• Journal of The Korean Association For Science Education
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• v.26 no.5
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• pp.620-636
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• 2006

The purpose of this study was to analyze one science teacher's understanding of student argumentation and his explicit teaching strategies for implementing it in the classroom. One middle school science teacher, Mr. Field, and his students of 54 participated in this study. Data were collected through three semi-structured interviews, 60 hours of classroom observations, and two times of students' lab reports for eight weeks. Coding categories were developed describing the teacher's understanding of scientific argumentation and a description of the main teaching strategy, the Claim-Evidence Approach, was introduced. Toulmin's approach was employed to analyze student discourse as responses to see how much of this discourse was argumentative. The results indicated that Mr. Field defined scientific inquiry as the abilities of procedural skills through experimentation and of reasoning skills through argumentation. The Claim-Evidence Approach provided students with opportunities to develop their own claims based on their readings, design the investigation for evidence, and differentiate pieces of evidence from data to support their claims and refute others. During this approach, the teacher's role of scaffolding was critical to shift students' less extensive argumentation to more extensive argumentation through his prompts and questions. The different level of teacher's involvement, his explicit teaching strategy, and the students' scientific knowledge influenced the students' ability to develop and improve argumentation.

• Journal of Science Education
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• v.37 no.3
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• pp.550-561
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• 2013

The purpose of this study was to explore the effect of science academic achievement, inquiry ability, scientific attitude of students using the STEAM Learning Program. To verify about the effects of science-based STEAM program, a teaching plan and worksheet for students based on STEAM has been constructed and applied. The subjects of this program were the first grade students of both an experimental class(34 students) and a comparative class (34 students) located in Kyonggi Province. The results of this study were as follows: First, there is a significant difference in inquiry ability between two groups. STEAM Learning program accomplished higher achievement than traditional science instruction. Second, STEAM Learning program influenced science academic achievement positively. Third, there is a statistically significant effect on scientific attitude of students than traditional instruction. In conclusion, the STEAM Learning Program was useful to develop the elementary school student's inquiry ability, scientific attitude.

• Journal of Science Education
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• v.36 no.1
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• pp.49-55
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• 2012

The purpose of this study is to examine how online knowledge-based search service is being used by students in science education. Reviewing information and summarizing data are important parts in scientific inquiry. As more and more information is available online, how to review and summarize online information for scientific inquiry also becomes an issue. In this study, we examined one of the popular online knowledge-based search services to see what kinds of information in secondary school chemistry are mostly sought and how reliable those information could be. The result indicated that users mostly seek scientific explanations and problem solving but about 30% of provided information appeared to be incorrect. It implicates that it is necessary to pay attention for teaching students how to obtain, evaluate, and communicate online information in science education to enhance students' ability for scientific inquiry.

• Journal of the Korean Chemical Society
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• v.62 no.4
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• pp.299-313
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• 2018

Inquiry-centered education is important in science education, but in the actual education field, scientific research is being done in a uniform manner due to realistic difficulties. In this study, we use RS (Reverse Science) as a secondary chemistry class to provide opportunities for students to engage in inquiry learning and scientific thinking through process-oriented activities. In this study, we developed and applied it to explore the effects on the scientific inquiry abilities of middle school students and checked the students' perception of it. For the application of the program, 128 students were selected from 6 classes of the 2nd grade in D district middle school, 64 from the experimental group and 64 from the comparative group. The experimental group taught RSP-based the chemistry inquiry programs and the comparative group taught instructor-led classes and verification experiments on the same topic over the seventh hour with three themes. In addition, we analyzed the results of the pre- and post-test by using the science inquiry ability test, and discussed the effects of the program based on the students' perceptions through class observation, student activity area, questionnaire and interview. As a result, the class using the program showed statistically significant changes in the science inquiry ability of secondary school students. Specifically, the experimental group was found to be significant in its prediction among the subcomponents of basic exploration ability compared to the comparative group. The differences have also been shown to be significant in terms of data translation, hypothesis setup and variable control, which are subcomponents of integrated exploration capabilities (p <. 05). In addition, students became interested in the process of creating the theory of science, and were highly interested in collaborating with their friends. It also provided students with opportunities to experience scientific thinking through process-oriented inquiry. Finally, based on the positive impact of the RSP-based chemistry inquiry program on students, we were able to identify the potential use of the program.

• Journal of Korean Elementary Science Education
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• v.37 no.3
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• pp.233-253
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• 2018

Since open inquiry of science was formally introduced at the 2007 Revised Science Curriculum Course, the purpose and effect of it has been positively evaluated, and it is underlined continuously until the revised science education course in 2015. However, through many previous studies, there is still a lack of awareness of open inquiry of both students and teachers in the field, and it was revealed they are continually appealing confusion and difficulties. Therefore, in this research, we analyzed the causes that make it difficult to execute open inquiry, and developed differentiated open inquiry guide materials that can contribute to the realization of teachers and students. They were developed by the brain-based evolutionary approach to provide students with authentic science. The brain-based evolutionary approach is reflecting the evolutionary attributes and the brain functions associated activities of scientists. It was revealed that, in the same way as the pilot test results, the usefulness of the differentiated guide materials were very high, and there was a statistically significant difference in the science attitude. It was found that the application of the brain-based evolutionary approach had positively influenced the stage of determining the inquiry themes, and self-confidence that could be able to do as a scientist. Analysis of top and sub group types on the basis of inquiry ability showed that both groups are improved at science attitude by the differentiated guide materials. There was a positive effect on change in the self-perception of scientific creativity. We were able to see a positive change in the post survey for open inquiry-efficacy. The developed differentiated open inquiry guide materials contributed to the improvement of open inquiry-efficacy for both the teacher and student.

• Journal of the Korean Chemical Society
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• v.62 no.5
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• pp.398-411
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• 2018

The purpose of this study is to investigate the effects of research project activities using the science writing heuristic on science inquiry abilities and attitudes toward science in high school students. For this purpose, we conducted the research project activities using the science writing heuristic consisting of questioning, experimental design, observation, argument and evidence, reading, and reflection steps for 73 students of the second year of science core course in high school in Jeonnam. In order to analyze the effects of the program, we surveyed the scientific inquiry ability and attitude toward science, investigated the perception of the research project class applying science writing heuristic, and conducted interviews when there was difficulty in interpreting the results. And the results of this study are as follows. First, among the science inquiry abilities, the score of Reasoning, Hypothesis setting, Finding variables, Operational definition, Experimental design, Graphing and data interpretation, Generalization was significantly improved statistically (p<.05), but the score of Expectation was not statistically significant (p>.05). Second, among the attitudes toward science, the score of 'Leisure interest in science', 'Enjoyment of science lessons', 'Career interest in science' was significantly improved statistically (p<.05). And the score of 'Attitude to scientific inquiry' decreased but it's not significant statistically. The high school research project applying science writing heuristic had a positive effect on scientific inquiry ability and scientific attitude but it could be burden to students because it is led by students in a form different from general science class for a long time. And so continuous study on research project that minimize these disadvantages and maximize their merits is needed.

• Journal of the Korean Chemical Society
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• v.59 no.5
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• pp.434-444
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• 2015

Inquiry-based experiments provide opportunities to understand scientific knowledge and acquire nature of science. In this study, the difficulties which pre-service teachers experienced in inquiry-based experiment class were investigated and analyzed. Twenty-two pre-service teachers attended course designed as ‘ill-structured inquiry’ for 13 weeks, and researchers investigated their difficulties by questionnaires and interview. They showed difficulties mostly in designing experiment and interpretation and also in understanding inquiry purpose, lack of prior knowledge, confidence in inquiry performance, and understanding of experimental instruments and facilities. As a result, it is necessary to provide opportunities to engage in inquiries and environments to properly instruct pre-service teachers the inquiry ability in college of education.

• Journal of The Korean Association For Science Education
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• v.42 no.6
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• pp.597-610
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• 2022

In this study, we investigated actual cases of assessment science teachers conducted and the cases they preferred in a typical situation based on the curriculum in the context of 'Scientific Inquiries in the History' of Scientific Inquiry Experiment. A questionnaire composed of descriptive questions was developed and a survey was conducted with 70 science teachers with experience in teaching 'Scientific Inquiries in History'. Interviews were conducted with eight of them. The assessment cases were analyzed in terms of the assessment areas and assessment methods, and the results were compared. The analyses of the results revealed that 'scientific inquiry ability' accounted for the highest ratio of the assessment areas in the actual cases of assessment. There were few cases that assessed the core concepts presented in the curriculum, 'the nature of science' and 'scientists' inquiry methods'. The assessment methods were greatly biased toward the report method and various assessment methods were not used. In preferred cases of assessment, the ratio of cases that assessed the core concept increased slightly, however the frequencies remained at a low. As for the assessment methods in preferred cases of assessment, the measurement methods decreased, the performance methods increased, and the informal methods which were not shown in the actual cases appeared. However various assessment methods were still not used. The causes of the survey results were analyzed based on the opinions of the teachers who participated in the interviews. Based on above results, plans to actively conduct NOS assessments in Scientific Inquiry Experiment are discussed.

• Journal of The Korean Association For Science Education
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• v.21 no.1
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• pp.22-29
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• 2001

The purpose of this study is to investigate the effects of lessons adopting portfolio assessment regarding feedback on elementary school student's scientific knowledges, inquiry abilities and their perceptions of it. For this study, two classes of 5th grade elementary school in suburb were selected. As an experimental group, one class was selected to apply the lessons adopting portfolio assessment regarding feedback, and the other class as a control group was selected to apply the lessons adopting portfolio assessment without feedback. The investigator taught and assessed both group students. The results showed a significant difference in scientific knowledge between the experimental group and the control group (p<.05). More detailed analysis of scientific knowledge found that the feedback effect was statistically positive in the memory and the understanding domain, but there was no effect in the application domain. No statistical difference was identified in inquiry abilities. The results of the questionnaire on the perceptions of portfolio assessment showed that students of the experimental group had higher positive responses on the 'perception about the effects of lesson' and on the 'perception in scientific attitudes' than the control group. However, the control group students had higher positive responses on the 'perception about self-evaluate of their own portfolio' and the 'perception about need of feedback' than the experimental group.

• Journal of Gifted/Talented Education
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• v.16 no.1
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• pp.43-60
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• 2006

This study mainly intended to investigate the relation between scientific inquiry and several entrance exam results of the gifted in earth science gifted program. The scientific inquiry was tested with their experiment designs. Entrance exams included achievement scores, creativity scores, problem solving, and oral test of high ability students. Student entrance scores were used to judge the level of students' competency in science. Recently students' ability of 'doing science' as measured by their designing experiments has been highly appreciated as a criteria of scientifically gifted students. One of the well known tests was Diet Cola Test developed by Fowler(1990). We used it as a test to figure out students' experiment design ability. We selected 22 gifted students in earth science. We compared their entrance test scores and Diet Cola Test results. Based on the comparison results we proposed several guideline of science education program for high ability students.