• Journal of Korean Elementary Science Education
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• v.26 no.2
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• pp.149-160
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• 2007

This study was conducted to investigate the relationships between the patterns of elementary school teachers' explanations and the patterns of students' questions types on scientific phenomena. for the purposes of this study, we collected questions related to scientific phenomena from 255 $3rd{\sim}6th$ students in 2 elementary schools. Classifying the students' questions collected, 20 representative questions for each type were selected. Data regarding teachers' scientific explanation from 62 teachers of 3 elementary schools were also collected. The results of the analysis of the questions for each science field show that the students in the 3rd, 4th, and 5th grades have the most questions regarding biology, and those in the 6th grade have more questions regarding earth science. Regarding question types, object exploration questions and explican exploration questions formed the majority. Moreover, the higher the students' grades, a decrease in the number of conjectural questions and an increase in the number of causal questions were observed. As a result of the analysis of the teachers' explanation, the following explanation types could be discerned; conjecture, hypothesis, prediction, teleological explanation, information given to feed exploration questions, as well as verification and information supply fer verification purposes. There were 4 kinds of relationships between question types and explanation types. One was the explanation fitting to each question type, a second was the explanation with additional content than the question required, a third was where the explanation was inappropriate to the question, and a forth was where the teacher responded that they "don't know." This study, investigating the relationships between questioning as a scientific inquiry process and explanation, will help to promote discussion regarding science classes in elementary school.

• Journal of The Korean Association For Science Education
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• v.30 no.6
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• pp.752-769
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• 2010

The purpose of this study was to apply the microgenetic analysis method for development of information on an individual's change in a certain area during a consistent time period to seek change in scientific questions that elementary school students create. The study subjects were six 6th graders in I elementary school located in Kyunggido with the students conducting 6 sessions of two observational tasks about dry grapes contained in soda pop and candlelight. Information were collected through students' scientific question development paper, record of field observation and interviews. The results of this study are as follows: first, the number of scientific questions that the elementary school students developed showed a tendency for reduction; second, the changes in type of scientific questions bring different results, which depend on a particular characteristic of the tasks; third, By observing pattern changes in scientific questions of each individual, it was found that different results show for each time for the same task, which in other words means that there exists variability within an individual. Also, variability between individuals were shown by confirming that the change pattern for each person were diverse. Thus, the result of this study shows the following implications on education of scientific question development. For students, scientific question development mean more opportunities to increase the process of developing and acquiring knowledge. Therefore, it is important to create situations where one can come up with scientific questions. In addition, analysis in tasks' nature when selecting tasks would be necessary to develop diverse scientific questions.

• Journal of Environmental Science International
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• v.6 no.3
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• pp.213-218
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• 1997

The question style In high school enoronmental science textbook was examined in terms of the placement, frequency, and type of question, and then analyzed the kind of scientific Inquiry process elicited by the question In the topic of textbook using the Tektbook guestioning Strategy Assessment Instrument (TQSAI). The average number of question per topic was only 0.6. The number of all Question In the high school enororunental science textbook was very little : the number of non-experiential Question was 8 and that of experiential one was 3. The total number of sentence was 1,236 and the ratio of the number of Question to that of sentence was 0.9% . The frequency of non-experlential question was higher than that of experiential one. In action part of the textbook, there were more kinds of Question styles than In the matin part.

• Journal of The Korean Association For Science Education
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• v.32 no.3
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• pp.486-501
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• 2012

The aims of this study are to investigate two main problems for the hypothetico-deduction method and to develop a scientific inquiry model to resolve these problems. The structure of this scientific inquiry model consists of accounts of the context of discovery and justification that the hypothetico-deduction holds as two main problems : 1) the heuristic flaw in the hypothetico-deduction method is that there is no limit to creating hypotheses to explain natural phenomena; 2) Logically, this brings into question affirming the consequent and modus tollens. The features of the model are as follows: first, the generation of hypotheses using an analogical abduction and the selection of hypotheses using consilience and simplicity; second, the expansion phase as resolution for the fallacy of affirming the consequent and the recycle phase as resolution for modus tollens involving auxiliary hypotheses. Finally, we examine the establishment process of Copernicus's Heliocentric Hypothesis and the main role of the history of science for the historical invalidity of this scientific inquiry model based on three examples of If/and/then type of explanation testing suggested by Lawson (International journal of science and Mathematics Education, 2005a, 3(1): 1-5) We claim that this hypotheticho-deduction process involving abduction approach produced favorable in scientific literacy rising for science teacher as well as students.

• Journal of Korean Elementary Science Education
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• v.24 no.3
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• pp.249-258
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• 2005

The purpose of this study was to identify the type of thinking and generating processes of causal questions which were generated in preservice elementary teachers' observing activities. To find the generating processes of causal questions, 4 observing tasks, the task of grapes in soda, the candlelight, the celery, and the rock tasks, were administered to 7 preservice elementary teachers majoring in science education. The results of this study were as follows: The types of thinking in generating explicans exploration questions were classified as 8 types and explicans verification questions were classified as 9 types. The generating processes of explicans exploration questions were classified as 6 steps and explicans verification questions were classified as 5 steps. The results of this study may be used as a teaching strategy for guiding the direction and the method of scientific questions and developing the teaching-teaming programs that help student to generate scientifc questions.

• Journal of Korean Elementary Science Education
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• v.35 no.2
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• pp.194-204
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• 2016

The purpose of this study is to find out the relationship between types and sources of background knowledges of elementary preteachers' questions about astronomy contents in the elementary science text books. Data were extracted from the preteachers' classes established in a university of education. The results are as follows. First, right background knowledges of questions were found in about 58% questions, wrong background knowledges 15%, and no background knowledges 26%. Second, it was found that 'school' as a source of background knowledges was found in 29% questions, 'friend' 21%, 'internet' 14%, 'book reading' 12%, 'others' 9%, 'TV' 7%, 'institute' 4%. In case of the type that right background knowledges have casual relation or correlation with question contents, 'book reading' and 'TV' sources rate increased, but 'internet' and 'others' decreased when compared to total questions. In the type which background knowledges are right and did not have casual relation or correlation with question contents, 'internet' source rate increased and 'friend' decreased. In case of the type that wrong background knowledges do not have casual relation or correlation with question contents, 'friend' and 'TV' sources rate increased, but 'school' and 'book reading' decreased. The type which background knowledges are right and did not have casual relation or correlation with question contents, 'internet' source rate increased and 'friend' decreased. In case of the type of no background knowledges, 'TV' and 'institute' source rate increased, but 'internet' and 'book reading' decreased. Third, the questions in 'Earth and Moon' unit have little background knowledges. The questions in 'solar system and stars' have background knowledges with no relation to the questions. Especially, in the unit 'changes of seasons', right background knowledges were found in more than half questions, but the contents of questions and background knowledges were not connected scientifically.

• Journal of Environmental Science International
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• v.6 no.2
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• pp.107-112
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• 1997

The purpose of this study was to examine the questioning styles in middle school environmentology textbook In terms of frequency, type, and placement of questions. It was also to analyse and to compare the kinds of scientific inquiry processes elicited by the questions in the topics of textbooks. The instrument was the Textbook Questing Strategies Assessment Instrument (TQSAI) developed the Cooperative Teacher Preparation Project, University of California. The average number of Questions per topic was only 1.09 and the ratio of questions to sentences was 2.5%. Most of questions were in explanatory place(75%). Nearly 90% of experienced questions types were reasoning or application. The frequencies of non-experiential question were higher than those of experiential question. In action, there were much kinds of question-styles.

• Journal of The Korean Association For Science Education
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• v.42 no.3
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• pp.311-324
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• 2022

This study analyzed the types of scientific emoticons made by science-gifted elementary school students and their perceptions on making scientific emoticons. To do this, 71 students from 4th to 6th graders of two gifted science education center in Seoul were selected. Scientific emoticons made by the students were analyzed according to the number and types. Their perceptions on making scientific emoticons were also analyzed through a questionnaire and group interviews. In the analyses for types of text in the scientific emoticons, 'word type' and 'sentence type' were made more than 'question and answer type'. And the majority of students made more 'pun using pronunciation type' and 'mixed type' than other types. They also made more 'graphic type' and 'animation type' than 'text type' in the images of the scientific emoticons. In the analyses for the information of the scientific emoticons, 'positive emotion type' and 'negative emotion type' of scientific emoticons were made evenly. The students made more 'new creation type' than 'partial correction type' and 'entire reconstruction type'. They also used scientific knowledge that preceded the knowledge of science curriculum in their grade level. The scientific knowledge of chemistry was used more than physics, biology, earth science, and combination field. 'Name utilization type' was more than 'characteristic utilization type' and 'principle utilization type'. Students had various positive perceptions in making scientific emoticons such as 'increase of scientific knowledge', 'increase of various higher-order thinking abilities', 'ease of explanation, use, memory, and understanding of scientific knowledge', 'increase of fun, enjoyment, and interest about science and science learning', and 'increase of opportunity to express emotions'. They were also aware of some limitations related to 'difficulties in the process of making scientific emoticons', 'lack of time', and 'limit that it may end just for fun'. Educational implications of these findings are discussed.

• Journal of The Korean Association For Science Education
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• v.17 no.4
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• pp.525-540
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• 1997

The present study tested the hypothesis that maturation of the prefrontal lobes is a crucial factor determining the performance of scientific reasoning tasks, Functions of the prefrontal lobes, such as activating relevant information, sequential planning and monitoring, and inhibiting irrelevant information, are related thinking patterns with scientific reasoning. Therefore, we inferred the idea that the prefrontal lobes play an important role in scientific reasoning. To test the hypothesis. the present study investigated a prefrontal lobe patient's task solving procedures in scientific reasoning tasks and the correlation and regression analysis between a test of prefrontal lobe function and two scientific reasoning tasks, The perseverative errors in the Wisconsin Card Sorting Test(WCST) was used as a measure of the prefrontal lobe function, The Melinark Type Task and the Classroom Test of Scientific Reasoning were used as measures of scientific reasoning abilities. Ages and Group Embedded Figure Test were also used as measures of two alternative hypotheses, general maturation and field independency respectively. The prefrontal lobe patient showed a crucial deficiency in solving scientific reasoning tasks. In the tasks, the patient could not used the reasoning of If... and... then... therefore pattern. In correlation study, the perseveration errors of the WCST showed a significantly negative correlation with two scientific reasoning tasks. Multiple regression study also showed that the perseveration errors measured as a function of the prefrontal lobes have more contribution to scientific reasoning ability than contributions of alternative hypotheses. Therefore, the present study supported the hypothesis that prefrontal lobes play a crucial role in scientific reasoning ability, What function of the prefrontal lobes do play crucial role in scientific reasoning? The present study provided an explanation for the question, which inhibiting ability of the prefrontal lobes is responsible for the scientific reasoning ability, in a part at least. That is, perseverative tendency in task-solving procedures causes a deficiency of an ability to inhibit the wrong information to solve a task. The present study provided a possibility of neuropsychological approach in science education research. The present study also showed an importance of the prefrontal lobe development in the performance of scientific reasoning task.

• Journal of Science Education
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• v.37 no.3
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• pp.513-524
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• 2013

The purpose of this study is to provide the proper methods of presenting question materials for generate of various question by comparing type, level, objectivity, manipulation of question in the presenting methods of question phenomena. I selected and showed actual objects, movies, and photographs as ways of presenting question materials, to each of which three question tasks were assigned. The generated questions by students were compared. The results showed that the question of conjectural, predictive, methodological, exploratory, verificational, qualitative, quantitative, simple-manipulative, pre-manipulative questions turned out to have significantly higher average frequencies in the cases of the presentation of photographs and movies than in the cases of the presentation of actual objects. However, the question of post-manipulative questions turned out to have significantly higher average frequencies in the cases of the presentation of actual objects than in the cases of the presentation of photographs and movies. and There were no significant differences between individual methods of question task presentation in average frequencies with respect to causal and methodological, subjective questions. Thus, we have learned from this that methods of presenting question phenomena had influence on the students' question. This suggests that we should consider forms of presentation of question materials in planning the teaching-learning of question.