• Journal of the Korean earth science society
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• v.26 no.8
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• pp.751-758
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• 2005

The purpose of this study was to develop an inquiry analysis framework based on the features of earth science inquiry methodology and to analyze inquiry activities in the 8th grade 'Earth History and Diastrophism' unit by using this framework. The framework classified earth science methods as logical inference, hermeneutic, and historical methods, each of which was subdivided in consideration of its subordinate methods and characteristics. The analysis revealed that the logical inference method reflected in the unit as the 'abductive method' (70%) was used more frequently than the 'inductive' (23%) and 'deductive' (22%) methods. The hermeneutic method was found in terms of the 'forestructures of understanding' (92%), 'circular reasoning' (9%). and 'historical nature of human understanding' (17%). The historical method also used as the 'constructing proper taxonomy' (53%), 'adhering to the modem principle of uniformitarianism' (47%), and 'relic interpretation' (41%) were identified with ratios more fester than those for the 'place substituting for time in stage theorizing' (3%) and 'evaluating independent lines of inquiry for convergence' (3%).

• Journal of the Korean earth science society
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• v.30 no.7
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• pp.909-927
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• 2009

Inquiry became an essential methodology in science education. Recently, argumentation becomes more important in inquiry, but inquiry-based teaching in school science would not provide enough opportunities for students to have voluntary and active interactions during inquiry activities. Informal science learning can be an alternative for authentic inquiry. Accordingly, this study aims to find interaction patterns in dialogic inquiry of junior high school students in small groups in the natural history gallery. Inquiry elements and interaction patterns are analyzed with 42 dialogues of 13 small groups. As a result, seven interaction patterns are identified. First, five major interaction patterns were drawn as follows; Sharing questions, asking questions and simple response, asking questions and simple explanation, asking questions-simple explanation-(collecting data)-data based explanation, and asking questions-collecting data-data based explanation. Second, pattern 2, 'asking questions and simple response', is subdivided into three categories; passive and/or evasive response, inaccurate response, and repeated patterns of asking questions-simple response. The results of the study provide different patterns of dialogic interactions in a small group inquiry in informal contexts from formal contexts, and provide foundations to understand middle school students' interactive dialogues of inquiry occurred in the natural history gallery.

• Journal of Korean Elementary Science Education
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• v.42 no.4
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• pp.560-576
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• 2023

The purpose of this investigation is to: (1) to derive an improvement factor for inquiry-based simulated teaching-learning in pre-service teacher training programs, and pre-service teachers practice simulated teaching that reflect the improvement factor, (2) to analyze the difference in science intrinsic motivation according to science self-efficacy and inquiry-based simulated teaching-learning experience. To achieve these goals, we recruited five elementary and secondary teachers as experts to help us develop an improvement factor based on expert interviews. Subsequently, third-year pre-service teachers of a university of education participated in our analysis of differences in science intrinsic motivation, according to their level of science self-efficacy and experience with inquiry-based simulated teaching-learning. Our methodology involved applying the analytic hierarchy process to expert interviews to derive improvement factor for inquiry-based simulated teaching-learning, followed by a two-way ANOVA to identify significant differences in science intrinsic motivation between groups with varying levels of science self-efficacy. We also conducted post-analysis through MANOVA statements. The results of our study indicate that inquiry-based simulated teaching-learning can be improved through activities that foster digital literacy, ecological literacy, democratic citizenship, and scientific inquiry skills. Moreover, small group activities and student-centered teaching-learning approaches were found to be effective in developing core competencies and promoting science achievements. Specifically, pre-service teachers prepared a teaching-learning course plan and inquiry-based simulated teaching-learning in seventh-grade in the Earth and Space subject area. Pre-service teachers' science intrinsic motivation analyze significant differences in all levels of science self-efficacy before and after simulated teaching-learning and significant difference in the interaction effect between simulated teaching-learning and scientific self-efficacy. Particularly, group with low scientific self-efficacy, the difference in science intrinsic motivation according to simulated teaching-learning was most significant. Teachers' scientific self-efficacy and intrinsic motivation are needed to improve science achievement and affective domains of students in class. Therefore, this study contributes to suggest inquiry-based simulated teaching-learning reflecting school practices from the pre-service teacher curriculum.