• Journal of the Korean Society of Earth Science Education
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• v.3 no.3
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• pp.239-247
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• 2010

The purpose of this study is to examine the effects of an free inquiry method based on PBL(Problem-Based Learning: PBL) to improve students science process skills and self-directed learning characteristics. To verify this research, twenty-two third-grade students were selected from Chung-ryeol Elementary School located in Busan. They have received pre-test and post-test about their abilities in their science process skills and abilities for self-directed learning characteristics. Also, their self-reflection data was analyzed. The teaching and learning PBL process is to provide the information named 'I am the expert on Earth and Moon' which is recreated by analyzing the science curriculum and characteristics of students from Lesson 3 'Earth and Moon', and to make plans for solving the information with K/NK method. Then, to solve the information is gathered and investigated using the PBL workbook. Lastly, students present their finding using the free inquiry method in a group. The post-test showed following results : first, the free inquiry method based on PBL stimulates inquisitiveness in students about science learning and the research group shows improved science process skill. It shows us that using the free inquiry method based on PBL can be used effects to elevate science process skill. Second, the free inquiry method based on PBL has a positive effect on self-directed learning. The research tells us that using the free inquiry method based on PBL can improve a student self-directed learning characteristics.

• Journal of The Korean Association For Science Education
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• v.42 no.2
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• pp.177-184
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• 2022

This article aims to explain the concept and characteristics of the 'Intelligent Science Lab', which is being promoted nationwide in Korea since 2021. The Korean Ministry of Education creates a master plan containing a vision for science education every five years. The most recently announced '4th Master plan for science education (2020-2024)' emphasizes the policy of setting up an 'intelligent science lab' in all elementary and secondary schools as an online and offline space for scientific inquiry using advanced technologies, such as Internet of Things and Augmented and Virtual Reality. The 'Intelligent Science Lab' project is being pursued in two main directions: (1) developing an online platform named 'Intelligent Science Lab-ON' that supports science inquiry classes, and (2) building a science lab space in schools that encourages active student participation while utilizing the online platform. This article presents the key features of the 'Intelligent Science Lab-ON' and the characteristics of intelligent science lab spaces newly built in schools. Furthermore, it introduces inquiry-based science learning programs developed for intelligent science labs. These programs include scientific inquiry activities in which students generate and collect data ('data generation' type), utilize datasets provided by the online platform ('data utilization' type), or utilize open and public data sources ('open data source' type). The Intelligent Science Lab project is expected to not only encourage students to engage in scientific inquiry that solves individual and social problems based on real data, but also contribute to presenting a model of online and offline linked scientific inquiry lessons required in the post-COVID-19 era.

• Journal of Korean Elementary Science Education
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• v.28 no.3
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• pp.304-312
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• 2009

We have investigated the effects of participation in science fairs on perception, science related attitudes and science inquiry process skill of thirteen fifth-grade elementary school children in the science subjects. Questionnaires were prepared to find out student's reactions to the participation in science fairs. All participated children responded that the activities at the fairs were interesting and helpful to learning scientific knowledge and inquiring scientific questions. From the analysis of the responses we have found that the participation process including preparatory ones during the fairs may help children to enhance their science related attitudes and science inquiry process skill and can be considered as a useful science curriculum.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.2
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• pp.93-100
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• 2013

The purpose of this study is to examine the effect of science related attitudes and science inquiry skill that apply concept maps for 'Ocean' units in middle school science. The subjects of this study consist of four classes third grade middle school students of the Busan Metropolitan City, which were divided into two groups: one is the experimental group which applied concept map teaching and the other is the ordinary teaching group. The result of this study were shown as follow: First, the use of concept map teaching improved the active meaningful process and improved student's science related attitudes in the experimental group. Second, the science lesson using concept map is effective for science inquiry skill in the experimental group. Third, the using concept map teaching created a positive reaction to make the formulation of ideas.

• Journal of Gifted/Talented Education
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• v.23 no.2
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• pp.289-310
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• 2013

The purpose of the study is to investigate science process skills and suggest several considerations about developing scientific inquiries for secondary science gifted students. To do this, we analyzed scientific inquiries of science gifted programs and evaluated them on the quantity of problem perception, problem finding and inquiry planning that are regarded as high level science process skills, then revised each inquiry to include those high level skills. The result was that the first, there were differences in frequencies and types of science process skills among those inquiries. The second, there were very few problem perception and problem finding and were not many inquiry planning. The third, some of the revised inquiries showed those high level skills. From this, we would like to suggest we should construct scientific inquiries of science gifted program out of many and various themes. And there should be more high level science process skills such as problem perception, problem finding, and inquiry planning. For this, scientific inquiry developers should have intentions to involve such science process skills which is appropriate for science gifted student.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.660-670
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• 2002

The purposes of this study were to categorize the type of student-student interaction and analyze the pattern of group interaction by cognitive level in interactive science inquiry experiments. For this study, two homogeneous and two heterogeneous groups by cognitive level were selected. Social interactions during group discussions were audio/video taped. The types of student's interaction were classified as intellectual and emotional aspects. Intellectual aspects were consisted of asking question, response, making suggestion, receiving opinion and then further coded by interaction level. Emotional aspects were consisted of relevance to behavioral participation, relevance to students' feeling, reaction to opinion. Interaction frequency in the intellectual and emotional aspect between homogeneous and heterogeneous group were compared to analyze interaction pattern. The results of this study showed that in intellectual aspect the frequency and quality of interaction in homogeneous group was higher than that in heterogeneous group. In emotional aspect. homogeneous group more showed such negative attitude as lack of confidence and dissatisfaction than heterogeneous group, on the other hand showed acceptable mood to be able to accept or object to peer's opinion. Some educational implications were drawn.

• Journal of The Korean Association For Science Education
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• v.28 no.2
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• pp.130-138
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• 2008

The purpose of this study was to analyze the effects of Science Writing Heuristic(SWH) strategy on problem-solving type inquiry modules through student-student verbal interactions. The modules were applied to 23 students of the 3rd grade in middle school and the SWH strategy was applied to 3 experimental groups. The SWH is the strategy that each student, first of all, has a chance to think and propose ways of problem-solving by individual writing a blue card when problems were emerged, and then students discuss ways of problem-solving with group members by writing a green card. Verbal interactions during small group discussions were audio- and video-taped, transcribed and analyzed to compare the effect of the SWH strategy. As a results, experimental groups tended to force solely on questions and suggestions about problem-solving, but controlled groups executed experiment and discussed about problem-solving simultaneously. The analysis also showed that the experimental students dialogued more on the deep-leveled argumental interactions than the controlled students did; in particular, show more SS3 and SD1 verbal interaction regarding suggestions of problem solving. We argue, therefore, that the SWH strategy is effective to the problem-solving type inquiry modules.

• Journal of Korean Elementary Science Education
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• v.39 no.2
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• pp.228-242
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• 2020

The purpose of this study is to develop a student-led instructional strategy that is central to the teaching-learning process and to investigate its effects. For this study, we analyzed the learner-centered learning types (discovery learning, problem-based learning, inquiry learning) and extracted elements applicable to newly developed teaching-learning. Based on this, a student-led class strategy was established using pre-learning, teacher collaboration, small group composition, and limited open data and product presentation, and then science classes were conducted. As a result of the post-tests of the five science core competencies of the experimental group using the student-led instructional strategy and the comparative group conducting lecture-based classes, the experimental group showed higher scores than the comparative group in the scientific thinking, scientific communication, and scientific attitudes (p<.05). Based on these results, it was confirmed that the student-led class, in which the student self-adjusts the entire process of designing, exploring, and presenting learning, can help the student's scientific ability. In addition, I would like to discuss the implications of teachers' teaching-learning composition.

• Journal of Korean Elementary Science Education
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• v.30 no.1
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• pp.113-128
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• 2011

The purpose of this study was to confirm achievement of goals in science curriculum. The questionnaires related to 'solution' chapter of 5th grade were developed. The subjects were 69 sixth grade elementary school students and four elementary school teachers. 5 students were selected for deep interviews. Each interview was progressed separately, and all the contents of the interviews were recorded. As results, it is revealed that most of the students could not understand basic concepts of 'solution' chapter. The teachers and the students recognized that explanations in the textbook were insufficient. Many inquiry activities were introduced in textbooks, but the students could not acquire inquiry abilities, especially data interpretation and generalization abilities. Inadequate pictures in the textbook also disturbed the students' learning of inquiry ability. Using materials of real life in textbook could not attract the elementary school students' interests effectively.

• Journal of The Korean Association For Science Education
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• v.18 no.3
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• pp.297-301
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• 1998

To investigate the 7th graders' ideas on inquiry, researchers analysed the titles of inquiry report, which were submitted as summer vacation homework. The subjects were four classes of 141 thirteen year old boys and girls in a school in Seoul. After analysing the titles of student's report, researchers classified the titles into 9 types according to the clarity and the nature of variables in the titles. The fact that few students represented the variables in the report title and most of the variables used were categoric was found.