• Journal of the Korean earth science society
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• v.27 no.4
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• pp.401-415
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• 2006

The science education reforms put the emphasis of scientific literacy, so that students can understand how scientific knowledge is constructed through scientific inquiry at schools. However, scientific inquiry at schools has a problem as a cookbook system without the opportunity of developing argumentation, where students could understand how they use evidence to support their theory or vice versa. Teachers are supposed to understand the basic elements, purpose, and definition of scientific inquiry to implement authentic scientific inquiry at schools, then develop the instructional strategies of providing the opportunity of scientific argumentation to meet its needs.

• Journal of Korean Elementary Science Education
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• v.30 no.2
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• pp.242-254
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• 2011

The purpose of this study was to understand the teaching effects according to the cognitive levels after conducting inquiry activities using science notebooks in the open inquiry activities of the elementary science class. The results of this study were as follow. first, students having the open inquiry activities using science notebooks showed improvement in scientific inquiry abilities in both groups with the low and high cognitive level. Second, regarding the changes of scientific attitudes, both groups with the low and high cognitive level exhibited improvement. According to the result of analyzing interaction between the cognitive level and class treatment on the effects for scientific inquiry abilities and scientific attitudes, there was no difference by the cognitive level. And the use of science notebooks in open inquiry activities had effects on improving scientific inquiry abilities and scientific attitudes regardless of the cognitive level.

• Journal of the Korean earth science society
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• v.33 no.5
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• pp.459-466
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• 2012

This study aimed to investigate the characteristics of pre-service elementary teachers' understanding about scientific inquiry in terms of designing exploration and reasoning that is used to formulate explanations based on evidence. The research context was an open inquiry with using the Science Writing Heuristic (SWH) template in which participant students were not provided with inquiry questions. As data, lab. 39 pre-service elementary teachers participated in this study while taking their science methods course. Analyses of the reports were framed by the cognitive processes of inquiry (Chinn and Malhotra, 2002) and each report was coded and analyzed by the framework of inquiry (Tytler and Peterson, 2004). Results showed that groups' works that utilized the SWH template encouraged the participants to interact each other about scientific inquiry. They came up with more relevant and testable questions for their scientific inquiry. It implicates that children will be able to have chances of testing their own questions more properly by using the SWH template in science classes just as the participants did in this study. The use of the SWH template would help pre-service teachers to teach appropriately how to test inquiry questions to their students in the future. Discussion was made to figure out the characteristics or Korean pre-service elementary teachers' understanding about scientific inquiry.

• The Journal of Korean Association of Computer Education
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• v.7 no.5
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• pp.57-70
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• 2004

This study is the subsequent study that has the objectives examining the relationships among 'substantive understanding', 'scientific literacy' and 'learning intention' in computer supported intentional learning environments and inquiry ability, variables for affecting knowledge construction derived from the finding out of the former study. As a result, the current study confirmed in CSILE the close correlation between 'the learning intention for scientific inquiry' and 'substantive understanding', between 'the learning intention for scientific inquiry' and 'scientific literacy'. Another result showed that 'scientific literacy' was the most significant predictor on inquiry ability. Base on the result of this study, the present researcher is about to make suggestions to stimulate learners' scientific literacy in CSILE-based inquiry learning.

• Journal of Korean Elementary Science Education
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• v.20 no.2
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• pp.271-280
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• 2001

The purpose of this study is to investigate how free inquiry activities affects the scientific process skills and scientific attitudes of 5th and 6th of elementary school students. For this study, 265 elementary students from 5th and 6th grade in Seoul were selected. In comparison group 130 students were implemented and to the experimental group 135 students who did not the free inquiry activities were implemented. The result of this study is as follows: First, curiosity was the most affective factor that motivate free inquiry activities and made them select their topics. Most of the students invested for the inquiry activity in less than 3 weeks. They had some help in every stages. Students became interested in free inquiry activities because they learned new facts and enjoyed doing experiments and they wanted to continue for the same reasons. Second, free inquiry activities had little effect on the basic science process skills of the experimental group, compared to the control group at the significant difference of p=0.05. Third, free inquiry activities had considerable effect on the integrative inquiry process skills of the experimental group, compared to the control group at the significant difference of p=0.05. Fourth, the result of the post-test of the experimental group showed that free inquiry activities had no effect on scientific attitudes at the significant difference of p=0.05. In conclusion, free inquiry activities will be much more effective in developing integrative inquiry process skills than in developing basic scientific process skills and scientific attitudes.

• Journal of The Korean Association For Science Education
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• v.39 no.2
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• pp.221-232
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• 2019

Despite the continuing emphasis on the importance of scientific inquiry, research studies have commented that authentic scientific inquiry is not implemented in school science classroom due to a lack of understanding of scientific inquiry by the teacher. The purpose of this study is to investigate understanding of scientific inquiry developed by beginning teachers through open-ended questionnaire and semi-structured interview. They voluntarily set up the goal of inquiry-based classes, planned inquiry-based classes, shared and reflected their teaching experience in professional learning community for more than a year. It appeared that participant teachers understood scientific inquiry as 'what scientists do', 'process how students do science' and 'science teaching methods.' All teacher participants described scientific inquiry as 'what scientists do', and understood 'the process of doing scientific investigation to solve problems related to natural phenomenon' and 'the process of constructing scientific knowledge using scientific practice.' Two participant teachers seemed to understand scientific inquiry as a 'teaching method' based on the understanding of the process how scientists or students do science. Participant teachers had a limited understanding of scientific inquiry that it is the same as laboratory works or hands-on activities prior to engaging the professional learning community, but they developed an understanding of scientific inquiry that there are various ways to conduct scientific inquiry after engaging in professional learning community.

• Journal of Korean Elementary Science Education
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• v.25 no.3
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• pp.271-280
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• 2006

In this paper, an Online Scientific Inquiry Learning System was developed with the aim of improving student's scientific literacy and scientific inquiry ability. It was determined that there should be 4 distinct principles applicable to the design of the Learning system. First, it should enrich learner's motivation. Second, it should provide students with the chance for reflecting on the inquiry process. Third, it should emphasize multi-dimensional forms of interaction. Fourth, students should be able to create new information through it. The server system including the database, equation editor, reporting tool, search engine were all utilized for developing the learning system. In addition, the authors produced 24 web-based projects which were guided inquiry activities in which various inquiry abilities (reasoning, prediction, experiment design) could be developed. An Online Scientific Inquiry Learning System is not the only program which could be utilized in improving scientific inquiry abilities, but at the very least, such a system can serve as the prototype for developing an online learning system.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.2
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• pp.101-111
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• 2013

The purpose of this study was to investigate the characteristics and proprieties of the granite observing results in the 4th grades elementary students' scientific inquiry activities. For this, the 4th, 94 students participated in granite observing activity which had objects to collecting applicable scientific facts for the distinguishing granite among the volcanic rocks. Following are the study results. First, the 829s of total results (879s) were admitted as the facts, but the rest, 50s were not the facts but the inference results. Second, the 542s results which were related to the shape, weigh, size, smell, sound, and touch (feeling) containing glittering of the rock specimen were the useless for the inquiry objects. And only the 85s results were the scientific facts which were deserved the admitting propriety for the inquiry objects. Third, the 185s results which were targeting to the particles (minerals) on the rock specimen were the admitting facts, but the 163s facts which were related to color, size and shape of the particles were deserved as admitting propriety for the inquiry objects. Consequently, the focusing on the proprieties of the granite observing results in the elementary students' scientific inquiry activities, only the 248 results (28.2%) of the total 879s were the admitting proprieties as the meaningful scientific facts in the scientific inquiry activities.

• Journal of Korean Elementary Science Education
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• v.22 no.2
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• pp.181-191
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• 2003

In this study, the effects of metacognitive teaching strategy on the students' scientific inquiry ability and scientific attitude were investigated. For the study, two classes of fourth grade from an elementary school in Busan were chosen. Each class was assigned to the experimental group which metacognitive teaching strategy was applied to and the comparative group that traditional teaching method was applied to. The tests of scientific inquiry ability and scientific attitude were administered before and after the instruction period. The results of this study were as follows. There were significant differences between the experimental group and comparative group in scientific inquiry ability and scientific attitude. It was concluded that metacognitive teaching strategy was more effective in the improvement of students' scientific inquiry ability and scientific attitude.

• Journal of Korean Elementary Science Education
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• v.25 no.spc5
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• pp.465-475
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• 2007

The purpose of this study was to develop a spider inquiry program for elementary school students based on the scientific-knowledge generating model. For the purposes of this study, we selected three species of snider (e.g. Pardosa astrigera, Argiope bruennichii, Nephila clavata) which were easily found in a school garden by elementary school students. The spider inquiry program was based on a model of the process of scientific-knowledge generation, and consisted of two sections: for students and teachers. The students' program was designed to generate scientific-knowledge, whilst the teachers' program was designed to guide the inquiry smoothly even in the case of teachers who lack experience in inquiry activities or possess limited subject knowledge on spiders. As a result, this program was found to have an influence on generating the scientific-knowledge of elementary students and the results further suggest that it may be helpful to teachers conducting an inquiry activity. Additionally, this program could be used as a selective activity lesson such as a science inquiry lesson, or as a biology inquiry class, as a weekend life experience study or as an activity on a science camp.