• Korean Journal of Human Ecology
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• v.17 no.4
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• pp.601-608
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• 2008

The purpose of this study was to examine the effects of science activities using drawing on young children's scientific inquiry competences and scientific attitudes. The subjects of this research were a total of 40 young children at age 5 from two classes in G and C child care center which located in G city. The subjects were randomly assigned to two groups. The collected data were analyzed by t-test using SPSS program. The results of this study were as follow: First, experimental group which conducted the science activities using drawing showed significantly higher improvement in sub-factors of scientific inquiry competences, 'perseverance', 'creative', 'critical', and 'volunteering'. Second, experimental group which conducted the science activities using drawing showed significantly higher improvement in sub-factors of scientific attitudes, 'observing', 'measuring', and 'discussion'. Therefor, it might be concluded that science activities using drawing contributed to the development of scientific inquiry competences and scientific attitudes of young children.

• Journal of Korean Elementary Science Education
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• v.25 no.spc5
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• pp.522-531
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• 2007

A Science Camp Program was developed and applied as an intensified course for gifted students. The implications for the development and implementation of out-of-school science activities were also deduced through the analysis of the preliminary application results. The key point of the science camp program is to boost students' science inquiry skills through self-directed activities. Several positive effects in terms of interest and participation in the program were observed and some implications were derived as follows; (1) The program should provide the students with more opportunities for discussion and debate in group activities. (2) The tasks need be divided into two parts; basic tasks and optional tasks in order to ensure that the students engage in fewer tasks more intensively. (3) Each activity needs sufficient orientation taking consideration of the possibility that not all students may be ready for the inquiry. (4) The use of real examples of scientific research processes can help the students develop open inquiry skills and problem posing skills.

• Journal of the Korean Chemical Society
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• v.67 no.5
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• pp.353-361
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• 2023

This study analyzed the uses of visual representations of particles in the matter units of the middle school science textbooks developed under the 2015 Revised National Curriculum. The material units in four textbooks were divided into explanation, inquiry, and evaluation sections, and visual representations of particles presented in the science textbooks were analyzed by the use type, the activity type, and the level of activity. In the explanation section, the visual representations of particles were mainly presented in the auxiliary use type, and in the inquiry and evaluation section, they were mainly presented in a direct use type. In terms of the activity types of the direct use of visual representations of particles, the interpreting activity was mainly presented in the explanation and evaluation sections, while the generating activity and completing activity were presented in relatively higher proportion in the inquiry section than the other two sections. In terms of activity level, identifying was the most common activity level in the explanation section, and inferring was the most common activity level in the inquiry and evaluation sections. Based on these results, the implications for the presentation and uses of visual representations of particles in science textbooks are discussed.

• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.389-403
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• 2019

This study aims to analyze criteria and characteristics for preservice elementary teachers' critiques of their peers' inquiry-based instruction. This study reviews critiques written by 31 preservice elementary teachers enrolled in an elementary school science inquiry methods course wherein the teachers designed and implemented inquiry-based instruction. These preservice teachers participated in inquiry-based instruction as if they were elementary students and then evaluated their peers' instruction. Analysis of the critiques reveals that preservice teachers evaluated their peers' instruction on the following criteria: instruction context, science content, teaching strategies, students, instructional goals, non-verbal attitude, and assessment. Their beliefs about teaching science inquiry were reflected in the critiques. Additionally, it was found that four orientation for teaching inquiry-didactic, academic rigor, activity-driven, inquiry orientation-reflected in critiques; some of critiques held more than one of these orientations. And they did not merely criticize but suggested alternatives to general teaching strategies; furthermore, of inquiry-instruction specific teaching strategies. They showed higher epistemic understanding of inquiry-based instruction after mid-term demonstrations. The evidence demonstrated that the proportion of critiques specifically about inquiry-based instruction increased after the mid-term demonstrations. Moreover, the post mid-term critiques emphasized interaction between students as well as understanding of the nature of science. These findings could provide implication for teaching inquiry and criticizing others' instruction as part of elementary school science courses in preservice elementary teacher education.

• Journal of Korean Elementary Science Education
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• v.34 no.3
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• pp.288-296
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• 2015

This study aimed to analysis of concepts and inquiry activities related to the 'Earth Science' area in the South Korean elementary school textbooks to the current and to seek the improvement of future textbook. For the study, we were collected South Korean elementary school textbooks to the current. After the collection had been made, we were analyzed related to the 'Earth' area in the South Korean elementary school textbooks and were extracted central concepts and inquiry activities. The result of this study: First, there were 'A change in the land', 'Strata and Fossil', 'Volcanoes and Earthquakes', 'Earth and Moon', 'The weather', 'The Solar system and the Star', and 'Seasonal Change' in the central concepts related to the 'Earth' area in the South Korean elementary school textbooks to the current. Second, central concepts were almost the same but the curriculum was changed. Third, inquiry activities also were confirmed to be maintained with little change. This result was believed that it can provide a variety of suggestions at this point in changing the curriculum.

• Journal of Science Education
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• v.41 no.3
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• pp.318-333
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• 2017

In this study, we analyzed activities in life science chapters of middle school 'science' textbooks for the 2009 revised Korea national curriculum and examined the difference between the analysis based on scientific practices and the analysis based on inquiry skills. As a results, there was a lot of inquiry skills in the order of 'reasoning', 'observing', 'classification' in the all of grade. In scientific practices, 'data analysis and interpretation' and 'constructing explanations and devising problem solving' were biased. This shows that life science inquiry activities in middle school 'science' textbooks are lacking in diversity in scientific practice elements as well as inquiry skills, and that the goals of the activities are limited. In addition, through the interrelationships between scientific inquiry skills and scientific practice elements, we examined contents relevance in the transition from inquiry function center to scientific practice, and compared with the results of inquiry activities in textbook, The results of this study were matched monotonously due to the tendency to basic inquiry-data interpretation / basic inquiry-explanation. This comes from results of the lack of diversity in activities presented in middle school 'science' textbooks. In this study, it is suggested that efforts should be made to include diverse scientific practice elements in the process of realizing 2015 revised Korea national curriculum from the simple and diversity-less inquiry activity through analyzing the textbooks of the 2009 revised Korea national curriculum.

• Journal of Korean Elementary Science Education
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• v.28 no.1
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• pp.55-66
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• 2009

The purpose of this study is to assist understanding the integrated subjects and to obtain implications required on the actual operation of curriculum by analyzing content elements and basic inquiry activities in the revised "wise lift" curriculum 2007. The result of this study is as follows. First, the formation of elements in contents of "wise life" deals with the passage of time based on changing seasons, myself and family in the 1st grade and the concept of space based on home and a village in the 2nd grade. Six main subjects and twelve activity subjects are presented per each grade. Second, number of activity subjects and content elements are reduced as compared with 7th curriculum so that the responsibility of operating classes based on activities is reduced and the purpose of rationalizing contents is somewhat fulfilled. Third, eliminating a relevant domains decisively when presenting the activity subjects assures the identification and purpose as the integrated subject focused on inquiry activities. Fourth, the result of analyzing the course-relevance on content elements shows that the allotment per each domain and course is less considered but the relevance of social studies is higher regardless of non-course characteristics as the integrated subject. Fifth, according to the component ratio of basic inquiry activities, 'Observing' and 'Debating' were presented as the most essential activities, and 'Measuring' and 'Making' were relatively low. By considering characteristics of course requiring balanced and various experiences of inquiry activities, additional discussions are required on appropriateness of the component ratio. Sixth, 'Observing' was increased and 'Debating' and 'Making' were decreased on the main activities in this revised curriculum as compared with 7th curriculum.

• The Journal of Korean Association of Computer Education
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• v.17 no.2
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• pp.1-9
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• 2014

In this paper, we study inquiry tendency in informatics textbooks for middle school students. These textbooks were written in accordance with 2009 revised national curriculum, and were adopted in schools starting from 2013. Romey analysis was implemented to analyze inquiry tendency in six textbooks using four different criteria-text, data, activity, evaluation. The results showed that some textbooks displayed a low level of inquiry tendency, lacking participation from students and employing an authoritative tone. Among four factors, the 'activity' displayed the highest degree of inquiry tendency while the 'text' retained the lowest level of inquiry tendency. The Romey measures in some sections were zero, thereby indicating room for improvement.

• Journal of the Korean earth science society
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• v.27 no.4
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• pp.364-373
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• 2006

The purpose of this study is to investigate inquiry levels in the laboratory practices of beginning middle school science teachers. For this research eight teachers were chosen among a pool of beginning teachers. Then four finalists were chosen individually by interviews. Topics associated with hands-on activity experiments were provided by the author. In order to analyze teaching-skill development, classroom observations were made under the same topic after one year. The inquiry levels of four novice teachers were confirmation or structured inquiry but the inquiry levels were not out of confirmation or structured inquiry levels when those compared to last year's one. This study contributes to the professional development of teachers and provides various informations for instructional development of beginning teachers.

• Journal of the Korean earth science society
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• v.27 no.5
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• pp.509-520
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• 2006

The purpose of this study was to analyze laboratory instructions in a secondary school science with an analysis instrument on science laboratory instruction. For its purpose, we used an instrument that analyzes three dimensions of the secondary laboratory instructions. This analysis instrument was composed of 3 categories (the aim of the laboratory activity, interaction, and inquiry process) which are spread into 20 sub-categories, and its validity was checked by four science educators with factor of 0.89. For its purpose, 21 sessions of lab instructions were video-recorded and transcribed. According to the results, in the aims category, the instructions mainly focused on two aims; acquiring the declarative knowledge and increasing attitudes toward science. In the interaction category, some of the observations made were that the teachers's questions could not gather the students' divergent thinking, their directive instructions were centered around themselves rather than giving opportunities for students to be centered within laboratory activities, and students' interaction were rarely shown. Therefore, interaction was classified as level I. In the inquiry process, presenting phenomenon or questionings about the subjects were little observed, and students' hypothesizing and predicting were almost nonexistent. Most of the activity designs within lab session were given from the teachers' directions or worksheets, and students solely focused on data collecting and recording. Hence, inquiry process were classified level I.