• Journal of The Korean Association For Science Education
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• v.16 no.1
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• pp.51-60
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• 1996

The purpose of this study is to develope and analyze a test for the assessment of physics inquiry experiment. To do this, three experiments about 'analysis of motion', 'the relation of force and acceleration', and 'free fall motion' in high school physics textbooks were chosen, and 5 scientific inquiry domains and 16 science process skills have been specified. For each experiments, test sheet of $29{\sim}44$ questions for assessing students' ability about physics inquiry experiment were developed on the basis of the scientific inquiry processes developed earlier. After instruction about 3 experiments mentioned above, a test was administered to the students who took experiment. After the adminstration of a test, the ratio of correct answers, discrimination index, and reliability were analyzed. Using the ratio of correct answers, we can determine item difficulty. Through the D.I(discrimination index), we can find which items can discriminate the students who took experiment well from those who took experiment badly, and we can also find the stability of a test result by the reliability analysis. The test developed in this study were also administered to the students who did not take experiments, and the results were compared with the those of the students who took experiments. With the comparison by chi-square method, we could find which items can discriminate the students who took experiments from those who did not take experiments.

• Journal of The Korean Association For Science Education
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• v.32 no.7
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• pp.1204-1221
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• 2012

The purpose of this research was to identify the components of scaffolding in open inquiry and to explore the functions of teachers' scaffolding, which is necessary to support students' open inquiry. In order to identify scaffolding components, at first, we conducted a survey using a questionnaire on what students think about open inquiry on 110 students who performed open inquiry in two middle schools, and then carried out factor analysis based on the survey results. It was attempted to investigate students' perception through focus group interviews corresponding to scaffolding components that were identified through factor analysis. Also, we examined teachers' empirical view of scaffolding functions in open inquiry through in-depth interviews with four teachers. The results of exploratory factor analysis revealed that there were five scaffolding components of open inquiry: motivation, planning, strategy, environment and participation. The results of focus group interviews showed that students experienced difficulties in planning, strategy, environment and participation components, except for motivation component. In particular, students asked for support to strengthen the participation component, which means recognizing their role, active participation and collaboration with peers. Meanwhile, the results of in-depth interviews with teachers showed that teachers' empirical views of scaffolding function in open inquiry were categorized as cognitive (conceptual, metacognitive), emotional (motivational, arbitrative) and strategic. Interviewed teachers preferred the strategic scaffolding and cognitive scaffolding to the emotional scaffolding. Based on the results, we also discussed the implications for performing open inquiry effectively.

• Journal of The Korean Association For Science Education
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• v.37 no.3
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• pp.465-481
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• 2017

This study is a research synthesis analyzing how field geology education is conducted in domestic and foreign countries in the recent 20 years and how it reflects the characteristics of authentic geologic inquiry. For these purposes, we first drew five elements of inquiry in field geology (observation, representation, abductive reasoning, spatial thinking, and diachronic thinking) considering the field geologists' actual research method as well as its pedagogical significance in science education. We developed analysis criteria for field geology education. The 53 cases were analyzed based on each element of inquiry in field geology and its sub-elements, and also the tendency of overall elements. As a result, observation and representation were included in most cases, but there appeared less frequency in order of abductive reasoning, spatial thinking, and diachronic thinking. For observation, the ratio of purposive observation and autonomous observation is high. For representation, both visualizing and linguistic type of representation and free-form representation appear frequently. For abductive reasoning, the step of generating hypothesis is often included and the hypothesis tends to be about the geological formatting process. For spatial thinking, type of self-location and perception of the spatial configuration of the structure appear at a high rate. For diachronic thinking, type of stratigraphic sequence is the most frequent. The proportions of the cases including three or more elements of inquiry in field geology consist 87% of the total. We suggested implications for improving geological fieldwork as authentic science inquiry in the future.

• Korean Journal of Child Studies
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• v.35 no.2
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• pp.137-156
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• 2014

The purpose of this study was to better understand the tendencies and general distributive features of mathematical educational activities which are presented in the Nuri Curriculum Teaching Guidebooks. This was done by analysis of 628 mathematical activities suggested in those guidebooks, the total number of which was thirty-two. The results of this study can be summarized as follows: First, the number of activities for mathematical education was 204 for the age of three, 223 for the age of four, and 201 for the age of five. Second, these mathematical educational activities are aimed mainly for developing positive attitudes toward mathematics rather than the delivery of mathematical knowledge and skills. Third, the number of activities for developing mathematical inquiry skills was greater than that of activities for developing of inquiry attitudes. Furthermore, the characteristic of understanding the basic concepts of space and figures can be found most frequently in five kinds of activities for mathematical inquiry. Last, the activities for mathematical education are more frequently found in free choice activities rather than group activities. The results of this study also suggest that checking the current status of mathematical education for young children and the Nuri Curriculum Teaching Guidebooks can be utilized for creating teachers' manuals.

• Journal of Korean Home Economics Education Association
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• v.26 no.1
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• pp.81-99
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• 2014

Student teaching is equivalent to an egg just before oviposition. There is a growing acting voice that teaching profession is not necessarily required as the years go by. I developed a process that 55 student teachers search for their identity as a teacher during four-week student teaching program according to Clandinin and Connelly(2000)'s narrative inquiry. The procedure consisted of three stages such as access to the field, field text writing, and research text writing. The student teachers wrote journals by week to search for their identity as a teacher with a focus on what they observed in the field and what they were motivated by teachers and students. Free and truthful 220 stories conducted in a student teaching online cafe were collected as a field text. And the research text was reliving and retelling through poetic writing on each week's themes of exploration, growth, reflection, and pledge to complete the narrative inquiry. Student teachers, an absolute majority, including home economics student teachers aimed for the teaching profession and waited for their hatching.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.27 no.4
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• pp.85-104
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• 2016

The purpose of this study is to suggest the developmental strategies of information literacy program based on the integrated topics to promote inquiry abilities of middle school students who take part in the free semester system. To that end, the content of the 2015 revised curriculum on a national level was analyzed to develop 6 inquiry themes that incorporate Korean, Social Studies, Music and Art. The instruction and learning guide were consisted of three stages of forming a background knowledge, researching and creating and evaluating the conclusion of the research. The detailed activities for research step were consisted of the four steps of recognition of the problem, information analysis and interpretation, compilation of information and evaluation for each activity. Among the themes "environment" and "appreciation" were applied to a public library and a middle school library as a trial. The trial application saw that students took an interest in programs that subject themes are link with various topics. They were also very satisfied with such programs.

• Journal of The Korean Association For Science Education
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• v.19 no.3
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• pp.355-366
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• 1999

In this study, the characteristics of science inquiry problem solving were analyzed in the interactions between science process skills and science concepts by each related its category. Nine types of problem solving, which were based on two elements and the thinking aloud were found largely by protocol analysis, but six types when integrated similar thinking processes. There were quite differences in the representative types between students who succeeded and failed when science inquiry items were solved in the abilities of recognizing problems and generating hypotheses or those of drawing conclusions and evaluating. But there were not complete differences in those types between students who succeeded and failed when they were solved in the abilities of designing and performing experiments or those of interpreting and analyzing data. The data were divided into independent variables: $D_1,\;D_2,\;D_3,\;D_4,\;D$ and $C_1,\;C_2,\;C_3,\;C_4,\;C$ and dependant variables; $E_1,\;E_2,\;E_3,\;E_4,\;E$. The former consisted of the content-free science process skill achievement levels by each category of science inquiry skill and the science concept achievement levels, the latter the science inquiry problem achievement levels by each category of science inquiry skill. The regression equations were acquired within the 0.05 significant level by regression analysis: $E_1=0.03+0.16D_1+0.29C_1,\;E_2=-0.203+0.21D_2+0.45C_2,\;E_3=-0.32+0.13D_3+0.47C_3,\;E_4=0.61+0.09D_4+0.29C_4,\;E=-1.41+0.13D+0.47C$(E : the achievement of science problems, D : the achievement of science process skills, C : the achievement of science concepts).

• Journal of The Korean Association For Science Education
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• v.24 no.6
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• pp.1245-1255
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• 2004

The purpose of this study is to develop a valid and reliable evaluating instrument for elementary school fifth and sixth graders. The instrument is developed through R&D procedure, which includes two checks of science specialist and two field trials of the instrument. Evaluating items are content-free for each science inquiry skill. Each science inquiry element is based on SAPA and the 7th curriculum. This study has selected 10 science inquiry skills(observing, classifying, measuring, predicting, inferring, recognizing of a problem, controlling variables, interpreting data, drawing a conclusion, designing an experiment), formulated a clear definition of the elements of science inquiry skills, and established the objectives of evaluation. The content areas are divided into three categories, material and energy, life and environment, and the earth and circulation. Each category contains 10 items. So the instrument consists of 30 items. The content validity of items, objectivity of the scoring keys, and clarity of the items has been checked twice by specialists in science education. At the same time, two field trials were performed to produce the reliability of the instruments, discrimination index, and item difficulty index. The instrument has the content validity is 91.6%, reliability 0.79, objectivity 93.3%, discrimination index 0.30, and item difficulty index 66.1%.

• Journal of Korean Elementary Science Education
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• v.41 no.3
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• pp.538-552
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• 2022

This study attempted to understand the characteristics of pedagogic activities performed by pre-service elementary school teachers. To this end, it applied Algodoo simulations to analyze the actions of students and obtain educational implications for optical learning. The study's participants comprised 79 first-year students enrolled in a teacher training college. Their activities could be classified as representation reproductions, verification experiments, and inquiry experiments. Students who performed representation reproduction exercises replicated renowned and authoritative exemplars, apprehending and demonstrating their principal features through simulations. Students performing verification experiments attempted to validate previously learned optical concepts by reviewing the relevant theoretical contexts. Such students primarily conducted simple experiments. Students accomplishing inquiry experiments used simulations to explore phenomena they did not know. Some of them even investigated optical phenomena beyond the domain of general physics. The above results confirmed that free optical experiments performed using Algodoo can effectively denote starting points for learners to engage in activities at varying levels. Additionally, students require assistance from instructors in addressing queries about the application of the principles and models related to optics. This study suggests ways in which instructors should help students at each level of activity. Additionally, the paper presents examples of varying levels of inquiry-related activities available on Algodoo. It also discusses the advantages and disadvantages of performing inquiry-based activities on Algodoo and suggests ways of enhancing the learning achieved through this platform.

• Journal of Gifted/Talented Education
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• v.23 no.2
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• pp.215-236
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• 2013

In this study, we seek to improve the quality of education at institutes for science gifted education in universities by analysing the curriculums. Annual reports were analyzed, directors, professors, and students participated in the survey, directors were interviewed. The number of students was three times more than enrichment step than mentorship step. In content items, four items among nine received scores was 4 on the 5 point Likert scale. In the teaching and learning process items, five items among ten received scores 4. Students' choice and experience received scores below 4. In the product and the learning environment items, all items lower than 4. The professors did not supply guidance according to the results of the assessment. The professors developed and revised the curriculum considering the students' interests. The directors, professors, and students wanted to increase the free inquiry time. Based on the findings, we suggested that free inquiry time, a variety of experience, product, and environment considering individual students' abilities and interests should be increased.