• Journal of Korean Elementary Science Education
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• v.25 no.spc5
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• pp.465-475
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• 2007

The purpose of this study was to develop a spider inquiry program for elementary school students based on the scientific-knowledge generating model. For the purposes of this study, we selected three species of snider (e.g. Pardosa astrigera, Argiope bruennichii, Nephila clavata) which were easily found in a school garden by elementary school students. The spider inquiry program was based on a model of the process of scientific-knowledge generation, and consisted of two sections: for students and teachers. The students' program was designed to generate scientific-knowledge, whilst the teachers' program was designed to guide the inquiry smoothly even in the case of teachers who lack experience in inquiry activities or possess limited subject knowledge on spiders. As a result, this program was found to have an influence on generating the scientific-knowledge of elementary students and the results further suggest that it may be helpful to teachers conducting an inquiry activity. Additionally, this program could be used as a selective activity lesson such as a science inquiry lesson, or as a biology inquiry class, as a weekend life experience study or as an activity on a science camp.

• Journal of The Korean Association For Science Education
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• v.32 no.5
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• pp.879-889
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• 2012

This study aims to investigate the effect of inquiry-based biology program of pre-service science teachers' perceptions on the nature of science and their affective domain of science. For the study, sixty-seven pre-service science teachers were sampled from students who enrolled in the 'Biology Laboratory', Spring semester, 2011. The experimental group taught by inquiry-based experiment and control group by observation-based experiment were composed. At the beginning and end of semester, pre- and post-tests on the nature of science and affective domain of science were administered. The average scores of experimental group were higher than those of control group in the post-test of the nature of science, but there were no significant differences between both groups (p>.05). For the post-test results of both groups' affective domain of science, the experimental group showed significantly higher scores than the control group in self-efficacy in science, importance of science, and importance of science for careers (p<.01). The inquiry-based biology program did not influence pre-service science teachers' perception on the nature of science, while it was effective for positive changes on pre-service science teachers' affective domain of science.

• Journal of Science Education
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• v.33 no.1
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• pp.44-55
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• 2009

The research is aimed at investigating the development and application of high school biology classes utilizing discourse-typed inquiry learning program fitted with POE, and the corresponding effect on student's academic achievement and attitude toward science. 4 classes of 11th graders in a general high school located in Busan were selected as subjects. Biology I, 'Circulation' unit was lectured for 4 weeks (6 classes), and the experimental group underwent classes utilizing discourse-typed inquiry learning program fitted with POE. The control group was taught identical major learning contents, but based on the learning objectives and research activities provided by Biology I textbook. As a result of application, first, the discourse-typed inquiry learning program fitted with POE exhibited positive consequences of linking previously acquired knowledge and the new learning attained through experiments, as well as not only improving the students' problem solving capacity through diverging questions from the teachers to drive the students' higher-level contemplation, but also enhancing student academic achievement by assisting their logical thinking. Second, POE-fitted discourse-typed inquiry learning program rendered presupposing session of the experiment that resulted in drawing learners' attention in advance, and incited active participation in the learning process through solving the contradiction between what was actually observed and what was expected, which eventually proved to lay out positive impact on students' attitude toward science.

• Journal of Gifted/Talented Education
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• v.8 no.2
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• pp.175-191
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• 1998

The purpose and content of Chonnam National University Center for Science Talented Education program and students' responses were described. The program was developed with the purpose of providing various learning opportunities for science talented students according to the level of their learning abilities. Students are given a variety of activities based on their potentials and interest. The program was developed in four subjects, such as mathematics, information science, science Ⅰ (physics and earth science), and science Ⅱ (biology and chemistry). Each subject consisted of simple inquiry, advanced one, and project, even though it had its own distinctions. Students were selected for each subject based on two criteria, that is, achievements in school science or mathematics (the upper 3 percent of the 8th grade students) and examination scores. Means and standard deviations for each subject were as follows: 51.8 and 13.3 for Science Ⅰ, 53.1 and 13.9 for Science Ⅱ, 36.7 and 10.7 for mathematics and 36.4 and 12.5 for information science. Thirty hours of summer classes were performed, and a survey was administered to obtain students' responses concerning difficulty, interest, teaching and content of the program. They gave relatively favourable responses in most area, but lack of time for studying was revealed in mathematics and information science. Further study in needed to get detailed and more accurate results of our program.

• Journal of Gifted/Talented Education
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• v.20 no.1
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• pp.107-130
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• 2010

The purpose of this study is to investigate the characteristics that indicate scientifically gifted students by analyzing the verbal interactions in developmental biology inquiry-experimental classes. The subjects were 20 first-grade middle school students who were participating in SNU Science Gifted Education Center. In these experimental classes which were developed based on the CPS Model, we conducted a total of four experimental sessions of small group discussions, and the students' verbal interactions were both taped and video recorded, and observed. From the transcriptions, the patterns of question-answer and the characteristics of scientifically gifted students were analyzed. In the case of question-answer patterns, thinking questions appeared 3~6 times more frequently than the standard information questions. Especially, the case of experimental class I showed 40% more thinking questions as well as standard information questions that the other 3 classes. Through the results of analysing verbal interactions, we were able to find more detailed aspects to creativity that were not identifiable in paper-pencil examinations, as well as affective characteristics such as task commitment and leadership. We believe our findings upon inquiry will be of substantial significance in substituting for the paper-pencil examination in distinguishing and selecting scientifically gifted students.

• Journal of The Korean Association For Science Education
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• v.38 no.2
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• pp.259-271
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• 2018

This study examined the effect of the SSI argumentation program based on social and emotional learning(SEL). The program consisted of 3 stages: (1) express their own feelings about SSI, identify the issues of SSI, and define a goal; (2) think of many possible solutions and envision results through argumentation; (3) select the best solution and make a decision based on warrants, data, and rebuttals. In each stage, the social-emotional strategies of self-awareness, self-management, social-awareness, relationship-management, and responsible decision making were used. Seventeen preservice biology teachers participated in this study during one semester dealing with four socioscientific issues. The results indicated that the preservice teachers, as time went on, became accustomed to expressing identifiable rebuttals, dispute talk, and asking questions. At the first SSI argumentation, argumentation mainly consisted of cumulative talk with no rebuttals, representing level 2 argumentation. Level 3 argumentation represented rebuttals that were implicit and weak, with cumulative talk. In level 2 and 3 argumentation, the preservice teachers represented understanding of others and compassion for self and others. Level 4 argumentation had rebuttals that were explicit, asking critical questions of the opposite sides. In addition, level 5 argumentation represented more than two controversial points with several instances of dispute talk. In levels 4 and 5, the preservice teachers became actively engaged in communication, inquiry self with others, managing vulnerability and negotiation.