The purpose of this study was to investigate and analyze the elementary teachers' views and students' views about the difficulties in teaching and learning on open inquiry activities of elementary school science. Semi-structured interviews were conducted individually with three elementary teachers who have serviced more than three years, and with twenty four elementary students attending schools located in Cheongju City. And their anecdotes were collected and analyzed. The interview questions were developed through Seidman's steps to acquire the reliability in the interview data. From the interviews and anecdotes, we found that elementary teachers' views about the difficulties of teaching open inquiry activities: the difficulties of teaching in finding inquiry problem and planning inquiry, the difficulties of managing group activities, the difficulties of managing class hours for inquiry, the lack of the students' inquiry abilities, and problems on students' affective characteristics. And the students have the views about the difficulties in doing open inquiry activities: the difficulties of finding inquiry problem and planning inquiry, being unaccustomed to write reports, the troubles with investigating, problems on affective characteristics, the difficulties of joining in a group, and the lack of inquiry abilities. The teachers give suggestions for effective application of the open inquiry activities: first, the teachers must encourage students' emotion and will in doing open inquiry activities, second, there must be the steady inquiry teaching and learning in ordinary elementary science classes. Based on the results, this study suggested that elementary teachers should concern specially about students' being unaccustomed to write reports and the troubles in doing scientific investigation.
Journal of the Korean Society of Earth Science Education
/
v.5
no.2
/
pp.213-223
/
2012
This study explored practicing elementary school teacher's beliefs of scientific inquiry and scientific inquiry teaching methods. Defining teacher's beliefs as a broad construct, we tried to examine the teachers' understandings about the scientific inquiry and scientific inquiry teaching method. This study drew on interview data from 10 elementary teachers in busan and changwon area of korea. Conclusions of this study include; First, we found that elementary teacher's beliefs of inquiry were represented variously. And they considered that inquiry is the important goal of science education. They though that the goal of science education is development of Scientific inquiry skills, Scientific thinking skills, development of Creativity and problem solving ability, increasing interest about science, understanding of the basic concepts of science and apply of real-life. second, most of the teachers though that Scientific inquiry is scientists activities, they defined 'the process of creation of new knowledge', 'the process of deriving theory', 'solving process of intellectual curiosity', 'Problem-solving process'. third, they considered that teaching method of scientific inquiry is open inquiry activities. however, they thought that there are many difficulties to actually apply. Understanding teachers' beliefs has implications for both the enactment of inquiry teaching in the classroom as well as the uptake of new teaching behaviors during professional development, with enhanced outcomes for engaging students in Science.
Journal of the Korean Society of Earth Science Education
/
v.15
no.2
/
pp.213-223
/
2022
The purpose of this study is to identify the types of essential inquiry activities presented in elementary science textbooks for grades 5-6, and to find out what difficulties teachers have in the actual teaching process. To this end, the essential research activities presented in the textbook were analyzed into six types: experimentation/observation, investigation/discussion and presentation, data interpretation, discussion/discussion, simulation activity, and expression. In addition, 108 elementary school teachers were investigated for the suitability of inquiry activity achievement standards, suitability at the student's level, student interest, and difficulty in teaching instruction. To summarize the research results, the most frequently suggested type was the experiment/observation type, followed by simulation activity type and data interpretation type. It was analyzed that there was no discussion/discussion type in the 5th grade textbooks, and the 6th graders did not present research activities that correspond to the research/discussion/presentation type and the expression type in the textbook. In the results of teachers' responses to the suitability of achievement standards for inquiry activities presented in textbooks and the suitability of the student's level, 5th graders showed lower average scores than 6th graders, and showed similar average scores in student interest and instructional difficulty. Also, it was confirmed that improvement was required for a total of 17 inquiry activities. Specifically, teachers responded that they had difficulty in guiding inquiry activities when the experimental results did not appear as intended in the textbook, when students' interest in inquiry activities was low, and when students and teachers had low understanding of related science concepts. Teachers pointed out practical problems such as difficulties in long-term observation in astronomy-related units, and students in upper elementary school not actively participating in dynamic play activities.
This study explore characteristics of teaching orientation and pck of science teachers in online-offline mixed learning environment. Data consisted of open-ended survey, semi-structured interview, class observation, field notes from 12 science teachers. We categorized teaching orientation considering both science education goals and science teaching·learning orientation. There were 8 different teaching orientations such as 'understanding science concepts-lecture centered' 'constructing science concepts-inquiry based' 'applying science concepts and inquiry-inquiry based' 'applying science concepts and inquiry-lectured centered' 'analyzing and judging science information-inquiry based' 'developing scientific attitude-inquiry based' 'developing scientific attitude-lecture centered' and 'developing perception of interrelationships among science, technology, and society-inquiry based'. Teachers with inquiry based teaching·learning orientation seemed to have knowledge of science curriculum specific to online learning environment for student inquiry. While teachers with 'understanding science concepts-lecture centered' teaching orientation appeared to have questioning strategy of checking student understanding and strategy of repeating a lecture, teachers with 'constructing science concepts-inquiry based' teaching orientation appeared to have knowledge of instructional strategies to perform online group activities targeting student construction of knowledge and to replace face-to-face group activities with virtual experiments and individual experiments. While teachers with 'understanding science concepts-lecture centered' teaching orientation did not show knowledge of student science learning, teachers with 'constructing science concepts-inquiry based' teaching orientation appeared to have knowledge of student difficulties in inquiry based learning.
In the elementary science classroom, inquiry-based learning activities are often limited to students' hands-on experiences. As a result, students often overlook core concepts they are supposed to acquire from the inquiry activities and show difficulties in applying those concepts in a real life context. To make a connection between the hands-on activities and the concept leaning, a small-group discussion can be considered. In this study, we designed a team-based learning (TBL) model for the elementary science classroom. We developed teaching and learning materials for the "Comfortable Environments" unit in the 6th grade curriculum based on the TBL model. After appling the model with 32 6th grade students, we compared the TBL participants' level of concept understanding and attitudes toward science before and after the intervention, and also compared them with their counterpart control group who participated in a traditional classroom. The results showed that the level of concept understanding of the TBL participants were higher than that of the control group. However, there was no statistically significant difference found in attitudes toward science between the TBL participants and the control group. In addition, the interviews with the TBL participants showed that they positively perceived the TBL experiences.
Journal of The Korean Association For Science Education
/
v.32
no.5
/
pp.841-854
/
2012
The purpose of this study is to investigate the teaching methods of prediction, inference, and hypothesis. The major data source was gathered by in-depth interview of science teachers (about 50-80 minutes for each interview). The interviews were conducted using semi-structured interview protocol, which consisted of three major parts: (1) Teacher's definition of prediction, inferences, hypothesis, (2) Teaching methods of prediction, inferences, and hypothesis and (3)Reasons of teacher's inaccurate perceptions of prediction, inference, and hypothesis. All the interviews were audio-taped and transcribed. Topics in the questions were categorized. The results were as follows: Teachers recognized the importance of prediction, inferences, and hypothesis. But they didn't have an accurate conception and they have great difficulty in classifying and explaining the prediction, inferences, and hypothesis. To find out the teaching methods, researcher investigated the inquiry activities, teaching times, usage of terms, teachers' questions, and teaching difficulties. Reasons for having difficulty were lack of teaching competency, difficulties from the students, and problems in the present curriculum. Finally, we discovered that the reasons for teacher's inaccurate perceptions of prediction, inference, and hypothesis were two factors. One is internal factors, which include the lack of scientific inquiry process skills, burdens of science subject and lack of science education knowledge. The other is external factors, which include education system for evaluations and lack of teacher education. In conclusion, this study suggested establishing more elementary teacher education programs that include strengthened concepts of inquiry process skills and teaching methods.
Journal of The Korean Association For Science Education
/
v.32
no.10
/
pp.1489-1501
/
2012
The purpose of this study was to search for effective strategies on teaching open-inquiry by comparing students' and teachers' recognition of its difficulties and helpful strategies. This study focused on the cases of science high school students and their teachers, who carried out open-inquiry to participate in KYPT. This research was conducted through participant observation, questionnaires, and interviews. The research findings were as follows: students stated that planning and doing experiments were the most difficult parts, whereas teachers viewed that their students had difficulties in analyzing data and making a conclusion. With respect to the effective strategy, students stated that they gained many ideas from peer discussions although they have had to carry out their individual tasks. On the contrary, teachers thought that reference materials and the discussions with teachers were most helpful. There were clear differences between students' and their teachers' recognition toward open-inquiry and the gap needs to be closed. Consequently, it would be useful to guide students to form teams and to spend more time in peer discussions especially when doing experiments and to encourage teachers to understand students' actual difficulties and needs.
The purpose of this study was to understand science teaching experiences of elementary school teachers who taught the system thinking-based science inquiry class. The phenomenological methods were applied to analyze four elementary teachers' meaningful experiences. The four step methods of phenomenological experience research proposed by Giorgi (1985) and interview questions developed by Seidman (1998) and Schuman (1982) were used in order to collect qualitative data. The major findings of this study were as follows: First, teachers intentionally tried to ask divergent thinking questions which promoted the system thinking in classes. The teachers used divergent thinking questions to promote their students' thinking activities and to induce students' system thinking. In addition, the receptive mood created by teachers and interactive environments had a positive effect on promoting system thinking skills. Second, teachers remarked lack of teaching and learning materials and difficulties in selecting themes of their classes in order to teach the system thinking-based science inquiry class effectively. In addition, it was very difficult for teachers to evaluate the contents and processes of students' learning correctly because there were little evaluative tools and methods readily available. The findings indicated that there were some limitations in maximizing the effects of system thinking-based science inquiry instruction due to elementary students' inappropriate process skills of inquiry activities. Findings of this study revealed significant insights about elementary school teachers' experiences regarding the system thinking-based science class.
Journal of The Korean Association For Science Education
/
v.43
no.3
/
pp.191-207
/
2023
In this study, we comprehensively investigated the cases of science teachers who implemented NOS assessments in Science Inquiry Experiment. Two science teachers working at high schools located in Seoul who taught and assessed NOS in Science Inquiry Experiment according to the 2015 revised curriculum participated in the study. We collected lesson and assessment materials and observed NOS lessons and assessments. We also conducted interviews. Based on the collected data, we analyzed the processes of the teachers' NOS assessments. The analyses of the results revealed that the teachers constructed the assessments by themselves due to a lack of NOS assessment experience and related materials. They had difficulties in selecting an appropriate assessment method and constructing assessment questions and criteria. Both teachers found it difficult to assess an understanding of NOS because it concerns the subjective views of individual students. Therefore, they had difficulties in setting detailed assessment criteria, which also led to difficulties in the overall assessment process. There was a difference in the reflective level of the assessments between the two teachers. In the reflective activities of low levels, the assessments were not properly enacted because it was difficult to infer students' understanding. Orientation toward teaching NOS influenced the perceptions of NOS assessment and overall lessons, resulting in a difference in NOS assessments. Finally, the absolute evaluation of Science Inquiry Experiment also affected teachers' NOS assessments. Based on the above results, implications for effective NOS assessments in schools are discussed.
Journal of The Korean Association For Science Education
/
v.32
no.5
/
pp.903-927
/
2012
The study aimed to analyze middle school students construction of physics inquiry problems for open inquiry from the viewpoint of variable isolation and clarification, and investigate students' difficulties during the processes of variable isolation and clarification to get implications for teaching and learning strategies for small group open inquiry activities which have been included in the 2007 national curriculum. The participants were 4 students who had attended an outreach program for the science gifted run by a university institution located in Seoul area. They performed an open inquiry on egg drop for 13 lessons for 30 hours. Level descriptions for variable isolation and clarification have been developed and applied to analyze students' inquiry problems and variables included by the problems. Students iterated inquiry processed 5 times and the inquiry problem showed progress gradually. Dependent variables have been isolated ahead and the levels of variable isolation and clarification showed higher than the independent variables. Many kinds of independent variables isolated extensively and the independent variables and control variables have been mingled. One of the reasons why students had some difficulties in isolation of independent variables could be the absence of theoretical models. The realities of school lab could restrict the variable isolation and clarification as well as topic selections. Some sensory or extensive variables such as broken eggs and drop height seem to be salient to be focused on as core variables. Lack of background knowledges could be one of the reasons for students' difficulties in variable clarification, such as theoretical definitions and operational definitions. As a result of lacking background knowledges, students could not construct theoretical models even though they could isolate and clarify variables as scientific lexical definitions. Some perceptions of inquiry as trial and error or reckless establishment of causal relations between variables could be accounted as one reason.
본 웹사이트에 게시된 이메일 주소가 전자우편 수집 프로그램이나
그 밖의 기술적 장치를 이용하여 무단으로 수집되는 것을 거부하며,
이를 위반시 정보통신망법에 의해 형사 처벌됨을 유념하시기 바랍니다.
[게시일 2004년 10월 1일]
이용약관
제 1 장 총칙
제 1 조 (목적)
이 이용약관은 KoreaScience 홈페이지(이하 “당 사이트”)에서 제공하는 인터넷 서비스(이하 '서비스')의 가입조건 및 이용에 관한 제반 사항과 기타 필요한 사항을 구체적으로 규정함을 목적으로 합니다.
제 2 조 (용어의 정의)
① "이용자"라 함은 당 사이트에 접속하여 이 약관에 따라 당 사이트가 제공하는 서비스를 받는 회원 및 비회원을
말합니다.
② "회원"이라 함은 서비스를 이용하기 위하여 당 사이트에 개인정보를 제공하여 아이디(ID)와 비밀번호를 부여
받은 자를 말합니다.
③ "회원 아이디(ID)"라 함은 회원의 식별 및 서비스 이용을 위하여 자신이 선정한 문자 및 숫자의 조합을
말합니다.
④ "비밀번호(패스워드)"라 함은 회원이 자신의 비밀보호를 위하여 선정한 문자 및 숫자의 조합을 말합니다.
제 3 조 (이용약관의 효력 및 변경)
① 이 약관은 당 사이트에 게시하거나 기타의 방법으로 회원에게 공지함으로써 효력이 발생합니다.
② 당 사이트는 이 약관을 개정할 경우에 적용일자 및 개정사유를 명시하여 현행 약관과 함께 당 사이트의
초기화면에 그 적용일자 7일 이전부터 적용일자 전일까지 공지합니다. 다만, 회원에게 불리하게 약관내용을
변경하는 경우에는 최소한 30일 이상의 사전 유예기간을 두고 공지합니다. 이 경우 당 사이트는 개정 전
내용과 개정 후 내용을 명확하게 비교하여 이용자가 알기 쉽도록 표시합니다.
제 4 조(약관 외 준칙)
① 이 약관은 당 사이트가 제공하는 서비스에 관한 이용안내와 함께 적용됩니다.
② 이 약관에 명시되지 아니한 사항은 관계법령의 규정이 적용됩니다.
제 2 장 이용계약의 체결
제 5 조 (이용계약의 성립 등)
① 이용계약은 이용고객이 당 사이트가 정한 약관에 「동의합니다」를 선택하고, 당 사이트가 정한
온라인신청양식을 작성하여 서비스 이용을 신청한 후, 당 사이트가 이를 승낙함으로써 성립합니다.
② 제1항의 승낙은 당 사이트가 제공하는 과학기술정보검색, 맞춤정보, 서지정보 등 다른 서비스의 이용승낙을
포함합니다.
제 6 조 (회원가입)
서비스를 이용하고자 하는 고객은 당 사이트에서 정한 회원가입양식에 개인정보를 기재하여 가입을 하여야 합니다.
제 7 조 (개인정보의 보호 및 사용)
당 사이트는 관계법령이 정하는 바에 따라 회원 등록정보를 포함한 회원의 개인정보를 보호하기 위해 노력합니다. 회원 개인정보의 보호 및 사용에 대해서는 관련법령 및 당 사이트의 개인정보 보호정책이 적용됩니다.
제 8 조 (이용 신청의 승낙과 제한)
① 당 사이트는 제6조의 규정에 의한 이용신청고객에 대하여 서비스 이용을 승낙합니다.
② 당 사이트는 아래사항에 해당하는 경우에 대해서 승낙하지 아니 합니다.
- 이용계약 신청서의 내용을 허위로 기재한 경우
- 기타 규정한 제반사항을 위반하며 신청하는 경우
제 9 조 (회원 ID 부여 및 변경 등)
① 당 사이트는 이용고객에 대하여 약관에 정하는 바에 따라 자신이 선정한 회원 ID를 부여합니다.
② 회원 ID는 원칙적으로 변경이 불가하며 부득이한 사유로 인하여 변경 하고자 하는 경우에는 해당 ID를
해지하고 재가입해야 합니다.
③ 기타 회원 개인정보 관리 및 변경 등에 관한 사항은 서비스별 안내에 정하는 바에 의합니다.
제 3 장 계약 당사자의 의무
제 10 조 (KISTI의 의무)
① 당 사이트는 이용고객이 희망한 서비스 제공 개시일에 특별한 사정이 없는 한 서비스를 이용할 수 있도록
하여야 합니다.
② 당 사이트는 개인정보 보호를 위해 보안시스템을 구축하며 개인정보 보호정책을 공시하고 준수합니다.
③ 당 사이트는 회원으로부터 제기되는 의견이나 불만이 정당하다고 객관적으로 인정될 경우에는 적절한 절차를
거쳐 즉시 처리하여야 합니다. 다만, 즉시 처리가 곤란한 경우는 회원에게 그 사유와 처리일정을 통보하여야
합니다.
제 11 조 (회원의 의무)
① 이용자는 회원가입 신청 또는 회원정보 변경 시 실명으로 모든 사항을 사실에 근거하여 작성하여야 하며,
허위 또는 타인의 정보를 등록할 경우 일체의 권리를 주장할 수 없습니다.
② 당 사이트가 관계법령 및 개인정보 보호정책에 의거하여 그 책임을 지는 경우를 제외하고 회원에게 부여된
ID의 비밀번호 관리소홀, 부정사용에 의하여 발생하는 모든 결과에 대한 책임은 회원에게 있습니다.
③ 회원은 당 사이트 및 제 3자의 지적 재산권을 침해해서는 안 됩니다.
제 4 장 서비스의 이용
제 12 조 (서비스 이용 시간)
① 서비스 이용은 당 사이트의 업무상 또는 기술상 특별한 지장이 없는 한 연중무휴, 1일 24시간 운영을
원칙으로 합니다. 단, 당 사이트는 시스템 정기점검, 증설 및 교체를 위해 당 사이트가 정한 날이나 시간에
서비스를 일시 중단할 수 있으며, 예정되어 있는 작업으로 인한 서비스 일시중단은 당 사이트 홈페이지를
통해 사전에 공지합니다.
② 당 사이트는 서비스를 특정범위로 분할하여 각 범위별로 이용가능시간을 별도로 지정할 수 있습니다. 다만
이 경우 그 내용을 공지합니다.
제 13 조 (홈페이지 저작권)
① NDSL에서 제공하는 모든 저작물의 저작권은 원저작자에게 있으며, KISTI는 복제/배포/전송권을 확보하고
있습니다.
② NDSL에서 제공하는 콘텐츠를 상업적 및 기타 영리목적으로 복제/배포/전송할 경우 사전에 KISTI의 허락을
받아야 합니다.
③ NDSL에서 제공하는 콘텐츠를 보도, 비평, 교육, 연구 등을 위하여 정당한 범위 안에서 공정한 관행에
합치되게 인용할 수 있습니다.
④ NDSL에서 제공하는 콘텐츠를 무단 복제, 전송, 배포 기타 저작권법에 위반되는 방법으로 이용할 경우
저작권법 제136조에 따라 5년 이하의 징역 또는 5천만 원 이하의 벌금에 처해질 수 있습니다.
제 14 조 (유료서비스)
① 당 사이트 및 협력기관이 정한 유료서비스(원문복사 등)는 별도로 정해진 바에 따르며, 변경사항은 시행 전에
당 사이트 홈페이지를 통하여 회원에게 공지합니다.
② 유료서비스를 이용하려는 회원은 정해진 요금체계에 따라 요금을 납부해야 합니다.
제 5 장 계약 해지 및 이용 제한
제 15 조 (계약 해지)
회원이 이용계약을 해지하고자 하는 때에는 [가입해지] 메뉴를 이용해 직접 해지해야 합니다.
제 16 조 (서비스 이용제한)
① 당 사이트는 회원이 서비스 이용내용에 있어서 본 약관 제 11조 내용을 위반하거나, 다음 각 호에 해당하는
경우 서비스 이용을 제한할 수 있습니다.
- 2년 이상 서비스를 이용한 적이 없는 경우
- 기타 정상적인 서비스 운영에 방해가 될 경우
② 상기 이용제한 규정에 따라 서비스를 이용하는 회원에게 서비스 이용에 대하여 별도 공지 없이 서비스 이용의
일시정지, 이용계약 해지 할 수 있습니다.
제 17 조 (전자우편주소 수집 금지)
회원은 전자우편주소 추출기 등을 이용하여 전자우편주소를 수집 또는 제3자에게 제공할 수 없습니다.
제 6 장 손해배상 및 기타사항
제 18 조 (손해배상)
당 사이트는 무료로 제공되는 서비스와 관련하여 회원에게 어떠한 손해가 발생하더라도 당 사이트가 고의 또는 과실로 인한 손해발생을 제외하고는 이에 대하여 책임을 부담하지 아니합니다.
제 19 조 (관할 법원)
서비스 이용으로 발생한 분쟁에 대해 소송이 제기되는 경우 민사 소송법상의 관할 법원에 제기합니다.
[부 칙]
1. (시행일) 이 약관은 2016년 9월 5일부터 적용되며, 종전 약관은 본 약관으로 대체되며, 개정된 약관의 적용일 이전 가입자도 개정된 약관의 적용을 받습니다.