• Korean Journal of Child Studies
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• v.22 no.2
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• pp.237-253
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• 2001

This study examined the effects of the inquiry model on children's scientific thinking ability and processing skills. The experimental classroom of a kindergarten in Seoul was assigned the inquiry model while the control classroom was assigned general scientific education (N=48). Seventeen treatment sessions were applied to the experimental group. Tests to investigate the hypotheses included the Sink and Float Test and a new instrument developed by the researchers. Findings showed that preschoolers receiving the inquiry model of instruction gained higher scores in scientific thinking ability and processing skills than the preschoolers in the classroom using the general scientific education model. In sum, this study proved the superior effect of the inquiry model in developing children's scientific skills and ability.

• Journal of the Korean earth science society
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• v.25 no.3
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• pp.160-175
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• 2004

This study examined the knowledge and practices of scientific inquiry displayed by three student teachers and two beginning teachers at secondary levels. Observations using the instrument of OTOP designed by the research team of OCEPT (Oregon Collaborative for Excellent in the Preparation of Teachers) generalized similar teaching strategies of scientific inquiry between student and beginning teachers, such as using group work for students' first hand experience, using concrete materials for experimentation or visual tools for demonstration, using questions for factual knowledge mainly without opportunities to understand how scientific knowledge is constructed. Those scientific inquiry activities were very confirmative ones to follow the steps without opportunities of understanding nature of science or nature of scientific inquiry. However, all participants in this study hold knowledge of scientific inquiry envisioned by the National Science Education Standards [NSES] (NRC, 1996), where students identify their hypothesis, use critical and logical thinking, and consider alternative explanations through argumentation as well as experimentation. An inconsistent relationship between participating teachers knowledge and practices about scientific inquiry resulted from their lack of pedagogy skills of implementing it in the classroom. Providing opportunities for these teachers to reflect on their beliefs and practices about scientific inquiry was recommended for the future study. Furthermore, increasing college faculty interest in new teaching approaches for upgrading the content knowledge of student teachers and beginning teachers was recommended as a solution, since those teachers showed evidence of influence by college faculties at universities in their pedagogy skills.

• 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.

• Hwankyungkyoyuk
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• v.19 no.3
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• pp.150-164
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• 2006

This study reviewed a recently developed environmental education model 'ENVISION' and analyzed the value of the ENVISION program with environmental education(EE) perspective. Also this study proposed a prototype model of a inquiry-based water environmental education model with watershed concepts as a result of discussion of tills research. In the review of ENVISION, this research followed the theoretical framework of 'Inquiry-Based EE' that was previously proposed by the author. The ENVISION was characterized in tills research as two directions: watershed and scientific inquiry. Tills research argued that the watershed concept has a potentially very good meaning in EE because watershed enables 'holistic' view in EE area, and that the scientific inquiry in ENVISION seeks evidence-based explanation about local watershed environmental problems. That belongs to the scientific inquiry, which is also 'Inquiry-Based EE' and has internal value under EE perspective. Finally, this research proposed a prototype EE model that is about watershed concept, and is based on inquiry as general sense (scientific and insightful inquiries) and 'Environmental Studies for EE, (ESEE)' as the inquiry directions. The proposed model can be said a combination of the watershed concept and inquiry-based EE, and it seems that the model materializes better the EE nature than the ENVISION model.

• The KIPS Transactions:PartB
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• v.15B no.2
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• pp.95-102
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• 2008

The interactive virtual reality technology has used in scientific inquiry learning since it can overcome the restriction of real world and it draws user's interest and foster active participation. However, prior works are mostly designed for a specific inquiry learning lesson and it is quite difficult to use them for constructing other inquiry learning environments. Hence, we developed the integrated virtual reality system, SASILE (System for Augmenting Scientific Inquiry Learning Environments), that helps ease the development of the scientific inquiry learning environment. In this paper, we first describe the related works on supporting VR scientific inquiry learning systems, followed by the SASILE system architecture and implementation. Then, we illustrate the use of this system to develop a Virtual Moyangsung application for teaching a scientific structure of Korean traditional house by exploring and observing the convection currents as well as a Mars Rover application for estimating the asteroid impacts on Mars by measuring rock properties. Finally, we will discuss the future research directions for this system.

• Journal of Korean Elementary Science Education
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• v.30 no.3
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• pp.353-366
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• 2011

An alternative vision for science inquiry that appears to be important and challenging is model-based inquiry in which students generate, evaluate and revise their explanatory model. Pre-service teachers should be given opportunities to develop and use their mechanistic explanatory models in order to participate in the practice of science and to have a sound understanding of science. With this view, this study described a case of pre-service elementary teachers' scientific modeling in magnetism. The aims of this study were to explore difficulties preservice elementary teachers encountered while they engaged in a model-based inquiry, and to examine how their understandings of the nature of scientific models changed after the model-based inquiry. The data analysis revealed that the pre-service teachers had difficulties in drawing and writing their own thinking because they had little experience of expressing their own science ideas. When asked to predict what would happen, they could not understand what it meant to make a prediction "based on their model". They did not know how to use or consider their model in making a prediction. At the end of the model-based inquiry they reached a final consensus of a best model. However, they were very anxious about whether the model was the "correct" answer. With respect to the nature of scientific models, almost all of the pre-service teachers initially viewed models only as a communication tool among scientists or students and teachers to help understand others' ideas. After the model-based inquiry, however, many of them understood that they could create, test, and revise their "own" models "by themselves". They also realized the key aspects of scientific models that a model can be changed as evidence is accumulated and a model is a knowledge production tool as well as a communication tool. The results indicated that pre-service elementary teachers' understandings of the nature of scientific models and their previous school science experiences could affect their performance on a model-based inquiry, and their experience of scientific modeling could help them enhance their understandings of the nature of scientific models.

• Journal of The Korean Association For Science Education
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• v.13 no.2
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• pp.152-162
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• 1993

The high school students' problem solving patterns and their features in scientific inquiry, especially on controlling variables and stating hypothesis have been investigated. The 8 problems on controlling variables and stating hypothesis were selected out of the scientific inquiry area in the experimental tryout of Aptitude Assessment for College Education, and had been used to find the patterns and their features. The results of findings are as follows: There were seven patterns in the process of solving problems. Five of seven patterns were found in right answers and four patterns in wrong answers. Two patterns were found in both right and wrong answers. Some students could solve the problems even though they did not understand the elements of the scientific inquiry, controlling variables and stating hypothesis. The false application of physics concepts, misunderstanding about the elements of the scientific inquiry and using unrelated experience and conjectures were the features of students' wrong answers. On the other hand, the right application of physics concepts, understanding and applying the elements right, infering answers from the tables and figures on statements of suggested problems were the features of right answers. The further studies on this kind may helpful to find the higher mental abilities related to scientific inquiry and to develop tools for testing students' scientific inquiry thinking skills.

• Journal of the Korean Chemical Society
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• v.57 no.1
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• pp.115-126
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• 2013

In this study, we developed a explicit and reflective scientific inquiry learning program about nature of scientific inquiry, and compared its instructional influences with those of implicit scientific inquiry learning. We also compared students' perceptions of the program. Eighth graders at a middle school were assigned to the treatment and the control groups. The students of the treatment group participated in the program, while those of the control group participated in general scientific inquiry instruction. The analyses of the results revealed that the program was more effective in improving students' epistemological views on scientific inquiry than general scientific inquiry learning. However, there were no statistically significant differences in both test scores of science achievement and enjoyment of science lessons. The students of the treatment group perceived that group discussion on the nature of scientific inquiry was an advantage of the program. However, they still had difficulties in performing group discussion, understanding the nature of scientific inquiry, and writing and presenting their thoughts. Educational implications of these findings are discussed.

• Journal of Science Education
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• v.44 no.2
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• pp.205-213
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• 2020

The purpose of this study is to investigate the effects of elementary school students' knowledge and information processing competence and collaborative problem-solving ability in scientific inquiry class using data measured with digital inquiry tools. To this end, three classes of 5th grade elementary schools in S-city, Gyeongnam were selected as experimental groups and three classes as control groups. The control group conducted traditional lecture-style classes, and the experimental group conducted scientific inquiry classes using scientific data. The following results were obtained through questionnaires after class. First, science inquiry classes using scientific data helped elementary school students improve their knowledge and information processing competence. Second, scientific inquiry classes using scientific data improved elementary school students' cooperative problem-solving ability. From the above results, it was found that scientific inquiry classes using scientific data are needed to improve the knowledge information processing competence and cooperative problem solving ability of elementary school students. Based on this research, it is necessary to study a specific teaching and learning environment that can activate scientific inquiry class using data measured with digital inquiry tools in the future.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.1
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• pp.88-96
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• 2016

The purpose of this study is to examine the effects of Jigsaw small inquiry method on science academic achievement and scientific attitudes. For this study, two classes of six graders were divided into a research group and a comparative group. The classes were pre-tested in order to ensure the same standard. The research group had the science class with Jigsaw small inquiry method, and the comparative group had the class with a teacher centered lectures for 12 classes for 12 weeks. The Jigsaw small inquiry method was focused on the introduction stage, the whole group activities, professional group activities, restart the whole group activities, supplementary structured study guide, results announced, and excellent group rewards. To prove the effects of this study, science learning motivation was split up based on the attention power, relation, confidence, and sense of satisfaction. The results of this study are as follows. First, Jigsaw small inquiry method is effective in science academic achievement. Second, Jigsaw small inquiry method is effective in scientific attitudes. Also, Jigsaw small inquiry method was approved by students. Consequently, Jigsaw small inquiry method had the great effects on developing science academic achievement for the elementary science class. That means the science class with Jigsaw small inquiry method has potential to develop science academic achievement and scientific attitudes.