• Title/Summary/Keyword: science inquiry activities

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An Analysis of Science Inquiries as Presented in Elementary Science Textbooks (초등 교과서에서 제시된 과학 탐구 활동의 분석)

  • Shim, Kew-Cheol;Park, Jong-Seok;Park, Sang-Woo;Shin, Myeong-Kyeong
    • Journal of Korean Elementary Science Education
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    • v.26 no.1
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    • pp.24-31
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    • 2007
  • Research into scientific inquiry methods indicates that providing various types of inquiry methods can enhance students' science loaming in terms of providing students with actual science in various ways' more so than exposure to one type of inquiry method. This article develops a framework for an analysis of scientific inquiry types based on the nature of scientific enterprise. We selected three types of scientific inquiry: these were minds-on activities, hands-on activities, and experimenting. Elementary science textbooks in the 7th national science curriculum were analysed according to the following subject areas; earth science, physics, biology, and chemistry. A total of 61 teaching units from 3rd through 6th grade science textbooks were investigated. The frequencies of each type of scientific inquiry method were slightly different among four science subject areas. The most frequent type which appeared in physics and chemistry was the hands-on type, while the minds-on activity type was the most frequent type which appeared in earth science and biology.

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The Comparative Analysis of Inquiry Activity in Primary Science Curricular Materials of Korea and SCIIS (한국의 국민학교 자연 교과서와 SCIIS의 탐구 활동 버교 분석)

  • Kim, Jin-Yong;Chun, Wan-Ho;Hur, Myung
    • Journal of The Korean Association For Science Education
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    • v.13 no.1
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    • pp.56-65
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    • 1993
  • The purpose of this study is to analyze the inquiry activities of SCIIS and Korea primary school science curricular meterials and to make suggestions for the improvement of inquiry learning based on the analysis The Scientific Inquiry Evaluation Inventory (SIEI: Myung Hur, 1984) was used to evaluate the inquiry activity content of the primary school "Science, Level-6" and "SCIIS, Level-6" textbooks. The results are as follows: 1) The inquiry activities of Korean science textbooks are stressing on gathering and organizing data, but rarely require students to formulate a hypothesis, to design an experiment. 2) The SCIIS textbooks relatively tended to put more weight on interpreting/ analysing data and hypothesizing/ designing experiments. 3)The Korean science textbooks had little concern about establishing hypothesis and designing experiments, interpreting / analysing data. 4) The SCIIS textbooks require students to perform a variety of inquiry skills when compare to Korean science textbooks. 5) Competition / Cooperation Scale checks the level of competition and cooperation among student teams inherent in science curricular materials. The result from each team is incorporated into the formation of a class result. The communication is required to formulate a synthesized class response, enhances cooperation among teams. The SCIIS(84%) is the higher than Korea(50%) in cooperation scale. 6) Korean science textbooks rarely require students to discuss about experiment when compare to SCIIS textbooks. 7) Korean science textbooks provide students with both inquiry problems and experimental procedure, or including answers SCIIS textbooks provide students with both inquiry problems and experimental procedure, or problems only. 8) The Korean textbooks emphasize demonstrating or verifying of the text while the SCIlS emphasize extending the content of the text in inquiry scope scsle. The inquiry pyramid which helps analysis the inquiry activity curriculum as a whole is one of type 1- the course is centered on gathering and organizing data. The SCIIS are better than the Korean science textbook in the light of proportion of interpreting / analysing data and hypothesizing / designing experiments.

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The Effects of Small Group Inquiry Activities Using IIM on Science Process Skills and Scientific Attitudes in Elementary students (IIM을 적용한 소집단 탐구학습이 초등학생들의 과학 탐구능력 및 과학적 태도에 미치는 효과)

  • Park, Yun-Hee;Lee, Ha-Lyong;Moon, Seong-Bae
    • Journal of the Korean Society of Earth Science Education
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    • v.3 no.2
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    • pp.148-157
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    • 2010
  • The purpose of this study is to examine the effect of small group inquiry activities using IIM on the science process skills and scientific attitudes of students in higher elementary grades. To verify research problems, the subjects of this study were fifth-grade students selected from two classes of an elementary school located in Busan : the research group was composed of thirty students who participated in small group inquiry activities using IIM teaching model situation, and the other was composed of thirty students(comparative group) who participated in a teacher map- based learning situation. For six weeks, the small group inquiry activities using IIM were executed in the research group, while the teacher-map based instruction was conducted in the comparative group Test showed the following results: First, the research group showed a significant improvement in their science process skills compared to the comparative group. Second, the research group did not show a significant improvement in their scientific attitudes compared to the comparative group. In conclusion, small group inquiry activities using the IIM teaching model was more effective than the teacher map-based teaching model on science process skills. However, since the study has a limit on the object of the study and the applied curriculum, the additional studies need to be conducted with an extended comparative group and curriculum.

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- For the Development of Inquiring, integrated Science Curricular Materials - The Comparison and Analysis of Inquiry Activity between "The FAST Program" and "The Secondary Science Books" (탐구적 통합 과학 교재 개발을 위한, "FAST program"과 "중등 과학 교과서"의 탐구 활동 비교 분석)

  • Son, Yeon-A;Lee, Hack-Dong
    • Journal of The Korean Association For Science Education
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    • v.14 no.1
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    • pp.45-57
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    • 1994
  • The purpose of this study is to verify whether the FAST program is the Inquiry Science Curricular Materials, through the Comparison and Analysis of Inquiry Activities between the FAST program and our Secondary Science Books. The results of this study are as follows ; 1. FAST has 226 tasks of the Inquiry Activities, which is analyzed over two times than our text. 2. In level one, FAST holds the parts of Synthesizing Results and Evaluation, Hypothesizing and Designing an Experiment but u.ese aren't found in our text. 3. In level two, our text is analyzed No Discussion 72.2%, Demonstrating or Verifying the Content of the Text 82%, but FAST has Discussion Guided 81.8%, and isn't found any tesk of Demonstrating or Verifying the Content of the text. 4. In level three, our text is exposed a typical type I and analyzed Inquiry Index 15-25 ( Middle ), but FAST is found type IV, excepting Manipulating Apparatus and Observation and analyzed Inquiry Index over 35 ( Very - High ). Therefore, FAST Program is proved to be the desirable Inquiry Science Curricular Materials. In future, this worker is to arrange the results of the following paper as follows ; 1. The verification of the FAST Program by means of the Integrated Science Curricular Materials. 2. The development of the Inquiring, Integrated Science Curricular Materials through the results of the preceding study.

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An Analysis on the Changes of Achievement Standards and Inquiry Activities in the 2015 Revised National Elementary School Science Curriculum (2015 개정 초등 과학과 교육과정의 성취 기준과 탐구 활동 변화 분석)

  • Park, Jae-Keun
    • Journal of Korean Elementary Science Education
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    • v.36 no.1
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    • pp.43-60
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    • 2017
  • The purpose of this study was to compare the configuration changes of content elements and inquiry activities between 2009 and 2015 revised national elementary school science curriculum, and to examine the trends in achievement standards. The results of this study were as follows. First, the number of content elements presented in the 2015 revised science curriculum was slightly decreased in comparison to 2009 revised one, but fell short of goal level for revision, that was to cut 20 percent of present achievement standards. The characteristics of changes in achievement standards were to enhance the relation to practical life, to integrate the content elements separated, and to adopt the achievement standard to introduce new concept. Second, the number of inquiry activities presented in the 2015 revised science curriculum was also slightly decreased, and to be linked with the changes of achievement standards. In some cases, the range of inquiry activity was adjusted, or the unit to present it was changed. Teacher should know exactly about the elements to be changed in the 2015 revised national elementary school science curriculum, and it will be needed them to make an efforts in the cause of its smooth application.

Analysis of Features Related to Authentic Science Inquiry Appear in Open-ended Activities of the Elementary Science-gifted Students (초등과학 영재학생의 개방적 탐구 활동에서 나타난 참과학탐구의 특정 분석)

  • Kang, Eun-Ju;Kim, Sun-Ja;Park, Jong-Wook
    • Journal of Gifted/Talented Education
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    • v.19 no.3
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    • pp.647-667
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    • 2009
  • This study intends to analyze open-ended inquiry activities of elementary science-gifted students in terms of how similar they are to authentic science inquiry and suggest desirable ways to make more effective programs for the gifted. For this study, we selected a small group with five elementary science-gifted students who had participated in the open inquiry program of summer camp held in the Institute for Science Gifted Education and collected data through recording and video-taping their discussion and performance from planning to coordinating inquiry results. The data was analyzed in terms of epistemological features and cognitive process in authentic science inquiry. The results is as follows. In terms of epistemology, students' inquiry methods were theory laden and they constructed knowledge in collaborative groups. For example, the students often discussed about performing the thought experiment and scientific concept related to inquiry task or their opinion. And in terms of cognitive process, their designing inquiry was similar to authentic science inquiry especially selecting variables, planning procedures, controlling variables, planning measures.

Analysis of Inquiry Activity of the 7th Grade Science Textbook Based on the 7th Curriculum (7차 교육과정에 따른 7학년 교과서의 탐구활동 분석 -물질 영역을 중심으로-)

  • Jongseok Park;Jaehyun Kim;Haiil Ryu
    • Journal of the Korean Chemical Society
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    • v.47 no.1
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    • pp.67-71
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    • 2003
  • The present study examined the inquiry type, process, and context of activities presented in the matter field of the 7th grade science textbook based on the 7th curriculum. It was to investigate for educational suggestions in instruction and development of science textbook. Three units of ‘three states of matter', ‘motion of molecule', ‘the state change and energy' were analyzed. The result indicated that the types, processes and skills, and context of inquiry were not balanced, and learners should be educated with complementary inquiry activities. It is proposed that the inquiry activities presented in science textbooks be examined, and the framework to evaluate inquiry activities be reflected on the standard of science textbook authorization for development of the science textbook to accord with aims and objectives of curriculum.

Content Diversity Analysis of Elementary Science Authorized Textbooks according to the 2015 Revised Curriculum: Focusing on the "Weight of an Object" Unit (2015 개정 교육과정에 따른 초등 과학 검정 교과서 내용 다양성 분석 - '물체의 무게' 단원을 중심으로 -)

  • Shin, Jung-Yun;Park, Sang-Woo;Jeong, Hyeon-Ji;Hong, Mi-Na;Kim, Hyeon-Jae
    • Journal of Korean Elementary Science Education
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    • v.41 no.2
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    • pp.307-324
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    • 2022
  • This study examined the content diversity of seven authorized science textbooks by comparing the characteristics of the science concept description and the contents of inquiry activities in the "weight of objects" unit. For each textbook, the flow of concept description content and the uniqueness of the concept description process were analyzed, and the number of nodes and links and words with high connections were determined using language network analysis. In addition, for the inquiry activities described in each textbook, the inquiry subject, inquiry type, science process skill, and uniqueness were investigated. Results showed that the authorized textbooks displayed no more diversity than expected in their scientific concept description method or their inquiry activity composition. The learning elements, inclusion of subconcepts, and central words were similar for each textbook. The comparison of inquiry activities showed similarities in their contents, inquiry types, and scientific process skills. Specifically, these textbooks did not introduce any research topics or experimental methods that were absent in previous textbooks. However, despite the fact that the authorized textbook system was developed based on the same curriculum, some efforts were made to make use of its strengths. Since the sequence of subconcepts to explain the core contents differed across textbooks, this explanation process was divided into several types, and although the contents of inquiry activities were the same, the materials for inquiry activities were shown differently for each textbook to improve and overcome the difficulties in the existing experiments. These findings necessitate the continuation of efforts to utilize the strengths of certified textbooks.

Analysis on the Complexity of Scientific Reasoning during Pre-service Elementary School Teachers' Open-Inquiry Activities (예비초등교사의 자유 탐구 활동에서 나타나는 추론 복잡성 분석)

  • Jeong, Sun-Hee;Choi, Hyun-Dong;Yang, Il-Ho
    • Journal of Korean Elementary Science Education
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    • v.30 no.3
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    • pp.379-393
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    • 2011
  • The purpose of this study was to analyze the complexity of scientific reasoning during open inquiry activities of pre-service elementary school teachers. In this study, 6 pre-service elementary teachers who participated in open-inquiry activities were selected. The data of scientific reasoning during their inquiry process was collected from the video recording of reporting about inquiry process and results, their reports and researcher's notetaking. CSRI Matrix (Dolan & Grady, 2010) was used to analyze the complexity of participants' scientific reasoning. The result showed that the degree of the complexity of their scientific reasoning varied in participants. Particularly the low degree of the complexity of scientific reasoning presented in posing preliminary hypotheses, providing suggestions for future research, communicating and defending finding. Also, The more pre-service teachers' epistemology of inquiry are similar to that of scientists, the more complex scientific reasoning represents. This results suggest that teachers should impress on students the importance of doing the precedent study and providing suggestions for future research, and provide a place for communicating and defending findings.

The Analysis of Inquiry Area in Middle School Science Textbooks by the Inquiry Elements Based on the 7th Science Curriculum - On the Chemistry Field of Science in Grade 9 - (제7차의 탐구요소들에 의한 중학교 과학 3교과서의 탐구 영역 분석 - 화학 분야에 대하여 -)

  • Koo, In-Sun;Lee, Jong-Won;Kang, Dae-Ho
    • Journal of the Korean Chemical Society
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    • v.48 no.4
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    • pp.414-426
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    • 2004
  • This study analysed inquiry process and activities of the inquiry area in the chemistry field of middle school science textbooks by the inquiry elements based on the 7th science curriculum. The purpose of this study is to grasp a degree of reflecting the 7th science curriculum in the 9th grade science textbooks, and to find out educational implications for the various inquiry learning. Overall, for the analysis of inquiry elements, basic inquiry elements except classification were well reflected on the middle school science textbooks in 9th grade. However, for the integrated inquiry elements, interpreting data occupies almost half of them. This phenomenon is shown in the analysis of inquiry process and inquiry activities, as well. Especially, project and field trip introduced in the 7th science curriculum are hardly found in the textbooks. 9th grade is classified as an upper grade in the 7th science curriculum in terms of inquiry level. Integrated inquiry elements and inquiry activity types, however, are not thoroughly reflected in the 9th grade science textbooks. It is desirable that a variety of inquiry learning of 9th grade be implemented by reconstructing inquiry area based on the results of this study. Hence the degree and ratio of utilizing the integrated inquiry elements and inquiry activity types to the inquiry area of science textbook in 9th grade should be studied.