• Journal of Korean Elementary Science Education
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• v.32 no.3
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• pp.285-297
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• 2013

The purpose of this research is to find the effect of the lesson using open-inquiry report Lubric on open-inquiry standard and science process skill; to find the change of cognition on open-inquiry for elementary school 5th grade students. Two classes (elementary school 5th grade) were selected which located in a small and medium-sized city for this research and they were separated as an experimental group and a comparative group. Open-inquiry lesson was done by referring teaching method which introduced through the curriculum. The procedure was understanding about open-inquiry, making open-inquiry subject, planning, and performing inquiry, mid-term, performing inquiry, making a report, presentation, and evaluation. Open-inquiry report Lubric which developed by Sook-Kyung Kim et al. (2010) was provided to the experimental group. Comparative group was instructed by using open-inquiry report which introduced to the elementary school 5th grade science text book. Interview paper was developed in order to check out the effect of the research by using a test paper of science process skill. The following could be found out through the research. After open-inquiry lesson, 10 open-inquiry reports(5 reports from experimental group, 5 reports from comparative group) have been drawn at random as samples from the total 62 sets (30 reports from experimental group, 32 reports from comparative group) and evaluated by a researcher and two elementary school teachers who have master degree. The reliability of the 3 scorers was 0.923 of mean correlation coefficient. And then the researcher evaluated all open-inquiry reports. The average score of open-inquiry report was 66.78 for experimental group, 54.27 for comparative group, respectively. And there was a significant difference at p<0.05 level as a result of the t-test. The experimental group rated high at p<0.05 level according to the analysis of post-science process skill test. According to the result of survey, both experimental group and comparative group had understood open-inquiry activity. It was especially rated high for experimental group on understanding scientific inquiry process, interest and satisfaction in open-inquiry and re-participation rate. By interviewing experimental group, it is recognized that the students utilized Lubric very well through the overall process. Finally, self-evaluation was done during open-inquiry activity and it was reported that the students gained more knowledge about science and changed to positive about science. As a result, the lesson using open-inquiry report Lubric was effective for students to improve writing skill of an open-inquiry report and science process skill and finally changed the cognition to positive about open-inquiry lesson.

• Journal of The Korean Association For Science Education
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• v.35 no.6
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• pp.1075-1083
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• 2015

The purpose of this study is to develop a checklist for helping students write scientific inquiry reports after conducting open inquiry. To do this, eight scientifically gifted middle school students' worksheets for open inquiry, inquiry activities during conducting open inquiry, and final scientific inquiry reports were analyzed. Parts that were considered unsuitable in the writing inquiry reports as well as good parts were identified, and using this result, a checklist for helping students write good inquiry reports was developed. The checklist consisted of five categories and 46 items. The checklist was applied to inquiry reports written by seven other gifted students. Analyzing agreement rates of the checklists with two evaluators, high reliability could be obtained. Finally, recommendations for more effective use of the developed checklist were discussed.

• Journal of the Korean Chemical Society
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• v.56 no.3
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• pp.371-377
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• 2012

In this study, open inquiry reports of 165 eighth graders in Daegu were analyzed in terms of content area, the types of inquiry hypothesis, and the types of inquiry variables. Before summer vacation, students learned about inquiry process and explored their own inquiry topic for two class hours. During summer vacation, students performed open inquiry including problem selection, designing and performing experiment, data collection, data analysis, and writing report. After the vacation, students submitted their reports, and answered to additional survey regarding the source of inquiry idea, the definition of hypothesis, and the most difficult step of inquiry process. As a result, chemistry was the most dominant content area of the reports and biology and life science were the next. 130 out of 165 reports included inquiry hypotheses, and most of them were predictive hypotheses. In many reports, dependent and independent variables could not be identified because of their ambiguity. However, inquiry variables described in experimental design, which were mostly categorical variables, were clearer than those described in inquiry subject and inquiry hypothesis. The most difficult step of inquiry process for students was to generate an idea for open inquiry.

• Journal of The Korean Association For Science Education
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• v.24 no.6
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• pp.1216-1234
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• 2004

School science practical work is often criticized as lacking key elements of authentic science, such as peer argumentation or debate through which social consensus is obtained. The purpose of this paper is to review the recent studies about the argumentation and to explore the conditions and the model of argumentative scientific inquiry, which is specially designed open inquiry in order to facilitate students' peer argumentation. For this purpose, a theoretical discussion for the argumentative scientific inquiry as the way of authentic inquiry in schools was developed. The conditions for argumentative scientific inquiry were found to be the following: multiple arguments, students' own claims, opportunities for oral and written argumentation, equal status of debaters, and community of cooperative competition. For these conditions, the argumentative scientific inquiry was organized into experiment activities and argumentation activities. During argumentation activity, students should be guided to advance written argumentation through writing a group report for peer review and oral argumentation through a critical discussion. Through the argumentation between groups and in group, the students' arguments would be elaborated repeatedly. The feedback from argumentation links experiment activities to argumentation activities. Hence, the whole process of this inquiry model is circular.

• Journal of Science Education
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• v.45 no.3
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• pp.304-316
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• 2021

The purpose of this study is to analyze high school students' critical opinions on others' inquiries in small group open inquiry. Forty-one high school students participated in these activities at the inquiry planning stage and the intermediate stage of inquiry. In the two activities, 595 and 233 opinions were presented respectively, and analyzed into categories based on the inquiry process. The main research results are as follows: first, many opinions were presented in the areas of 'problem recognition and hypothesis setting' and 'design of inquiry' in the feedback on the inquiry plan, especially related to 'revision and addition of research problems,' 'research targets and conditions,' and 'control of variables.' Second, in the feedback on the results of the inquiry, there were many opinions related to 'report preparation' and 'design of inquiry' area. Based on the research results, implications related to the application of critical opinion activity were discussed.

• Journal of the Korean earth science society
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• v.33 no.5
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• pp.459-466
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• 2012

This study aimed to investigate the characteristics of pre-service elementary teachers' understanding about scientific inquiry in terms of designing exploration and reasoning that is used to formulate explanations based on evidence. The research context was an open inquiry with using the Science Writing Heuristic (SWH) template in which participant students were not provided with inquiry questions. As data, lab. 39 pre-service elementary teachers participated in this study while taking their science methods course. Analyses of the reports were framed by the cognitive processes of inquiry (Chinn and Malhotra, 2002) and each report was coded and analyzed by the framework of inquiry (Tytler and Peterson, 2004). Results showed that groups' works that utilized the SWH template encouraged the participants to interact each other about scientific inquiry. They came up with more relevant and testable questions for their scientific inquiry. It implicates that children will be able to have chances of testing their own questions more properly by using the SWH template in science classes just as the participants did in this study. The use of the SWH template would help pre-service teachers to teach appropriately how to test inquiry questions to their students in the future. Discussion was made to figure out the characteristics or Korean pre-service elementary teachers' understanding about scientific inquiry.

• Journal of The Korean Association For Science Education
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• v.31 no.5
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• pp.720-733
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• 2011

Problem-based learning (PBL) is an effective teaching-learning strategy for enhancing students' motivation, problem solving ability, and creativity. Its educational values coincide with the aim of open-inquiry activity introduced in 2007 revised national curriculum. From this aspect we designed the PBL open-inquiry program and implemented to 202 first year middle school students in Gyeonggi provincial office of education for one semester. We developed an energy related PBL problem. The program was designed in four steps: 'understand the problem,' 'investigate information,' 'solve the problem,' and 'present and evaluate the result.' Through the program, students did such activities as 'make Know/need to know chart,' 'group discussion,' 'search information,' and 'preparation of group report.' After completing the program, a survey was conducted to understand the students' perception of the program. The results are as follows: First, 40.6% of students showed positive attitude toward the program. Especially, students responded that 'make Know/need to know chart' was very useful. However, some students responded that 'search information' and 'preparation of group report' were difficult to perform. Second, male students showed positive attitude toward the PBL program compared to female students. Also students had higher scores in attitude toward science, showed more positive attitude toward the PBL program. Third, there was a significant correlation between attitude toward science and perception of PBL steps. Based on survey results, some suggestions were made for teachers who were planning to implement PBL in open-inquiry program.

• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.848-860
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• 2009

This study examined the characteristics of scientists' writing on the laboratory reports written in the authentic open inquiry, and explored the possibility that the class discussion after the inquiries could influence the laboratory report writing. The samples were 131 10th graders in a science high school in Seoul. The control group (n=45) practiced traditional school science inquiries, the experimental group 1 (n=43) practiced the authentic open inquiries, and the experimental group 2 (n=43) practiced the authentic open inquiries and the class discussion after the laboratory activities. Their laboratory reports were analyzed into three parts - prediction (prediction with background and apposite description), data analysis (data transformation and critical analysis), and conclusion (objective description based on evidence). The frequency of the characteristics of scientist's writing in the experimental group was higher than the control group. Particularly, the differences of the prediction with background (p<.01) and the critical analysis of data (p<.05) were statistically significant. However, the frequency of writing the conclusion based on evidence was very low in all of the three groups. The result from comparing descriptions of reports showed that the writing prediction in experimental groups were more elaborate, and the data transformation in experimental groups were more correct, and the evaluation to data in experimental groups were more critical than the control group. And the descriptions of the critical evaluation to data and the finding flaw in methods were found in experimental groups 2, indicating that the class discussion can stimulate students' scientific thinking.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.1
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• pp.1-22
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• 2010

The purpose of this study was to examine the relationship between teacher's role and interaction patterns in mathematics classrooms. Teacher's role was divided into usual practices with students, usual practices with content and usual practices with students and contents, and interaction patterns were classified into report, inquiry and discussion. The subjects in this study were teachers and students in three fourth- grade classes in T elementary school located in Seoul. After the classes of every math teacher were observed, three teachers who played distinctively unique roles were selected in accordance with the results of the first-semester autonomous supervision, of open class for parents and of the instructional observation. Thus, there was a close relationship between the teacher roles and interaction patterns. And it's concluded that students are able to have a more discussion on each other's ideas in the student-centered classroom, and that teachers should perform active roles in that process. Given the findings of the study, there are some suggestions: First, the teachers appeared to fulfill consistent roles when their videotaped classes, study aids and performance assessment materials were analyzed, and they should play more active roles in mathematics class. Second, they should try to create the kinds of climate that encourages students to come up with ideas in an active manner. Third, earlier studies had focused on student-teacher interaction patterns, but this study found that the roles of the teachers depended on interaction with not only students but study aids and performance assessment materials, and that the interaction patterns hinged on their roles as well. Therefore more profound research efforts should be directed into this issue.