• Journal of Science Education
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• v.36 no.1
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• pp.35-48
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• 2012

The purpose of this study was to analyze inquiry activities in the middle school science textbooks focused on the unit 'Nutrition of Plants' of the 2007 revision curriculum and the corresponding unit 'The Structure and Function of Plants' of the 7th curriculum in terms of content, process and contexts of inquiries. The average number of the inquiry activities in the unit 'Nutrition of Plants' was 9.2, which was a 3.8 decrease than in the unit 'Structure and Function of Plants'. In the respective of process of the inquiry activities, 'observation' was most prevailing in the basic inquiry process and 'data interpretation' was most prevailing in the integrated inquiry process in both of the units. In the respective of the types and contexts of the inquiry activities, 'experiment/observation' was most prevailing and the percentage of the natural scientific contexts was larger in both of the units. In the unit 'Nutrition of Plants', the components of the integrated inquiry process and the percentage of personal contexts were larger than in the unit 'Structure and Function of Plants'. And simulation activities were newly presented and technical contexts and natural environmental contexts were included in the unit 'Nutrition of Plants'. This study makes a suggestion that a wider variety of inquiry activities should be included when new science textbooks are developed.

• Journal of Science Education
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• v.39 no.1
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• pp.1-14
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• 2015

This study aims to find out the effect of pre-service elementary teachers' experiences of inquiry performance in the life on their images about a scientist and science teaching anxiety. Thus, this study selected 162 college juniors who completed 'Science Teaching Material Research & Teaching Methods' for one semester at a university of education. Groups of 3 to 4 pre-service teachers were made to select one of the 10 experimental topics and inquired it for themselves, and make a presentation about the results before the other pre-service teachers. The results of this study can be summarized as below. Firstly, as a result of investigating pre-service elementary teachers' opinions about the characteristics of scientists, it was found that they thought of scientists prudent, intellectually superior, creative, and hard-working, but did not consider them artistic or religious, no matter if they had inquiry performance experiences. Especially, to such characteristics as intellectually-superior, creative, open-minded, outgoing and responsible, they showed more positive responses after inquiry performances. Besides, in scientists' activity types shown in pre-service elementary teachers' drawing pictures of a scientist, 'Experimental Activity' increased most after their inquiry performances, and in the place of activity, 'Laboratory' was most since it was related to activity types. Secondly, as a result of examining per-service elementary teachers' science teaching anxiety before and after inquiry performances, it was found that they showed statistically significant differences in all the domains, scientific knowledge, inquiry class preparation and inquiry class management. This finding could be interpreted as their inquiry experiences had positive effect on their having confidence in teaching science.

• Journal of The Korean Association For Science Education
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• v.15 no.4
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• pp.417-428
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• 1995

This study investigated Korean science teachers' concerns and needs regarding inquiry testing to cope with the innovation called College Scholastic Abilities Test(CSAT), which was officially first administered as the nation-wide college entrance exam in 1994. This study adopted Concerns Based Adoption Model(CBAM) as the theoretical framework developed by Hall et al. 60 high science teachers (30 physics, 20 earth science, 10 others) were involved for the main study in August, 1992. In general. science teachers demonstrated a concern profile similar to that of 'nonusers'. They showed high level of concerns on the 'information' and 'personal' stage, while low level of concerns on 'management' and 'consequence' stage. Science teachers expressed their strong needs for knowledge and support to facilitate inquiry teaching and testing, text books written in inquiry mode. It is recommended that in-service trainings be provided based on the concerns and needs of teachers for a better teacher training and successful implementation of the innovation.

• Journal of Korean Elementary Science Education
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• v.23 no.1
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• pp.17-26
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• 2004

The purpose of this study is to verify the effect of science-play activity that isn't easily completed in a course of study, put in practice an development activity class on the scientific inquiry skills and the scientific attitude of elementary school students. For this purpose, the general activity was applied for the comparative group (40 students), the science-play activity was applied for the experimental group (34 students); they are composed of 5th and 6th graders elementary school students of 74, a class of an hour during a week. The results were analyzed by means of comparing between groups as well as within groups. The results of this research is as follows: Firstly, the science-play activity as an development activity was effective in the improvement of the scientific attitudes of elementary school students. Secondly, the science-play activity as an development activity was effective in the improvement of the scientific inquiry skills of elementary school students.

• Journal of the Korean earth science society
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• v.23 no.2
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• pp.147-153
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• 2002

Reasonable and reliable assessment method is one of the most important issues in science education, Partial credits method is an effective tool for assessing students' science inquiry problem solving. The purposes of this study were to classify the Problem solving types based on the analysis of the thinking Process, and how much the related science concept and the science process skills were used in solving science inquiry problems, and to describe the possibility and rationality of the assessment method that gives partial credit 128 high school seniors were selected and their answers were analyzed to identify science concepts they used to solve each problem, and the result was used as the criterion in the scientific concept test development. Also, to study the science inquiry problem solving type, 152 high school seniors were selected, and protocols were made from audio-taped data of their problem solving process through a think-aloud method and retrospective interviews. In order to get a raw data needed in statistical comparison of reliability, discrimination and the difficulty of the test and the production of the regression equation that determines the ratio of partial credit, 640 students were selected and they were given a science inquiry problem test, a science process skills test, and a scientific concept test. Research result suggested it is more reasonable and reliable to switch to the assessment method that applies partial credit to different problem solving types based on the analysis of the thinking process in problem solving process, instead of the dichotomous credit method.

• Journal of Navigation and Port Research
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• v.34 no.8
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• pp.669-677
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• 2010

About ten years have passed since the rules regarding establishing the Inquiry Counsels Association in the Act on the Investigation of and Inquiry into Marine Accidents were founded in 1999. In recent years, we expect to do the inquiry aid of a person involved in a marine accident, when the government enacted new regimes to better protect the rights of social minorities. But despite such rules regarding establishing the Inquiry Counsels Association, the government did nothing to found the Association for the last ten years. Especially, it is necessary a pivotal figure connecting to a similar work boundary, because persons qualified for an inquiry counsel are various. The authors think that the establishment of the Inquiry Counsels Association plays key part in resolving these problems. Therefore this study focused on the establishment of the Inquiry Counsels Association.

• Hwankyungkyoyuk
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• v.13 no.1
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• pp.75-86
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• 2000

The purpose of this study is to analyze the content of environmental inquiry activities and values of elementary school students written in their reports of the Energy Environment Inquiry Activity Contest which is a unit contest of the Youth Science Festival held annually in Korea and get some ideas for the valuable way of Korean environmental education. 10 teams' reports were gathered and the locality, class study area, inquiry theme, inquiry method and values were analyzed and introduced as case studies to get some insights to teach elementary school students environmental values through inquiry activities of science subject approach. Each teams set various inquiry themes in the content domain of energy resources and earth environment conservation focusing on each team's geographical characteristics and occurring environmental problems in their local areas. There were 16 sentences representing technocentrism and 12 sentences representing ecocentrism. 5 of 10 teams showed both of technocentrism and ecocentrism in their reports. But their was only scientific knowledge without any environmental values in one team's report. Inquiry activity is a good teaching-learning method to develop environmental literacy. There should be environmental values involved as far as it is the environmental inquiry activities using environmental subject matter. The result of this study proposes that environmental educators should actively intervene for inquirers to set a stage in the whole process to search for an alternative to solve environmental problems involved in their project activities. The reason is because the environmental education in the elementary school is established to operate by the infusion way into various subjects already existed in the Korean curriculum.

• 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 Chemical Society
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• v.64 no.5
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• pp.277-290
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• 2020

In this study, four gifted students in the second year of middle school at Gifted Education Center of the National University in Jeollanam-do were surveyed students' perceptions of the effectiveness of science class using science writing heuristic in terms of metacognition and the goals of the 2015 revised science curriculum. Through questionnaires and interviews with gifted science students, science gifted students recognized that the science class using science writing heuristic had a positive effect on the four subdomains (planning, monitoring, control, and evaluation) of metacognition. For this reason, the science gifted students presented self-directed experience in designing experiments, continually checking the collected experimental data, feedback process, and reflecting experience in preparing conclusions. Science gifted students recognized that science class using science writing heuristic had a positive effect on the goals of the 2015 revised science curriculum(attitudes, inquiry, knowledge, Science·Technology·Society(STS), and the enjoyment and usefulness of science learning) that correspond to through inquiry science writing lessons. For this reason, the science gifted students presented self-directed inquiry experiences, continual inquiry experiences on the same subject, thinking process at each stage of inquiry, learning experiences through inquiry, experience of the whole inquiry process, and inquiry of phenomena closely related to real life. Therefore, for the effective science class, it is necessary to apply the characteristics of science class using science writing heuristic which is responded by science gifted students to general science class as well as science gifted class later.

• Journal of The Korean Association For Science Education
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• v.25 no.5
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• pp.610-623
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• 2005

This was a theoretical study of which the goal was to provide a foundation for developing and implementing earth science inquiry activities based on abduction as a scientific inquiry method. Through a review of relevant literature, the study examined the nature of earth science in terms of the goals of earth science inquiry and the characteristics of what is investigated in earth science. It also explored the forms and meanings of abduction, thinking strategies used in the abductive inference, and the abductive inquiry model. Abduction is the process of inferring certain rules (e.g., scientific facts, principles, laws) and providing explanatory statements or hypotheses in order to explain some phenomena. This method was found to be well-suited to the earth science inquiry which studies the causes and processes of natural phenomena in the earth and space environment. Abduction has the nature of ampliative, selective, evaluative, and creative inference, and several thinking strategies, including reconstruction of data, heuristic generalization, analogy, existential, conceptual combination, and elimination strategies, are employed for inferring rules and suggesting hypotheses. This study found the abductive inquiry model to be adaptable to earth science classrooms, and it is therefore suggested that earth science instructions should be based on the abductive method and that research work concerning the abductive inquiry in the classroom should follow.