• The KIPS Transactions:PartB
• /
• v.12B no.2 s.98
• /
• pp.143-150
• /
• 2005

The Field is a simulated virtual environment specifically designed to assist elementary students learn the basic scientific inquiry skills such as observation, data collection, and generating and verifying hypothesis. Over the last four years, the Field has been used to teach inquiry learning in the context of mathematics and science in an elementary school. During the studies, it was observed that students suffered from problems in navigation, wayfinding, and data collection. First, this papers discusses the problems and the technical aids we have iteratively developed to address these issues. We will then discuss the impact of the technical aids on the student's behaviors.

• Communications of Mathematical Education
• /
• v.27 no.3
• /
• pp.221-248
• /
• 2013

Among five types of the model textbook based on storytelling, the type of 'Inquiry into history of Mathematics' focuses on adapting the logic of mathematical discovery to the organization of mathematical contents. It enables students to recognize that mathematics has been developed by human needs and creativity while they are engaged in the story about knowledge formation. Moreover the textbook offers the context in which students are able to understand mathematical insights and logics hidden in the subject matter, so that they can reinvent and develop mathematical knowledge. In this study, we found the principles for development of the textbook based on storytelling for 'Inquiry into History of Mathematics' by analyzing the chapter about 'Complex number and Quadratic Equations' of the model textbook. The chapter was implemented in classroom environment and students' understanding of the subject matter and their perception on the textbook based on storytelling were surveyed before and after the implementation. The results showed the possibilities of adapting the textbook based on storytelling and we suggested some implications for further development.

• Journal of The Korean Association For Science Education
• /
• v.31 no.1
• /
• pp.128-142
• /
• 2011

The goal of this study was to investigate how hypotheses were elaborated after their initial appearances in the context of scientific problem solving. Data were collected from a class in which preservice elementary school teachers in groups carried out abductive inquiry of earth science. The analysis revealed two major processes of hypothesis elaboration: theory-driven and evidence-driven. The theory-driven process was in turn distinguished into two kinds of subprocesses: one is in pursuit of internal coherence and the other external coherence. The evidencedriven elaboration also had two subprocesses, which were triggered by direct evidence and indirect or analogical evidence, respectively. In addition, hypotheses were more often than not modified by a wrong theory or evidence whether it was driven by a theory or evidence. Implications for science education and related research were discussed.

• Journal of The Korean Association For Science Education
• /
• v.34 no.2
• /
• pp.63-78
• /
• 2014

Integrative STEM education is an engineering design-based learning approach that purposefully integrates the content and process of STEM disciplines and can extend its concept to integration with other school subjects. This study was part of fundamental research to develop an integrative STEM education program based on the science inquiry process. The specific objectives of this study were to review relevant literature related to STEM education, analyze the key elements and value of STEM education, develop an integrative STEM education model based on the science inquiry process, and suggest an exemplary program. This study conducted a systematic literature review to confirm key elements for integrative STEM education and finally constructed the integrative STEM education model through analyzing key inquiry processes extracted from prior studies. This model turned out to be valid because the average CVR value obtained from expert group was 0.78. The integrative STEM education model based on the science inquiry process consisted of two perspectives of the content and inquiry process. The content can contain science, technology, engineering, and liberal arts/artistic topics that students can learn in a real world context/problem. Also, the inquiry process is a problem-solving process that contains design and construction and is based on the science inquiry. It could integrate the technological/engineering problem solving process and/or mathematical problem solving process. Students can improve their interest in STEM subjects by analyzing real world problems, designing possible solutions, and implementing the best design as well as acquire knowledge, inquiry methods, and skills systematically. In addition, the developed programs could be utilized in schools to enhance students' understanding of STEM disciplines and interest in mathematics and science. The programs could be used as a basis for fostering convergence literacy and cultivating integrated and design-based problem-solving ability.

• Journal of the Korean Chemical Society
• /
• v.66 no.2
• /
• pp.150-162
• /
• 2022

In this study, we investigated pre-service science teachers' NOS-PCK by analyzing their NOS lesson planning and demonstration. Four pre-service science teachers participated in the study. They planned and demonstrated NOS lessons in the context of 'Science Inquiry Experiment' developed under the 2015 Revised National Curriculum. Their lessons were observed. All of the teaching-learning materials were collected, and semi-structured interviews were also conducted. The analyses of the result revealed that pre-service teachers mainly referred to the curriculum and textbooks when selecting the NOS learning objectives. However, they felt difficulty because the curriculum and textbooks did not clearly present the NOS to be dealt. Although all of them took explicit approaches, there were not many open and divergent reflective approaches. In addition, they expected that high school students would consider scientific knowledge absolute and would have negative perceptions of NOS lessons. They rarely assessed students' NOS learning, and were reluctant to assess. Finally, most of them had a negative perception that learning NOS is not necessary for all students. On the bases of the results, educational implications for improving the expertise of pre-service science teachers in NOS lessons were discussed.

• Journal of The Korean Association For Science Education
• /
• v.40 no.2
• /
• pp.141-150
• /
• 2020

The purpose of this study is to critically review the skill-based approach to scientific inquiry in science education and to explore the meaning of science practices that are emphasized in recent science education reform movement. An extensive review of relevant literature was carried out, and the results were summarized according to the detailed themes of the study. In the skill-based approach of which Science-A Process Approach (SAPA) is a representative example, science process skills were presented as hierarchically connected with one another, they were believed to be transferable or generalizable, and science learning through discovery was stressed. These points of view are, however, contradicted with those of the modern philosophy of science which suggests the theory-laden nature of using the skills. The skill-based view has also been criticized by the fact that the use of inquiry skills is content-specific or context-dependent and that science theories or principles cannot be discovered by induction. In contrast, the recent view understands science practices holistically, emphasizes the diverse ways of doing the practices which vary with different contents or contexts, and considers student ideas importantly in the science classroom. The findings of this study can contribute to the development of a new science curriculum by providing implications for establishing a consistent view on scientific inquiry.

• Journal of the Korean earth science society
• /
• v.41 no.1
• /
• pp.48-60
• /
• 2020

The purpose of this study is to analyze the patterns and characteristics of changes in integrated process skills during the process of science high school students' inquiry by using group-based trajectory modeling. 59 students participated in this study. Three hypothetico-deductive inquiry tasks were used as an intervention activity. We asked science high school students to perform those three tasks sequentially and to generate reports of the process and results. We evaluated students' reports by four elements (designing inquiry, collecting data, analyzing data, and forming conclusion) of the integrated process skills according to the scoring rubric developed by Lee and Park (2017), and analyzed the level of changes in integrated process skills in those three inquiry tasks by using group-based trajectory modeling. In addition, we analyzed the characteristics of changes in integrated process skills from several perspectives. The findings are as follows: First, concerning the change patterns of students' integrated process skills, all of the four elements were classified into two groups, but the change patterns were very different by elements. Second, regarding the change characteristics of students' integrated process skills, we found the context-dependency of integrated process skills, variation of learning progression for integrated process skills, and jaggedness of integrated process skills level. Based on these findings, we suggested that a couple of ways be sought to improve the integrated process skills of science high school students.

• Journal of The Korean Association For Science Education
• /
• v.28 no.6
• /
• pp.565-578
• /
• 2008

The purpose of this study is to search for the factors that influence students' understanding of the nature of science through the experience of the cognitive processes of authentic open inquiries. The freshmen of a science high school practiced authentic open inquiries reflecting epistemological characteristics of authentic science. The case study was conducted with four focus students who were successful or unsuccessful at learning the nature of science during the authentic open inquiry activity. Questions that the focus students asked during the inquiries as well as students' answers to pre- and post-VNOS (C type) were analysed, and then elaborated in the semi-structured interview. The findings suggest that open inquiry activities provide the inquiry contexts that help science high school students to understand the nature of science, and that the characteristics of students' cognition influence the understanding of the nature of science. For instance, designing experiments with their own research questions had an influence on the students' understanding about the scientific methods and the diversity of research types, and drawing conclusions from their own data made students experience scientific reasoning. In addition, the experience of collecting anomalous data helped students to understand the role of inferences in generating scientific knowledge and the creative nature of scientific knowledge. In this inquiry context, the reflective thinking that came from proactive discussion among students, made students think about the validity of the designing experiments and interpreting data, and helped them to understand the uncertain nature of reasoning and the diverse nature of scientific methods. Moreover, divergent thinking linked to analogical thinking helped students to understand the creative nature of science.

• Journal of the Korean Chemical Society
• /
• v.66 no.1
• /
• pp.42-49
• /
• 2022

Many elementary school teachers' lack of scientific knowledge reveal as several problems in teaching science. Thus, elementary school teachers need to improve their scientific knowledge, but there is the limit to improve the teachers' scientific knowledge through activities based on lecture that conducted in process of training and retraining them. Therefore, Improvement for training science teacher to improve scientific knowledge of elementary school teachers would be searched in this study. Depth interview was conducted toward three elementary school teachers, who had conducted action research, to improve content knowledge of material domain within teaching process and elementary school science. Based on result of the interview, difficulty and development that the three teachers were commonly experienced in process of conducting scientific inquiry in action research were analyzed. One of the difficulties of the inquiry were to figure out how the three teachers, who participated in the interview, understand specific concept, what they do not understand, and what they should study more to understand the concept. And there was a circumstance that the teachers did not know how to apply procedural knowledge, which learned explicitly in the process of setting plan for conducting research, into real context. Since there was difference between knowledge that they understand disjunctively and context that observed in real circumstance, they faced difficulty. However, the teachers conducted analysis of topic, planning research, conducting research, discussion of the result by themselves with those difficulties Thus, the teachers mentioned that not only content knowledge had been improved, but understanding of procedural knowledge, which is not intended to improve, had been also improved. Besides, they also mentioned that comprehensive understanding content knowledge, which they already understood, was also helpful. And the teachers suggest that if there were chance to discuss and examine the scientific practices by consisting of group with colleagues rather than conducting it individually it would more efficient studying. Considering their suggestion, direction of training elementary school teachers for improving their scientific knowledge should be improved in a way to understand science concepts based on direct research about context that is generated in circumstance of studying group of the teachers. Consequently, it would contribute to improvement of teaching science by combining teachers' practice and understanding.

• Journal of the Korean earth science society
• /
• v.29 no.6
• /
• pp.506-519
• /
• 2008

This article explores the potential learning materials and methods of science practice from exhibits, and how those are presented in natural history museums as a feasible science inquiry community. The idea of science inquiry community was offered as a form of science practice that ended with science learning. A grasp of 'scientific practice to learning' is understood as a way to conceive scientific methods as well as facts and understanding knowledge. To get educational implications on the scientific practice of 'earthquake' as a socioscientific topic in the communities, we analyzed 1) the relationship between earth science curriculum and exhibits related to 'earthquake', 2) the educational goals and intentions of educators, and 3) the characteristics of the exhibits in the American Museum of Natural History and in the Smithsonian National Museum of Natural History. The results of this study showed that those museums presented the exhibits consisting of various and practical cases and events of 'earthquakes' as a socioscientific topic related to their curriculum. At the target museum, it was clearly stated that the pursuing educational goals focused on relations with local interests and socioscientific issues. For making earthquakes relevant to visitors, delivering lived experiences with raw data and interactive media was emphasized in exhibit characteristics.