• Journal of The Korean Association For Science Education
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• v.17 no.2
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• pp.201-207
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• 1997

This study was performed to survey the achievements in problem solving by the inquiring experiment, which was done by the superior group in the traditional cocepts-centered written tests. The purpose of this study was to identify characteristics of inquiring experimental assessment by analyzing differences between concepts-centered written and inquiring experimental tests. The subjects of this study was 211 applicants. They are the superior group of the 9th grade students, and score in the top 1% of total achievements percentage in school. They also have passed the primary entrance examination. The inquiring experimental test was developed according to the curriculum in school, and is composed of 5 subcategories: problem-perception and formulating hypothesis, designing an experiment, carring out an experiment, recording data and drawing conculsion, and generalizing conculsions and communicaton. The checklists of each subcategory were made and testing methods were divided into observation and report. The major results of this study are as follows: 1. The achievements in each subcategory of inquiring experimental performance were very low in the superior group who took the concepts-centered written tests. 2. The results of factor and correlation analyses in this study confirmed the abilities measured by inquiring experimental assessment differed from abilities measured by existing tests. These results indicated that even students who achieved high in scientific knowledge, these abilities were not automatically transformed inquiry process which many other abilities were integrated into. Therefore, problem solving ability requires integrated abilities which are fostered by inquiring experimental tasks. This suggests that new instrument for assessment must be developed to measure integrating ability especially where scientifically gifted students are selected, or where entrance examinations to the science schools are administered.

• Journal of Korean Elementary Science Education
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• v.17 no.2
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• pp.113-121
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• 1998

This study was performed to examine the effects of daily commodities on student's scientific knowledges, inquiring abilities and attitude toward science in elementary school science classes. Daily commodities were collected and sorted properly so as to be readily utilized as experimental instruments in science classes. 164 students of elementary school 5th grade in Taejon City were selected for the study and they were evenly divided into two different groups, one for experiment and the other for comparation respectively. In every science classes throughout the school semester, the experimental group was supplied with daily commodities in addition to conventional instruments while the controlled group for comparation was supplied only with conventional instruments. Student's responses to the questionnaire were treated by statistical analysis and for that purpose the computer programme of SPSS WIN(6.0) was employed. The results of the study are as follows; 1. There is no expressive disparity appeared in the increments of scientific knowledge between experimental and controlled (comparing) groups. 2. The disparity of increments in inquiring ability between experimental and controlled groups is fairly expressive (P<0.05). The experimental group with daily commodities in science classes attained 5% more in increment of inquiring ability than the controlled group. 3. The disparity of the changes in student's attitudes toward science between two groups is remarkable (P<0.001). Student's attitude toward science was much more improved in experimental group than controlled group. The difference in improvement rate between two groups is 8%. The facts mentioned above make it evident that in elementary school science course daily commodities are very effective to enhance student's positiveness as far as both inquiring ability and attitude toward science are concerned. In this respect, a lot of efforts are expected to be made in searching and supplying further the proper daily commodities for elementary science courses. In addition, it is also called for that the examples of replacing conventional instruments with daily commodities will be introduced in future editions of elementary school science book and its guide book if possible.

• Journal of Korean Elementary Science Education
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• v.29 no.2
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• pp.207-218
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• 2010

The revised curriculum in 2007 adds an open inquiry approach to increase students' creativity and interest in science. Because it is the first time for elementary students to perform the open inquiry due to the national curriculum, it is essential that teachers give students' successful experiences in order to build a positive impression about inquiry activity. The purpose of this research is to develop and apply the open inquiry program. The research findings are as follows: First, we analyzed the students' traits of open inquiry ability during the program. The third and fourth grade students showed weakness in operating and inquiring abilities. They also feared failure and were unable to concentrate in classes which were based on explanation or discussion. When students had unexpected results, however, their inquiring abilities and creativeness increased considerably. Additionally there were some students who were stressed during the science-inquiry activity, due to no interest in science and an inability to think scientifically. Second, we developed an open inquiry program for elementary students. The program was modified, reflected upon the students' traits during open inquiry in class. Through repeated feedback like this, we completed the program. Third, for those who studied in the lessons there was a meaningful change in students' science inquiry abilities and abilities to perform 'formulating a hypothesis' and 'the control of variables'. These students' level of self-inquiry performance improved steadily. Moreover, they obtained a strong attachment to their inquiry and understood the method of quantitative experiments.

• Journal of Korean Elementary Science Education
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• v.24 no.1
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• pp.21-29
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• 2005

This study is purposed to research the present status and outcomes of adaption of science teacher system in elementary school. The subjects of this study are science teachers, schoolmasters, science supervisors, and 3rd$\~$6th grade students in western office of board of education, Gwangju Metropolitan city. It was found that there are 264 teachers who teach one subject and only two of them were science teachers. In elementary schools, most classroom teachers didn't want to be science teachers and schoolmasters or science supervisors could not afford to adapt science teacher system. After applying science teacher system to 3$\~$6th grade students during one school year, many students were improved in academic achievement and inquiring ability, and they have increased of interest and participation in science activities. This means that science class by science teacher is more effective than that by classroom teacher. Therefore, science teacher system should enlarge to science class in elementary school.

• Journal of the Korean Society for Library and Information Science
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• v.54 no.1
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• pp.197-221
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• 2020

This study investigates the influence of project-based learning method on the problem-solving ability and communication ability of students taking the 'Reading Guide' course in Library and Information Science(LIS). During this study, two tests measuring students' problem-solving ability and communication ability were conducted, containing 30 items divided into 5 steps of problem-solving processes and 45 items divided into 15 categories of communication ability, respectively. By utilizing the correspondence sample T-test during this study, significant differences were found in the 5 steps problem-solving processes. However, no difference was found between the pre-test and the post-test results in all 15 categories of communication ability. Subsequently, an in-depth interview was conducted, inquiring into the students' perspectives on the difficulty of attending classes, the content of lectures, the appropriateness of assignments, the validity of the evaluation method, the relationship with their team members, and the benefits acquired from completing the projects. Finally, an intensive analysis was conducted in the categories of problem-solving ability and communication ability.

• Journal of Korean Elementary Science Education
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• v.17 no.2
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• pp.11-22
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• 1998

The present educational and social circumstances require the improvement of science education and the promotion of scientific technology simultaneously Under this situation, it is necessary to develop the performance assessment evaluating the ability of scientific inquiry. The purpose of this study is to develop a valid and reliable instrument of the performance assessment that is can evaluate the scientific inquiring ability. The characteristics of the instrument developed through this study, are as follows, 1. The performance assessment can be impartially achieved for all the elements of scientific inquiry, which are required in the units of elementary science from 3rd to 6th grade of elementary school. 2. To maintain the objectivity of performance assessment, the detailed standpoints and standards are established. 3. The instruments are devised to evaluate the thinking skills with the experimental reports of student, the operation skills by the check list of evaluation that the teacher's observation for the student are recorded. 4. Considering the level of elementary school student, the items required the complex thinking and the investigative skills are exclude as much as possible. 5. The items are arranged according to the learning steps of elementary school, so that the evaluation may be achieved in parallel with the process of the real teaching -learning in class. 6. According to circumstances, make use of these materials for the evaluation as the practical teaching-learning materials instead of the normal teaching-learning materials The first field trial with the instrument was carried out, using a sample of 20 students from the 3rd to 6th at K and Y elementary school located in Kwangju city. The results of mean achievement quotient for each grade are as follows, the first term of 3rd grade (experiment and exercise skills ; 85%, inquiry thinking skills ; 74%), the second term of 3rd grade (experiment and exercise skills : 81%, inquiry thinking skills ; 76%), the first term of 4th grade (experiment and exercise skills ; 70%, inquiry thinking skills ; 59%), the second term of 4th grade (experiment and exercise skills ; 61%, inquiry thinking skills ; 71%), the first term of 5th grade (experiment and exercise skills ; 84%, inquiry thinking skills ; 67%), the second term of 5th grade (experiment and exercise skills; 73%, inquiry thinking skills ; 70%), the first term of 6th grade (experiment and exercise skills : 83%, inquiry thinking skills ; 84%), the second term of 6th grade (experiment and exercise skills ; 87%, inquiry thinking skills ; 81%).

• Korean journal of food and cookery science
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• v.29 no.3
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• pp.223-231
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• 2013

This study was carried out for the purpose of inquiring into the effects on shelf-life, quality characteristics, and antioxidant activities, of Majakgwa. This study also regards to the use fermented turmeric powder at varying concentrations in the recipe. The proximate composition of fermented turmeric powder, crude fat, carbohydrate, crude protein, and crude ash was decreased. Viewed division compared to the freeze-dried turmeric curcumin content was increased during fermentation due to the increase of mineral content. With an increased of the amount of fermented turmeric powder used in Majakgwa recipes, the pH of the dough was higher than that of the controlled group. The acid value of Maejakgwa was lowered down, and most effectively controled when adding Turmeric power by 3~6%, and the peroxide value shows high antioxidant ability from the initial storagr period when adding 6%. TBA value appears to have the highest antioxidant ability, when adding 6%, showing lower increasing rate than that of sample group added 0~3% Turmeric powder. When added 9% or more, however, it shows higher TBA value comparing with normal Maejakgwa, the reference group, which indicates on the contrary that the antioxidant ability is lowering. The bitter taste, exterior color, incense of Turmeric, solidity, and crispy level of Maejakgwa with fermented Turmeric powder have been increased significantly as per increase of fermented Turmeric powder, and the sample group added with 9% have shown the best result in the overall taste level. It is anticipated that adding 6~9% of fermented Turmeric powder can increase the storage capability to give the best taste level and effective antioxidant ability by minimizing the off-flavor and bitter taste, through the research as above, which would be the most appropriate blending ratio of Turmeric powder for producing Maejakgwa.

• Korean Journal of Human Ecology
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• v.21 no.2
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• pp.165-180
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• 2012

The purpose of the study was to prove the effect of the "Picture Book Reading Program for Mothers" developed to enhance the language competence of married immigrant women and their children. Twenty immigrant mothers with three-year-olds were recruited, and they participated in an 8-week-Picture Book Reading Program developed by the reseacher. The REVT and U-TAP were used to measure linguistic abilities for mothers while PRES was used to measure their children's linguistic abilities. Lee(2004)'s "Effect of dialogic picture book reading teacher training program for toddlers" was used to measure the mother's and children's verbal and non-verbal behaviors. The results of the study were as follows: First, by participating in the PBRPM, the mother's linguistic ability as well as children's vocabulary and receptive language have increased. Second, by participating in the PBRPM in terms of mother-child interaction, mother's verbal behaviors to children (i.e. attention and inquiring) and children's verbal behaviors(i.e. responding and imitation) have increased. In conclusion, "PBRPM" for married immigrant women and their children proved to be effective in enhancing the language competence and verbal interactions between married immigrant women and their children.

• Journal of the Korean Society of Earth Science Education
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• v.7 no.1
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• pp.54-63
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• 2014

This study explored the effect of using the inquiry-based science writing heuristic approach in class on metacognition and scientific creativity to enhance the ability of solving problems in science classrooms of elementary students. The results of this study were as follows. First, the science writing heuristic had a positive influence on the usage of metacognition necessary for learners to solve the problem with science. Second, the science writing heuristic contributed to the improvement of scientific creativity. In the process of inquiry-based approach, learners used scientific knowledge to come up with ideas and produce outcomes, therefore they could seek sanswers to scientific problems for themselves. Third, the science writing heuristic produced a positive awareness of science process skill because learners had more opportunities to think on their own than an existing passive class. In conclusion, this study found that the inquiry-based science writing heuristic approach encouraged learners to do inquiring activities in school classrooms, therefore contributing to the application of metacognition and the improvement of scientific creativity.

• The Mathematical Education
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• v.17 no.2
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• pp.1-13
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• 1979

This study aimed at studying the sequence of the Figure Transformation Learning, inquiring relationship among these transformations and then researching whether there is the difference of the learning ability or not between by teaching them as it is independent and by teaching them as it is contains. (Hypothesis 1) It may be more effective to teach The Sequence of Transformation Learning by beginning with peculiar field, ending with general field than vice versa At the result of verification-C $R_{M}$=2.59, 0.005$R_{M}$=5.19, p<0.005-significant difference appeared. It is proved more effective to teach the Figure Transformation Learning the way it contains than the way it is independent. Synthesizing two hypothesises of the above, the conclusion is following The Figure Transformation Learning should be taught by beginning with peculiar field. ending with general field (congruent transformationlongrightarrowsimilar transformationlongrightarrowprojective transformationlongrightarrowtopological transformation). To teach it the way it contains is more effective.ive.