• Journal of The Korean Association For Science Education
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• v.38 no.6
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• pp.865-874
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• 2018

The purpose of this study is to explore the process of inquiry problem finding in high school students' small group free-inquiry. For this purpose, 91 second grade high school students took part in small group free-inquiry. We conducted interviews with students (48 students in 15 groups) who were relatively successful in the inquiry performed for one semester (about 4 months). Based on the results of the interviews, we analyzed the characteristics of the inquiry problem finding through the steps and strategies in the inquiry problem finding process. The main results are as follows: First, in the inquiry problem finding process, steps such as selecting keyword, presenting an inconvenience, presenting a question, and finding an inquiry problem were found, and in particular, the process of selecting the keyword that correspond to the subject of inquiry, such as the material and situation of inquiry, is very important step in inquiry problem finding. Second, the strategies that students used in the process of finding inquiry problem included searching information, review of prior research, sharing of knowledge and experience, linking and extension of knowledge and experience, environmental awareness, expert consultation, discussion of suitability, elaboration, etc. Third, finding an inquiry problem was relatively easy in the inquiry for finding out problems (i.e. inconvenience) in everyday life and investigating ways to solve them. Fourth, the review of prior researches through the internet was useful in the process of selecting keyword and elaboration. Fifth, the factors that students consider when selecting one of several candidate inquiry problems are feasibility, real-life applicability, and economic condition. Sixth, the current affairs had a positive impact on the inquiry problem finding. Based on the above results, we discussed some ways to increase students' inquiry problem finding ability.

• Journal of Korean Elementary Science Education
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• v.32 no.4
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• pp.464-472
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• 2013

The purpose of this study was to analyze the science inquiry problem finding ability of gifted elementary students of science and general elementary students. For this purpose, this study analyzed the types of science inquiry problems in an ill-structured problem finding situation. Also, this study has compared science inquiry problem finding abilities of those two groups. From the results of this study, new ways of improving student' science inquiry problem finding ability and selection of gifted students of science were suggested. The results of this study can be summarized as follows. First, most of the inquiry problems generated by the scientifically gifted and the general students in an ill-structured problem situation could be categorized into seven types (measurement, method, cause, possibility, what, comparison, relationship) according to the inquiry objectives, and both group found more problems in scientific context than in everyday context. Regardless of the context of problem, scientifically gifted students found more problems and the type of problems generated by them were more various than those of general students. Second, there were differences in problem finding ability between scientifically gifted and general students. Scientifically gifted students found more problems and the quality of problems were higher than general students.

• Journal of Science Education
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• v.43 no.2
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• pp.227-238
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• 2019

In this study, we investigated the perception of elementary school students on inquiry activities and collaborative problem-solving ability in data-based scientific inquiry. For this purpose, 20 data-based scientific inquiry classes were conducted in 26 elementary school students in Gyeongnam City. After selecting the inquiry problem, students conducted an inquiry process to collect data using digital inquiry instruments. The following results were obtained through questionnaires and interviews after the classes: First, students perceived the step on 'inquiry design and execution' as the most useful in the data-based scientific inquiry. Second, students perceived that their scientific ability and cooperation improved through data-based scientific inquiry, with the selection of inquiry problems being the most difficult. Third, students perceived positively the improvement of cooperative problem-solving ability. From the above results, it was found that data-based scientific inquiry is necessary to improve the elementary school students' scientific inquiry ability and cooperative problem-solving ability. Based on this research, we hope that the development and research of various inquiry activities will provide opportunities for inquiry that can cultivate various abilities needed for students living in the future.

• Journal of The Korean Association For Science Education
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• v.28 no.8
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• pp.860-869
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• 2008

The purpose of this study is to suggest an instructional direction for improving scientific inquiry problem-finding ability of the scientifically-gifted. For this purpose, this study has made an in-depth analysis of the scientific inquiry problems generated by the scientifically-gifted in Problem-Finding Activity in Ill-structured Inquiry Situation (PFAIIS) and Problem-Finding Activity in Well-structured Inquiry Situation (PFAWIS). The results of this study turned out to be as follows: First, most of the problems generated in PFAIIS and PFAWIS could be categorized into seven types (measurement, method, cause, possibility, what, comparison, relationship) according to the inquiry objectives, while the frequency of each type shown in each inquiry objective was a little different. Second, the frequency of scientific concepts stated in inquiry problem was more in PFAWIS than in PFAIIS. But the scientific concepts were shown more diversely in PFAIIS than in PFAWIS. Therefore, results of this study have the following educational implications. First, it is necessary to offer various opportunities of problem-finding activity under ill-structured scientific Inquiry situation. Second, it is needed to emphasize that a new inquiry problem can be found out even during general scientific experiment and frequently to discuss inquiry problems generated during an experiment. Third, it is needed to encourage the scientifically-gifted to generate a scientific inquiry problem based on at least more than seven types.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.3
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• pp.256-266
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• 2012

The purpose of this study is to use DARTs (Directed Activities Related to text) to foster inquiry problems while actively engaging accelerated gifted elementary students in the field of earth sciences. This study is continually evolving in the classroom on the proposition that accelerate the scientific thought whether inquiry problems show any change according to the extent of prior background knowledge through DARTs. Researchers appointed the accelerated gifted elementary students with 14 investigation problems and it was their duty to not only classify the inquiry problems, but to analyze using interviewing methods according to type classification framework. Many scientific terms were used concretely in the inquiry problems that were propose after DART. The students gave a direct effect to the inquiry problem to be proposed according to the level of the content that it is presented in the DARTs worksheet. As a result, the NP-IP type and the EC-IP, NC-IP inquiry problem type proposed above much as a whole in DARTs former and prior. Particularly, the EMC-IP type and etc. was variously proposed after the DARTs. And the students proposing the inquiry problem of above average proposed the inquiry problem of the EP-IP type much unlike the general average student after the DARTs. The EC-IP, NC-IP and NF-IP type were changed much after DARTs used. Particularly, the EC-IP and NC-IP type were changed much.

• Journal of Korean Elementary Science Education
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• v.30 no.4
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• pp.634-645
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• 2011

The purpose of this study was to investigate the analysis on the pattern and proposition process of science inquiry problems proposed by elementary school general students and science-gifted ones. The science inquiry problems were composed of one quantitative problem and one qualitative problem. To conduct this study, general students and science-gifted ones of grade 4 and 5 in elementary schools were selected. The results of this study were as follows. In both quantitative and qualitative problem, most of the students, including all the sciencegifted students and general ones, used N-IP pattern and S2 proposition process strategy to propose inquiry problems. In the relationship between proposed problem and proposition process strategy, when using S2 strategy, N-IP problems were chiefly proposed. And when using S2, S3 strategies, more patterns of inquiry problems were generated than using any other strategies. Drawing proposition processes of inquiry problem into map, science-gifted students used much more proposition process strategies than general ones.

• Journal for History of Mathematics
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• v.32 no.6
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• pp.281-299
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• 2019

Mathematical problem solving has become a major concern in school mathematics, and methods to enhance children's mathematical problem solving abilities have been the main topics in many mathematics education researches. In addition to previous researches about problem solving, the development of a mathematical problem solving method that enables children to establish mathematical concepts through problem solving, to discover formalized principles associated with concepts, and to apply them to real world situations needs. For this purpose, I examined the necessity of problem solving education and reviewed mathematical problem solving researches and problem solving models for giving the theoretical backgrounds. This study suggested the problem solving approach based on the intuitive and the formal inquiry which are the basis of mathematical discovery and inquiry process. And it is developed to keep the balance and complement of the conceptual understanding and the procedural understanding respectively. In addition, it consisted of problem posing to apply the mathematical principles in the application stage.

• Journal of the Korean Society of Earth Science Education
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• v.3 no.1
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• pp.65-75
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• 2010

The purpose of this study is to present a Freedom Inquiry Method by Revised Science Curriculum in 2007. This study introduced IIM(Independent Inquiry Method), PBL(Problem Based Learning), Small Inquiry Method, Science Notebooks, Project Learning Method about Freedom Inquiry Method. The results of this study are as follows: First, IIM(Independent Inquiry Method) is studying method in the inquiry process center. The inquiry process is composed of total 9 phases, inquiry subject really it is, detailed aim deciding, information searching, it searches, quest result it arranges, aim evaluation, the report making, it announces, it evaluates, it is become accomplished. Second, It is a studying method which it starts with the problem which is Problem Based Learning, study atmosphere creation phase, problematic presentation phase and sleep static problem solving the phase which it attempts, it is become accomplished with autonomous studying phase, coordinated studying and discussion studying phase, discussion resultant announcement studying phase, arrangement and evaluation. Third, Small Inquiry Method, Call it accomplishes the call grade of the students among ourselves 4~8 people degree where only the quest learning capability is similar within class. Also interaction and coordinated function of the members between it leads and the subject which is given in the group it cooperates and it solves with it is a quest method which arrives to aim of commonness. This method divides on a large scale in three parts, it becomes accomplished in programming phase, quest accomplishment and resultant announcement. Fourth, Science Notebooks learns a scientific contents and a scientific quest function and the possibility of decreasing in order to be, from the fact that the help which it understands. This planing, data searching, it searches, becomes accomplished with resultant arrangement, announcement and evaluation. Fifth, The Project Learning Method the studying person oneself studying contents, it establishes a plan and it collects it accomplishes process of etc. it evaluates it leads and a subject and information and with real life it is a method which it studies naturally from the learning environment inside which is similar. This is preliminary phase, project start, project activity and project arrangement.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.2
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• pp.213-223
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• 2012

This study explored practicing elementary school teacher's beliefs of scientific inquiry and scientific inquiry teaching methods. Defining teacher's beliefs as a broad construct, we tried to examine the teachers' understandings about the scientific inquiry and scientific inquiry teaching method. This study drew on interview data from 10 elementary teachers in busan and changwon area of korea. Conclusions of this study include; First, we found that elementary teacher's beliefs of inquiry were represented variously. And they considered that inquiry is the important goal of science education. They though that the goal of science education is development of Scientific inquiry skills, Scientific thinking skills, development of Creativity and problem solving ability, increasing interest about science, understanding of the basic concepts of science and apply of real-life. second, most of the teachers though that Scientific inquiry is scientists activities, they defined 'the process of creation of new knowledge', 'the process of deriving theory', 'solving process of intellectual curiosity', 'Problem-solving process'. third, they considered that teaching method of scientific inquiry is open inquiry activities. however, they thought that there are many difficulties to actually apply. Understanding teachers' beliefs has implications for both the enactment of inquiry teaching in the classroom as well as the uptake of new teaching behaviors during professional development, with enhanced outcomes for engaging students in Science.

• Journal of Gifted/Talented Education
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• v.23 no.2
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• pp.289-310
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• 2013

The purpose of the study is to investigate science process skills and suggest several considerations about developing scientific inquiries for secondary science gifted students. To do this, we analyzed scientific inquiries of science gifted programs and evaluated them on the quantity of problem perception, problem finding and inquiry planning that are regarded as high level science process skills, then revised each inquiry to include those high level skills. The result was that the first, there were differences in frequencies and types of science process skills among those inquiries. The second, there were very few problem perception and problem finding and were not many inquiry planning. The third, some of the revised inquiries showed those high level skills. From this, we would like to suggest we should construct scientific inquiries of science gifted program out of many and various themes. And there should be more high level science process skills such as problem perception, problem finding, and inquiry planning. For this, scientific inquiry developers should have intentions to involve such science process skills which is appropriate for science gifted student.