• Title/Summary/Keyword: essential features of science inquiry

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Elementary Students' Perception of the Science Inquiry Activities and Essential Features of Science Inquiry (과학 탐구 활동의 유형과 과학 탐구의 특징에 대한 초등학생의 인식)

  • Seong, Hyejin;Lim, Heejun
    • Journal of Korean Elementary Science Education
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    • v.37 no.4
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    • pp.391-401
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    • 2018
  • This study investigated elementary students' perception of the suitability of inquiry activities related to the science inquiry, essential features of the inquiry and essential features of the inquiry by science inquiry activities. First, 5-6th grade elementary students' perception of the suitability of inquiry activities to the science inquiry was positive in this study and especially the score of experiment and field trip was high. The lowest score was on the discussion and elementary students thought that discussion might be wrong, because they just talked when they participated in the discussion. Second, perception of the essential features of science inquiry was positive. Especially, engaging students in evaluating their explanations in the light of alternative explanations was the highest. Students thought that explanation is important, but it is too hard to perform the science inquiry with only the explanation. Third, the score of research and experiment was high in essential features of science inquiry by science inquiry activities. The score of the field trip was low, so a more meaningful field trip should be carried out in the school.

Elementary Teachers' Perception of the Science Inquiry Activities and Essential Features of Science Inquiry (과학 탐구 활동의 유형과 과학 탐구의 특징에 대한 초등 교사의 인식)

  • Seong, Hyejin;Lim, Heejun
    • Journal of Korean Elementary Science Education
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    • v.38 no.2
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    • pp.163-172
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    • 2019
  • This study explored elementary teachers' perceptions on the essential features of science inquiry, the appropriateness of inquiry activities to science inquiry, and the essential features of inquiry by inquiry activities. 85 elementary teachers' perceptions were investigated using Likert scale survey, and 7 teachers were interviewed. The results are as follows. First, the features that elementary teachers perceived the most essential were 'Engaging students in evaluating their explanations in light of alternative explanations' and 'Engaging students in communicating and justifying their explanations'. Second, The inquiry activities that teachers thought the most appropriate to science inquiry were 'experiment' and 'project'. On the other hand, the perceptions on 'discussion' and 'field trip' were relatively low. Third, the inquiry activity that showed the highest mean score of five essential features of inquiry was 'experiment' while the mean score of 'field trip' was the lowest. Educational implications about the science inquiry were discussed.