. The tourism motivation and activities were conformed by Chi-Square Analysis and ANOVA analysis. For the growth of seaside village, many tourist must visit four seasons and tourism facilities and programs will be develop as seaside village experience activities, marine leisure activities, and circumference inquiry activities.

• Journal of Korean Elementary Science Education
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• v.37 no.3
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• pp.233-253
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• 2018

Since open inquiry of science was formally introduced at the 2007 Revised Science Curriculum Course, the purpose and effect of it has been positively evaluated, and it is underlined continuously until the revised science education course in 2015. However, through many previous studies, there is still a lack of awareness of open inquiry of both students and teachers in the field, and it was revealed they are continually appealing confusion and difficulties. Therefore, in this research, we analyzed the causes that make it difficult to execute open inquiry, and developed differentiated open inquiry guide materials that can contribute to the realization of teachers and students. They were developed by the brain-based evolutionary approach to provide students with authentic science. The brain-based evolutionary approach is reflecting the evolutionary attributes and the brain functions associated activities of scientists. It was revealed that, in the same way as the pilot test results, the usefulness of the differentiated guide materials were very high, and there was a statistically significant difference in the science attitude. It was found that the application of the brain-based evolutionary approach had positively influenced the stage of determining the inquiry themes, and self-confidence that could be able to do as a scientist. Analysis of top and sub group types on the basis of inquiry ability showed that both groups are improved at science attitude by the differentiated guide materials. There was a positive effect on change in the self-perception of scientific creativity. We were able to see a positive change in the post survey for open inquiry-efficacy. The developed differentiated open inquiry guide materials contributed to the improvement of open inquiry-efficacy for both the teacher and student.

• Journal of the Korean Chemical Society
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• v.63 no.3
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• pp.183-195
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• 2019

In this study, we investigated the characteristics of the authentic inquiry components in the inquiry tasks of Science Inquiry Experiments textbooks developed under the 2015 Revised National Curriculum. After classifying inquiry tasks by core concepts, we analyzed the cases that students autonomously planned or performed the authentic inquiry components. The results of the study revealed that investigating multiple materials component most frequently appeared in all units. However, generating research question, selecting variables, observing multiple variables and transforming observations components appeared in a few tasks of history and everyday science units as they were often guided or structured in textbooks. Controlling simple or complex variables, observing intervening variables and considering methodological flaws components rarely appeared in all units as most of textbooks did not consider or indicate explicitly. Authentic inquiry components of everyday science unit tended to be handled in small group activities. On the bases of the results, the implications for the development of the inquiry tasks of Science Inquiry Experiments textbooks are discussed.

• Journal of The Korean Association For Science Education
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• v.42 no.2
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• pp.201-214
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• 2022

The purpose of this study is to examine the characteristics of model of the experiment in students' open inquiry. The research is a reinterpretation of the data collected from the performance of a three-year research project under the theme of 'school science inquiry' the perspective of model of the experiment. The inquiry activities of a focus group made up of four students have been recorded seven times. The recorded files and transcribed copies were analyzed according to interpretive methods. Students' activities were divided into three modeling of the experiment units, considering the modeling unit that includes the process of starting from the problem until it gets solved. The results of the study include illuminating the dynamic process and characteristics of modeling of the experiment and discussing its educational meaning as a distributed cognitive system at each modeling unit. First, students, instruments, and the primitive form of calculation represented by the interaction between them turned out to be important factors in the distributed cognitive system that constitutes model of the experiment. Second, in the early stages, non-verbal activities were carried out in which students became familiar with instruments, and verbal quantitative signs were created when the activities were sufficiently carried out. The generated quantitative signs became a source of data and confidence that can be referenced in subsequent activities. Third, the specialization of instrumentalization occurred, and factors that were important in inquiry, such as variable control, appeared. The results of the study provide new implications for science education research and education, which have been centered on explanatory models, by unfolding the characteristics of model of the experiment that have not been noticed in science education through students' inquiry.

• Journal of the Korean Society for Library and Information Science
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• v.50 no.2
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• pp.5-23
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• 2016

The purpose of this study is to analyze common inquiry tasks of middle school history textbooks and find out it's implications on teacher librarians' educational information services. There are 84 common inquiry tasks according to examinations of inquiry tasks related to world history in 18 kinds of middle school history textbooks. Results of the analysis show that almost all of common inquiry tasks of world history make middle school students who should resolve them research the pictures and reading materials included in the textbooks individually and verbalize under the information literacy process. Compared with information literacy process of the "Library and Information Skills" for middle schools, the First step of task definition and figuring out information needs and the Third step of representation of information are being implemented. For this reason, teacher librarian could reduce history studies teachers' burden of running the class and promote students' inquiry activities by teaching skills of information analysis and interpretation, synthesis and organization and evaluation of their information literacy process and results.

• Journal of the Korean Society of Earth Science Education
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• v.3 no.1
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• pp.47-54
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• 2010

The purpose of this study is finding examine the Thinking Maps and how to use Thinking Maps effectively in Science Education. The result of this study were as follows: First, There are 8 type Maps, Circle Map, Tree Maps, Bubble Map, Double Bubble Map, Flow Map, Multi Flow Map, Brace Map, Bridge Map. Each Maps are useful in the following activities ; Circle Map-Express their thoughts. Tree Map-Activities as like determine the structure, classification, information organization. Bubble Maps-Construction. Double Bubble Map-Comparison of similarities and differences. Flow Map-Set goals, determine the result of changes in time or place. Multi Flow Map-Analysis cause and effect, expectation and reasoning. Brace Map-Analysis whole and part. Bridge Map-Activities need analogies. Second, each element of inquiry has 1~2 appropriate type of Thinking Maps. So student can choose the desired map. Third, the result of analysing of Science Curriculum Subjects, depending on the subject variety maps can be used. Therefore the Thinking Maps can be used for a variety on activities and subject. And student can be selected according to their learning style. So Thinking Maps are effective to improve student's Self-Directed Learning.

• Hwankyungkyoyuk
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• v.21 no.4
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• pp.25-39
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• 2008

The purpose of this study is to realize the teaching material, which develops the Model of Watershed Water Environment Education(EE) Textbook, by seeking for a method of the Inquiry with the Perspective of EE and by questing for the contents of watershed water environment necessary for Water EE with the Perspective of EE. First, the value of watershed EE was reilluminated through the literature analysis on the watershed. And 'Inquiry with the Perspective of EE' methodology was newly presented that quests for the contents necessary and proper for EE from the viewpoint of EE. Also, with suggesting it as concept and methodology of 'Inquiry with the Perspective of Watershed EE' by considering the value of EE in Water EE, it presented the content approach direction in the inquiry and the contents of the specific inquiry. Second, through the Inquiry with the Perspective of EE into water environment of the watershed Musim cheon (stream), which is a case region, it allowed the watershed water environment to be able to be synthetically understood. As for a sphere of the inquiry, 5 spheres were sought by taking into account a relation to a human being, as well as the water environment itself of the watershed Musim cheon (stream). Third, Based on the contents of the Inquiry with the Perspective of EE into the watershed Mlisim cheon (stream), 'the Model of Watershed Water EE Textbook' for middle-school students was developed. This model of textbook was selected largely four parts, and was organized with 10 learning objectives and 11 activities.

• Journal of Korean Elementary Science Education
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• v.26 no.3
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• pp.341-358
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• 2007

The purpose of this study was to develop performance assessment materials of scientific inquiry skills on sixty scientific activities in elementary science textbook for fifth and sixth grades. For this study, a total of 500 elementary teachers were sampled and surveys were carried out to examine the status of performance assessment of scientific inquiry skills in school. The classification system of assessment methods by Hart(1994) was also analyzed to create' assessment strategy of scientific inquiry skills' for elementary school students. Based on the quantitative data analysis and literature study, performance assessment materials were developed and applied to science classes for fifth and sixth grades. Teachers and students were interviewed after the classes for asking about merits and improvements and the performance assessment materials were revised. This study can provide elementary school teachers with reliable sources for performance assessment of scientific inquiry skills utilized in their science classes.

• Journal of the Korean earth science society
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• v.35 no.2
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• pp.147-158
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• 2014

The purpose of this study was to explore changes of elementary science class in student oriented group inquiry activities using a Science Writing Heuristic (SWH) template that enhance scaffolding of inquiry. The changes focused on students' written reports and perceptions of their learning environment as well as discourse patterns. One fourth-grade class of 29 students participated in this study, and a developed work sheet of science writing was utilized to scaffold student's inquiry activities. Four units in the first-semester text book for fourth grade of the-, 2007 Educational Curriculum Revision were chosen for scaffolding inquiry, and sixteen lessons of instruction were all videotaped. For investigating students' written reports, a framework based on the aspects of science inquiry by Millar (2010) was used to evaluate the coherence between student inquiry activities and their claims. Secondly, a regular fourth-grade class was selected as the control group and was compared with the experiment group using the pre- and post-test of the survey on the perception of science class and science. Lastly, students' discourse patterns of the beginning science lesson were compared with those of the closing lesson. We found that the coherence in the last class increased significantly in students' written reports compared to the first one. Findings also indicated that students' perceptions on their learning environment moved toward student-centered. Based on our discourse patterns analysis, the last class was more student-centered from being teacher-centered than the first one.