• Title/Summary/Keyword: science inquiry

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Science Classroom for Promotion of Democratic Civic Literacy?: Exploratory Discussions Focused on Elementary School Teachers' Views (민주 시민 소양 증진을 위한 과학 교실?: 초등교사의 인식을 중심으로 한 탐색적 논의)

  • Joung, Yong Jae
    • Journal of The Korean Association For Science Education
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    • v.36 no.1
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    • pp.135-145
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    • 2016
  • The purpose of this study is to investigate elementary teachers' views on the democratic scientific inquiry and the methods for promotion of democratic citizenship in science classroom, and to conduct exploratory discussions about science classroom for promotion of democratic citizenship based on their views. Data were collected from 96 elementary teachers. AS results show, the elementary teachers in the study thought that the features of democratic scientific inquiry was 'communication and cooperation', 'autonomy and fairness', and 'contribution to the benefit of mankind and society'. In addition, the participants regarded the 'inquiry/activity focused on communication and cooperation' as the best method for promotion of democratic citizenship in science classrooms. Finally, several suggestions on the science education for promotion of democratic civic literacy and the democratic inquiry were given.

An Analysis of Pre-Service Science Teachers' Argument Structures, the Factors Affecting the Practice of State Change Experiment in 7th Grade and Cognition of Pre-Service Education (중학교 1학년 상태변화 실험수행과정에서 나타난 예비과학교사의 논증구조 및 이에 영향을 미치는 요인과 예비교사교육에 대한 인식 분석)

  • Paik, Seoung Hye;Son, Su Hee
    • Journal of The Korean Association For Science Education
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    • v.34 no.3
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    • pp.197-206
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    • 2014
  • The purpose of this study is to research pre-service chemistry teachers' inquiry ability and perception on inquiry by analyzing their argument structure. Nine graduating senior students have participated in this study. They have experimented with mass change during state change, which is included in 7th grade science textbook. We have analyzed pre-service teachers' experimental reports using Toulmin's argument model. Also, we have researched their views on science and experiments through questionnaires and semi-structured interviews. As results show, various factors have affected pre-services' argument structures; lack of science knowledge and inquiry ability, belief about error, and additive data. This study shows that pre-service teachers' inquiry abilities is insufficient, and it is necessary to review rearrangement of pre-service science teacher curriculum in order to offer inquiry experiments in teacher education program.

The Relationships between the Ability of Students' Raising Creative Problems and Academic Achievement, Science Inquiry Skills and Creative Personality of High School Students (고등학생들의 독창적인 문제발견 능력과 학업 성취도, 과학 탐구능력, 창의적 성격과의 관계)

  • Park, Si-Kyung;Ryu, Jong-Seok
    • Journal of The Korean Association For Science Education
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    • v.27 no.3
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    • pp.263-271
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    • 2007
  • The purpose of this study was to investigate the relationships between the ability of students' raising creative problems and academic achievement, science inquiry skills and creative personality of high school students. In order to evaluate the originality of problems, the present study used three methods: evaluation by frequency, teacher, and student. The results in this study turned out to be as follows: First, there was not much difference in the three methods. But familiar problems had the possibility of receiving higher marks. Second, the ability of students' raising creative problems was significantly correlated with academic achievement and creative personality, but there was no correlation with science inquiry skills. The subjects were divided into 2 groups by students' originality score. In the higher score group, the ability of students' raising creative problems was significantly correlated with creative personality, but in the lower score group, it was significantly correlated with academic achievement. Third, as for science inquiry skills and creative personality between two groups, there was no significant difference, whereas as for academic achievement(physics I, chemistry I), there was significant difference.

Inquiry and Epistemic Rationality (탐구와 인식적 합리성)

  • Kim, Ki-Hyeon
    • Korean Journal of Cognitive Science
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    • v.18 no.3
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    • pp.245-254
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    • 2007
  • It is an orthodox in epistemology that only those things that affect the truth conduciveness of a belief are relevant to the epistemic rationality of the belief. I criticize this orthodox. In this paper, 1 claim that the epistemic worth of a subject affects the epistemic rationality of inquiries and resulting beliefs. More specifically, I argue that it is epistemically irrational to conduct an inquiry when it is about something unworthy of knowing, and that the epistemic irrationality of an inquiry in this sense makes the resulting beliefs epistemically irrational. After presenting my argument, I defend it from various possible criticisms. Then I explicate the implications of my argument that opposes the core assumptions of contemporary epistemology.

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An analysis of contents and problems on astronomical area in the elementary science textbooks (국민학교 자연과 천문분야 내용 분석과 문제점)

  • Lim, Cheong-Hwan;Jeong, Jin-Woo
    • Journal of The Korean Association For Science Education
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    • v.13 no.2
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    • pp.247-256
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    • 1993
  • The purpose of this study is to analyze the contents and problems on astronomical areas in the elementary science textbooks. The results of analysis are as follows; 1. In objective analysis of the elementary science textbooks, completeness of unit was shown 50% in chapters, 67% in sections. and 100% in periods. 2. In inquiry activities, the total number of inquiry tasks are 108, among them observation has much more percentage(30%) than any other task. 3. The total inquiry index of the science textbooks are found about 73.4, this index is higher than 35-50 of NSTA. 4. The openness scale of the science textbooks is found to be scale 2 for all sections.

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An Analysis on Achievement Degree of Goals of Science Curriculum through Elementary School Students' and Teachers' Perceptions (초등학생과 초등 교사의 인식을 통한 과학교육과정에서 추구하는 목표 성취 정도 분석)

  • Paik, Seoung-Hey;Woo, Su-Kyung;Kim, Hyo-Nam;Won, Jeong-Ae
    • Journal of Korean Elementary Science Education
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    • v.30 no.1
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    • pp.113-128
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    • 2011
  • The purpose of this study was to confirm achievement of goals in science curriculum. The questionnaires related to 'solution' chapter of 5th grade were developed. The subjects were 69 sixth grade elementary school students and four elementary school teachers. 5 students were selected for deep interviews. Each interview was progressed separately, and all the contents of the interviews were recorded. As results, it is revealed that most of the students could not understand basic concepts of 'solution' chapter. The teachers and the students recognized that explanations in the textbook were insufficient. Many inquiry activities were introduced in textbooks, but the students could not acquire inquiry abilities, especially data interpretation and generalization abilities. Inadequate pictures in the textbook also disturbed the students' learning of inquiry ability. Using materials of real life in textbook could not attract the elementary school students' interests effectively.

The Effect of Learning Cycle Model in Solution Concept on the Cognitive Development for Primary Student (용액 개념의 순환학습이 초등학생의 인지수준발달에 미치는 영향)

  • 최영주;김세경;고영신
    • Journal of Korean Elementary Science Education
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    • v.23 no.4
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    • pp.273-278
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    • 2004
  • According to Piaget, children aged 11 are in the middle of concrete operation period and formal operation period. So, it is necessary to adopt the Learning Cycle Model (LCM) which helps students improve their cognitive development. After determining the test for the Science Concept of Matter (SCOM), the experimental group showed higher average than the comparative group in the post-test. In the sound understanding, the experimental group showed higher ratio than the comparative group. And in the ratio of imperfect, wrong understanding and no response, the experimental group was lower than the comparative group. On the questions that were needed the complicated inquiry, many students of both groups still couldn't find the fundamental cause. In forming the scientific conceptualization, there was a meaningful difference (p < .001) after post-test Analysis of Covariance (ANCOVA) with pre-test result. After determining the test for the Test Inquiry Science Process (TISP), the experimental group showed higher average than the comparative group in the post-test. In the category of basic inquiry process which is needed in concrete operation, there was a meaningful difference (p < .05). In the category of unified inquiry process which is needed in formal operation, they showed no meaningful difference (p > .05). Therefore, applying the LCM to the chapter of 'Solution and Dissolving' is more effective on improving the scientific conceptualization and on helping the concrete operation abilities than the teacher centered learning.

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The Effects of a Portfolio System on Elementary Students' Science Achievements, Inquiry Ability and Attitudes by Region and Gender (초등 과학 포트폴리오 체제의 적용이 지역이나, 성별에 따라 과학 성취도, 과학 탐구 능력 및 과학 태도에 미치는 영향)

  • Cho, Seon-Hyung;Kim, Chan-Jong
    • 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.

The Effects of Field Trip Learning Program on Plant Inquiry in Coastal Dune using Artificial Intelligence on the Affective Domain of Gifted Elementary Science Studentt (인공지능을 활용한 해안사구 식물 탐구 프로그램이 초등 과학영재의 정의적 영역에 미치는 영향)

  • Byeon, Jung-Ho
    • Journal of Science Education
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    • v.46 no.1
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    • pp.53-65
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    • 2022
  • In the application and composition of learning content, the field trip learning of scientific inquiry could provide a positive effect. Also, it can arouse an experience of various inquiry activities through open thinking. In addition, it could take a positive effect by providing the diversity and specificity of wildlife experience for the living organism. The biology inquiry program of the field trip is a necessary process to acquire ecological experiences in the learning context. However, there is some problem to solve before the performance of field trip learning as professional knowledge of the outdoors inquiry. Therefore, this study developed a field trip inquiry program for the plant in a coastal dune using artificial intelligence to assist professional knowledge. The researcher carried out literature reviews and analysis related to studies and programs to investigate learning steps, content, and strategy. Also, this study investigated the effects of the program on the affective domain of gifted elementary science students. According to the results of this study, the program can provide a positive effect on motivation, task commitment, and attitude level. Consequently, the field trip learning program for plant in the coastal dune using artificial intelligence developed in this study can arouse a positive effect on the affective domain. Therefore, additional study is necessary related to inquiry programs of the field trip for various students and sites.

Comparison with the 6th and 7th Science Curricular for Inquiry Skill Elements in the Elementary and Secondary School (초.중.고등학교 탐구 기능 요소에 대한 6차와 7차 과학 교육 과정의 비교)

  • Ha, So-Hyun;Kwack, Dae-Oh;Sung, Min-Wung
    • Journal of The Korean Association For Science Education
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    • v.21 no.1
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    • pp.102-113
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    • 2001
  • In order to compare with the 6th and 7th science curricular for the inquiry skill elements in the elementary and secondary school, we divided skill domains into five classes which were process skill, step skill for inquiry instruction, inquiry activity skill, manipulative skill and breeding-farming skill. And then we investigated the kinds and frequencies for the inquiry skill elements of the 6th and 7th curricular in the elementary and secondary school. The results were as follows: 1. The total kinds of inquiry skill element showed 17 kinds in the 6th curriculum and 23 kinds in the 7th. Therefore, the 7th curriculum was higher 1.4 times than the 6th curriculum in the kinds of skill elements. 2. The total frequencies for the inquiry skill elements of the 6th curriculum were 408 and those of the 7th were 729. Therefore, the 7th curriculum was about 1.8 times as many as the 6th. 3. In the kinds of inquiry skill elements according to the school levels, the course of the elementary school showed 14 kinds in the 6th curriculum and 18 kinds in the 7th. The course of middle school showed 7 kinds in 6th and 16 kinds in 7th. The integrated science course of high school was 10 kinds in the 6th and 10 kinds in the 7th. The skill elements in four science curricular of the high school course showed total 11 kinds in the 6th and 21 kinds in the 7th. And then the kinds of inquiry skill elements of the 7th curriculum in the middle and high school course showed about 2 times as many as the 6th curriculum. In the school level, the increase of skill elements showed the highest in the middle school course, and then in the high school course. 4. The total skill elements from the elementary school to the high school in the 6th science curriculum showed 17 kinds and in the order from the highest to the lowest rates, such as experimenting 20%, observing 15%, interpreting and analyzing data 13%, investigating 9%, measuring 7%, drawing a conclusion and assessment 7%, discussion 6%, communicating 5%, classifying 4%, recognizing problems and formulating hypothesis 4%, predicting 3%, designing and carrying out an experiment 3%, collecting and treating data 2%, manipulating skill 1%, modeling 0.5%, breeding and farming 0.3% and inferring 0.2%. 5. The total skill elements from the elementary school to the high school in the 7th curriculum appeared 23 kinds and in the order from the highest to the lowest rates, such as drawing a conclusion and assessment 31%, investigating 14%, collecting and treating data 8%, observing 7%, experimenting 7%, recognizing problems and formulating hypothesis 6%, interpreting and analyzing data 4%, measuring 3%, discussion 3%, manipulating skill 3%, modeling 3%, classifying 2%, project 2%, educational visits 1%, controlling variables 1%, predicting 1%, inferring 1%, operational definition 1%, communicating 1%, designing and carrying out an experiment 0.3%, breeding and farming 0.3%, applicating a number 0.2% and relating with time and space 0.2%. In the conclusion, the 7th curriculum was added 6 kinds of skill elements to the 6th curriculum, such as operational definition, applicating a number, relating with time and space, controlling variables, educational visits and project.

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