• Educational Technology International
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• v.6 no.1
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• pp.121-137
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• 2005

In today's information-rich society, the need for information literacy has urgency. Three tasks of information processing are filtering, meaning-matching, meaning-construction that could be strengthened through inquiry-based learning. The cycles of reflection and practice develop the habit of mind, or conscious information processing that allow the learners to acquire higher level of information literacy. An on-line inquiry-based learning environment designed for information literacy may help learners to perform their lifelong learning better with the ability to appreciate, locate, evaluate, and use information effectively.

• Journal of The Korean Association For Science Education
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• v.15 no.2
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• pp.133-148
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• 1995

This study has been performed in order to achieve three objectives. They are as follows: To analyze, based on the research literatures, the nature of scientific inquiry ability and the characteristics of its constitutive elements. To identify inquiry skills and techniques essential to such areas as physics, chemistry, biology. and earth science. To develop instructional models and materials for enhancing inquiry ability on the part of high school students. It was found in the study that the scientific inquiry was interpreted in terms of different meanings according to the viewpoint of the person who are interested in the nature of science. The scientific inquiry has been viewed as the process of knowledge formation, scientific method, inquiry process or process skills depending on the epistemological, methodological, educational perspectives, respectively. It was also identified that certain kind of skills or techniques would be used for inquiry in only one specific area of the science. This study drew a conclusion based on the findings that the skills and techniques will effectively be learned when those are taught with specific knowledge in each area of the science. Reported in this paper are the materials developed, for fostering scienctific inquiry skills on the part of the high school students. The materials were developed, using two themes of a theoretical-abstract chemistry topic and a conceptual-concrete biology topic. Those materals were designed for an experiment and an observation, respectively.

• Journal of The Korean Association For Science Education
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• v.15 no.1
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• pp.54-67
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• 1995

This study has been performed in order to achieve three objectives. They are as follows: To analyze, based on the research literatures, the nature of scientific inquiry ability and the characteristics of its constitutive elements. To identify inquiry skills and techniques essential to such areas as physics, chemistry, biology, and earth science. To develop instructional models and materials for enhancing inquiry ability on the part of high school students. It was found in the study that the scientific inquiry was interpreted in terms of different meanings according to the viewpoint of the person who are interested in the nature of science. The scientific inquiry has been viewed as the process of knowledge formation, scientific method, inquiry process or process skills depending on the epistemological, methodological, educational perspectives, respectively. It was also identified that certain kind of skills or techniques would be used for inquiry in only one specific area of the science. The skills and techniques are effectively learned when those are taught with specific knowledge in each area of the science. The model and materials for fostering scientific inquiry skills will be presented on the second part of the report.

• Journal of the Korean Chemical Society
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• v.65 no.3
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• pp.209-218
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• 2021

This study investigated the condition of chemistry teacher's student competency assessment based on the inquiry report. To this end, an inquiry report was collected for chemistry teachers who took the training at two universities that conducted the 2020 first-class chemistry teacher training. The science subject competencies presented in NAEA analysis framework was used to analyze what kind of competencies teachers assess students through inquiry reports. A total of 63 chemistry teachers submitted inquiry reports, which were analyzed by competency, sub-element of each competency, and detail element to analyze the actual situation. As a result of the study, most chemistry teachers reflected their 'scientific inquiry and problem-solving ability' in their evaluation through inquiry reports. 'Ability to understand and apply scientific principles', which is mainly evaluated through paper-based evaluation, was partially used as confirmation of prerequisite learning at the beginning of the inquiry and the weight of evaluating 'scientific communication skill' was not large. In 'scientific inquiry and problem-solving ability' through inquiry report, 'design and conduct explorations', 'data analysis and interpretation' and 'drawing conclusion and suggesting solution' were mainly assessed. However, 'discover and recognize problems' and 'development and use of model' were hardly assessed.

• Journal of the Korean earth science society
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• v.25 no.3
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• pp.176-184
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• 2004

The concept of 'the lunar and planetary phases' is very difficult to understand and students may have various misconceptions on this concept. A module drawing the lunar and planetary phases was developed with the application of the simplifying conditions method. The effects of instruction using the module drawing the lunar and planetary phases on the conceptual change and the achievement was investigated in the consideration of learners' characteristics (spatial perception ability, science inquiry ability, required pre-requested learning ability). Findings were as follows: 1) This module was effective for learners' conceptual change and achievement, 2) This module had a positive influence for development the learners' characteristics and conceptual change with the middle level of science inquiry ability, the middle and low level of required pre-requisite learning ability, and middle level of the spatial perception ability.

• Journal of the Korean earth science society
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• v.23 no.3
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• pp.234-241
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• 2002

The purpose of the study is to investigate the applicability of portfolio assessment to ordinary elementary science classes, and the effects of a portrolio assessment on students' science achievement, inquiry ability, and science attiudes. Two schools were sampled from a metropolitan area, a city, and three schools from rural area in central Korea. Two fifth-grade classes were sampled from each school selected, and one class is assigned to experimental group and the other to control group, respectively. The total number of participants of the study are 475. Portfolio assessmest was administered to experimental group, and conventional teaching to control group for two and half month. Science achievement test, science inquiry ability test, and science attitudes test were administered as a pre- and post-test. Portfolio asseddment seems to be applecable to ordinary elementary science classroom. Statistically meaningful difference was not found in students' science achievemant by group, region, and sex. Students' inquiry ability and science attitudes showed statistically meaningful difference by region rather than group. Experimental group showed more positive scores on some sub-domains of science attitudes, such as perception on science education, and science career, interests in science activity, and criticism. In conclusion, portfolio assessment can be applicable to ordinary dldmentary science classrooms. The effects of portfolio assessment are at least the same as the traditional teaching on student science achievement, inquiry ability, and science attitudes.

• Journal of The Korean Association For Science Education
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• v.19 no.1
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• pp.19-28
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• 1999

The major purposes of this study are to examine the effects of portfolio assessment on elementary school student's science knowledge, inquiry ability, science attitudes and to investigate students' perceptions on portfolio assessment. Control group consists of 45 fourth-graders at M-Elementary school located at Miwon, Chongwon-gun, Chung-buk and experimental group 36 fourth-graders of G-Elementary school located in Daejeon-si. The inventories of scientific knowledge I, inquiry ability, and science attitudes were administered to both groups as a pre-test. The experimental group was given portfolio assessment instruction and control group traditional instruction for about six weeks. Inventories about scientific knowledge 2, inquiry ability, and science attitudes were administered to both groups as a post-test. A questionnaire on the perception on portfolio assessment was given to experimental group after the treatment. The results were statistically analyzed with SPSS. Control group showed higher score on scientific knowledge than that of experimental group (p<0.5). No statistically meaningful difference was identified in inquiry ability and scientific attitude. More in-depth analysis revealed that scientific attitudes were improved statistically meaningfully by portfolio assessment. The students' perceptions on portfolio assessment is very positive. Students have positive responses on interests in portfolio assessment, feelings of involvement in learning, self-regulated learning, higher levels of thinking, intentions of participation in portfolio assessment.

• Journal of Science Education
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• v.35 no.2
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• pp.307-323
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• 2011

The study aims to investigate self-regulated learning ability (SRLA) of students and analyze its relationship to their science inquiry skill and affective domain of science in middle schools in Korea. For this end, the research questions include the followings: First, what level is SRLA of middle school students? Second, how does the relationship between SRLA and science inquiry skill look like? Third, how does the relationship between SRLA and affective domain of science look like? A research method employed in the study is the survey utilizing three questionnaires: a) a questionnaire of SRLA (Jung et al., 2004); b) a questionnaire of problem finding ability of the science inquiry skill (Jung et al., 2004); and c) a questionnaire of science affective domain (Seo et al., 2008, adopted from 2006 PISA Student Questionnaire). Responses to three questionnaires by 704 students from seven middle schools in Busan, Ulsan, and Gyeongnam in Korea were analyzed. The research findings were as follows: First, mean average scores of SRLA is 3.02 (${\pm}0.63$) in 5 Likert scale (1 = strongly disagree; 5 = strongly agree). Second, students with higher scores in science inquiry skill showed significantly (p<.05) higher scores in SRLA than others. Third, boys scored higher on self-efficacy scale than girls. As students advance their grade level, their affective domain levels of science significantly (p=.048) decreases, in particular, their self-efficacy level most significantly (p=.002) decreases. Fourth, SRLA was significantly (p=.000) correlated with science inquiry skill and affective domain of science. In conclusions, it appeared that the higher SRLA level of students in middle schools is, the higher level of science inquiry skill and affective domain of science is.

• 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%).

• Journal of Science Education
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• v.37 no.1
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• pp.203-220
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• 2013

The purpose of this study was to investigate how 'free inquiry' was implemented in middle school science classrooms. In order to do this, survey and interviews were administered. The subject of survey was 165 science teachers at 58 middle schools and interviewees were 4 teachers and 10 students. As a result, 49.6% of science teachers in school year 2010, and 34.1% in 2011 applied 'free inquiry'. Teachers applied 'free inquiry' during one semester, and they let the students select topic of 'free inquiry'. Teachers grouped students according to students' opinion or their gender and ability, and one group was consisted of 4 students. The effect of applying 'free inquiry' was that students improved the interest on science, science inquiry ability and self directed learning capability. Students were interested in doing 'free inquiry', and they wanted to do it again. Teachers claimed that it took much time and effort to apply 'free inquiry', and students lacked science inquiry skills and interest on science. The teachers who did not apply 'free inquiry' stated reasons such as the shortage of instructional time, and they didn't think that 'free inquiry' should be implemented. For the effective implementation of 'free inquiry', this study suggested that teachers should be recognized the intention of 'free inquiry', teaching-learning materials about 'free inquiry' be developed and provided, and laboratory assistants be employed.