• Title/Summary/Keyword: science inquiry

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Effects of Inquiry Activity through Growing Lettuce on Science Inquiry Skills for Five Grade Elementary School Students (상추 기르기를 통한 탐구활동이 초등학교 5학년의 과학탐구능력에 미치는 영향)

  • Jeong, Sun Jin;Moon, Ji Hye;Lee, Sang Mi;Jo, Hye Jin
    • Journal of Agricultural Extension & Community Development
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    • v.20 no.4
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    • pp.1023-1043
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    • 2013
  • This study has a purpose to research the effects of 'growing lettuce program for science inquiry skills' on science inquiry skills' on science inquiry skills for five grade elementary school student. The program which applied in this research was integrated by plants that could be grown easily for teachers and students and inquiry factors of elementary school science curriculum. To achieve the purpose, the 'Growing lettuce program for science inquiry skills' was provided for total 10 times, eighty minutes every week, through the discretionary activity time from April 5 to June 14 2013. The experimental group was fifth grade one class of H elementary school located in Suwon, and control group was fifth grade other class in the same school. We investigated scientific inquiry competence before and after the survey of two groups all. The total scores for scientific inquiry competence for experimental group and control group were increased significantly before and after running the 'Growing lettuce program for science inquiry skills'. However, the experimental group showed more improvement in six inquiry factors of observation, classification, inference, expectation, data interpretation, and hypothesis establishment than the control group.

An Analysis on Views of Nature of Science and Science Inquiry of Science Gifted Students (과학 영재의 과학 본성과 탐구 관점 분석)

  • Lee, Hang-Ro
    • Journal of Gifted/Talented Education
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    • v.21 no.2
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    • pp.511-530
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    • 2011
  • This study aims to find out science talented students' percentage of cognition about the views of nature of science and science inquiry which are essential for having a good understanding with science concepts. Each group of 40 science gifted students and 35 ordinary students was tested with a test of views of nature of science and science inquiry which consisted of 19 items with index of content validity 97% and reliability index 0.86, then its results being compared and analyzed. A group of science gifted students' percentage of cognition about the views of nature of science ranges from 20% to 97.5% -although it differs according to detailed views-showing its mean of 67% (50% in a group of ordinary students). Especially, the percentage of cognition about the sub view that there can be different opinions among scientists was high among woman science gifted students. A group of science gifted students' percentage of cognition about the views of science inquiry ranges from 27.5% to 77.5% -although it differs according to detailed views- showing 53% in their mean (41.8% in a group of ordinary students). Especially, the percentage of cognition about the sub view that scientists can have different research methods was high among woman science gifted students. The percentage of mistaken cognition by science gifted students about views of nature of science and about views of science inquiry was 33%, 47% respectively.

A Case Study on the Features of Classroom Norms Formed in Inquiry Activities of Elementary Science Classes (초등학교 과학 수업의 탐구활동에서 형성되는 교실 규범의 특징에 대한 사례 연구)

  • Chang, Jina;Song, Jinwoong
    • Journal of The Korean Association For Science Education
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    • v.35 no.2
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    • pp.303-312
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    • 2015
  • The purpose of this study is to analyze classroom norms formed in inquiry activities of elementary science classes and to consider about the actual problems in enacting school science inquiry. Focusing on the inquiry activity cases of two classes, the data were collected through classroom observation, student interview, teacher interview and questionnaires. Firstly, classroom norms were categorized into three categories theoretically: norms for behavior guidance; general academic norms; and scientific inquiry academic norms. The subcategory norms of each category were extracted inductively and the features, the causes of formation, and the influences on inquiry of each norm were also analyzed. Based on the analyses on classroom norms, the researchers identified three actual problems in enacting school science inquiry. First, the collective traits of school science inquiry caused structural problems in science classrooms. Second, teachers used their authorities in different ways according to phases of instructions. Third, the conflict cases were reported between general values for education and specific values for science inquiry. Educational implications are discussed in terms of the practices of school science inquiry and of the understanding classroom phenomena.

Characteristics of School Science Inquiry Based on the Case Analyses of High School Science Classes (고등학교 과학수업 사례 분석을 통한 학교 과학 탐구의 특징)

  • Lee, Sun-Kyung;Son, Jeong-Woo;Kim, Jong-Hee;Park, Jongseok;Seo, Hae-Ae;Shim, Kew-Cheol;Lee, Ki-Young;Lee, Bongwoo;Choi, Jaehyeok
    • Journal of The Korean Association For Science Education
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    • v.33 no.2
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    • pp.284-309
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    • 2013
  • This study aims to explore how to characterize high school science inquiry. For this research, data were collected from fifteen science classes (18 hours), through observation and videotaping, interviews with a few students and their teacher, and documents such as lesson plan or activity sheet in 13 Science Core High Schools. All the data were transcribed and analyzed. Analyses of these transcripts were proceeded in three steps: first, classroom cases showing active interactions between teacher-students and among students were selected; second, according to cognitive process of inquiry (Chinn & Malhotra, 2002), each segment was analyzed and interpreted; lastly, distinctive cases were determined to show essential features of school science inquiry. Based on the analyses, we characterize high school science inquiry in terms of features of variables controlling-device improvement, design studies, evidence-explanation transformation, and reasoning to formulate explanations from evidence. Teachers' role and educational support were discussed as well as the practical characters or features of school science inquiry.

Development of a Test of Science Inquiry Skills for Elementary School Fifth and Sixth Graders (초등학교 고학년 학생의 과학 탐구능력 측정을 위한 평가 도구 개발)

  • Song, Kyoung-Hye;Lee, Hang-Ro;Lim, Cheong-Hwan
    • Journal of The Korean Association For Science Education
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    • v.24 no.6
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    • pp.1245-1255
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    • 2004
  • The purpose of this study is to develop a valid and reliable evaluating instrument for elementary school fifth and sixth graders. The instrument is developed through R&D procedure, which includes two checks of science specialist and two field trials of the instrument. Evaluating items are content-free for each science inquiry skill. Each science inquiry element is based on SAPA and the 7th curriculum. This study has selected 10 science inquiry skills(observing, classifying, measuring, predicting, inferring, recognizing of a problem, controlling variables, interpreting data, drawing a conclusion, designing an experiment), formulated a clear definition of the elements of science inquiry skills, and established the objectives of evaluation. The content areas are divided into three categories, material and energy, life and environment, and the earth and circulation. Each category contains 10 items. So the instrument consists of 30 items. The content validity of items, objectivity of the scoring keys, and clarity of the items has been checked twice by specialists in science education. At the same time, two field trials were performed to produce the reliability of the instruments, discrimination index, and item difficulty index. The instrument has the content validity is 91.6%, reliability 0.79, objectivity 93.3%, discrimination index 0.30, and item difficulty index 66.1%.

Analysis on the Characteristics and Criteria Development in Performing Science Inquiry Tasks for Elementary School Students (초등학생 과학 탐구과제 수행 특성 분석 및 채점기준 개발)

  • Ham, Eun Hye;Lee, You-kyung;Park, So-Young;Park, Hyejin;Lee, Sunghye
    • Journal of The Korean Association For Science Education
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    • v.42 no.2
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    • pp.239-252
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    • 2022
  • This study aims to develop performance criteria based on characteristics observed in science inquiry tasks for elementary school students. First, the performance characteristics by observing 70 fifth-grade elementary school students' science inquiry activity report are listed. Second, the checklist-type scoring criteria in connection with the theoretical framework of scientific inquiry process and relevant competencies are developed. Third, with the developed scoring criteria, 11 raters participate in scoring 350 students' reports. The main findings are as follow: first, the scoring data are well-fitted for the many-faceted Rasch model, and 22 scoring criteria are reasonably-well differentiated for various levels of proficiency. Second, at low performance level, observable characteristics are to answer questions explicitly required by the task or to observe objects or phenomena using pre-learned scientific concepts, while at high performance level, to explore additional data other than given data or to reflect on one's experimental process. Based on the results, the usefulness of analyzing students' performance characteristics for developing the scoring criteria, and further research directions are discussed.

The Effects of Science Inquiry Learning Applying Open- Ended Hypothesis-Testing Learning Model: On the ‘Metals and Their Applications’ Unit in Chemistry (개방적 가설검증 학습모형을 적용한 과학 탐구학습의 효과:화학 I ‘금속과 그 이용’ 단원을 중심으로)

  • Jeong, Dae-Hong;Bang, Jeong-A;Choi, Chui-Im;Choi, Won-Ho
    • Journal of the Korean Chemical Society
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    • v.50 no.5
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    • pp.385-393
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    • 2006
  • In this study, we analyzed the effects of science inquiry learning that applies open-ended hypothesis-testing learning model in a high school chemistry class of grade 11 in respect of science process skills, science-related attitude, and appreciation towards science class by cognitive level. Open-ended science inquiry learning activities on Metals and their applications unit in Chemistry I were developed and applied to the treatment groups while the conventional science activities were applied to the control groups. Four classes of 92 students in a high school located in Seoul were assigned into the treatment and control groups, respectively. According to the results in the test of science process skills, the students treated with the alternative experiments emphasizing open-ended hypothesis-testing obtained higher scores in experimental design, data conversion and description, and hypothesis test than those with conventional experiments but not in problem cognition and definition and hypothesis fixing'. There was negative effect on science-related attitude due to increased roles and tasks in the open-ended science inquiry learning activities.

The Effects of Constructivist Instruction on Science Inquiry Skills and Science-Related Attitudes of Elementary School Students (구성주의적 수업이 초등학생의 탐구능력 및 과학에 관련된 태도에 미치는 효과)

  • 김진규;임청환
    • Journal of Korean Elementary Science Education
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    • v.17 no.2
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    • pp.1-10
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    • 1998
  • The purpose of this study was to evaluate the effects of constructivist instruction on science inquiry skills and science-related attitudes, and to investigate the students' responses to the lesson using constructivist instruction. In this study, 108 students of sixth graders from four classes were intentionally selected from two elementary schools located in Gyungsan city, Kyungsangbukdo. Two classes of 54 students were used by the constructivist teaching program and the other two classes were handled by the traditional teaching program. Two teachers who have twenty years' careers guided the program prepared by researcher to the students and this examination was conducted for 8 weeks (total 20 class hours). In pretest and posttest, both groups were tested in the science inquiry skills and science-related attitudes. An interview and questionnaire for the students analyzed the responses about the constructivist instruction. The major results of this study are as follows: First, in science inquiry skills test, there was no statistical significance between the score of the experimental group and that of the comparative group(p>.05). The ability of formulating problem in the experimental group was significantly higher than that in the comparative group at 0.05 level. In pretest and posttest, the experimental group was statistically significant on classifying, formulating problem, interpreting data, while the comparative group was not significant on those. Second, we can find that the experimental group has more positive effect on forming the desirable science-related attitudes than the comparative group(p<.05). Especially, experimental group is significantly higher the attitudes about the science curriculum than the comparative group at 0.05 level Third, constructivist instruction has more affirmative tendency of the students' learning activity. Constructivist instruction generated much interest and curiosity about science for the students, and this method prompted students' expression and discussion.

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Examining Pre-service Elementary Teachers' Views on Science Inquiry Teaching during Peer Teaching Practice (모의 수업 실행 과정에서 나타난 초등 예비 교사의 과학 탐구 수업에 대한 인식)

  • Yoon, Hye-Gyoung;Joung, Yong Jae;Kim, Mijung;Park, Young-Shin;Kim, Byoung Sug
    • Journal of Korean Elementary Science Education
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    • v.31 no.3
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    • pp.334-346
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    • 2012
  • For teachers' conceptions and understandings are critical to their decision making and classroom practice, this study attempts to understand pre-service elementary teachers' views and practices of science inquiry during peer teaching practice. Fifteen 4th year university students in teacher education program participated in peer teaching practice. Their teaching and reflective discussion were video and audio recorded and written lesson plans were collected for data analysis. Five science teacher educators individually looked into the data and shared their comments and interpretations on pre-service teachers' views and practice. The study findings suggest that pre-service teachers emphasized the importance of providing students with motivating resources in the beginning of lesson, employing certain inquiry teaching models, the process of predicting and dis/proving via experiment, and teachers' minimal intervention as the important features of inquiry teaching. Science teacher educators emphasized that it is critical to help children understand inquiry questions in the beginning of inquiry process, to be mindful of children's problem solving and critical thinking rather than following instruction models or simply going through prediction and test process. They also commented that teachers' guidance could lead a good inquiry process in classroom practice, not always interfering students' inquiry. Based on the findings, the study suggests science teacher educators need to understand what and how pre-service teachers view and practice science inquiry teaching and consider these as useful resources where they can start effective teaching for pre-service teachers at the university level.

Scientific Inquiry Activity of Elementary Science Textbook Analysis Based on Knowledge Information Processing Competence Elements (초등학교 과학 교과서 과학 탐구 활동의 지식정보처리역량 요소 분석)

  • Jeong, Eunju;Son, Jeongwoo
    • Journal of Science Education
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    • v.44 no.1
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    • pp.84-91
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    • 2020
  • In this study, we investigated the elements of knowledge and information processing competence of science inquiry activities in grades 3-6 science textbooks. For this purpose, the elements of knowledge and information processing competence were extracted and a framework for analysis was created. Analysis of eight science textbooks for grades 3-6 in elementary school was carried out using the analysis framework. The following results were obtained by the analysis framework: First, we divided the knowledge and information processing competence into five elements: 'collection,' 'analysis,' 'expression,' 'selection,' and 'evaluation.' Second, the elements of knowledge and information processing competence of science inquiry activity of elementary science textbooks were not evenly composed. The science inquiry activities of elementary science textbooks focused on 'collection' and 'analysis' among the five elements of the knowledge and information processing competence, followed by 'expression,' 'selection,' and 'evaluation.' As a result, we found that a science inquiry model or a science instruction model is needed to develop the knowledge and information processing competence in elementary school science curriculum.