• Title/Summary/Keyword: traditional school science inquiry

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The Effects of Scientific Inquiry Class Using Data Measured with Digital Inquiry Tools on Elementary School Students' Competencies (디지털 탐구도구로 측정한 데이터를 활용하는 과학 탐구 수업이 초등학생의 역량에 미치는 영향)

  • Jeong, Eunju;Son, Jeongwoo
    • 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.

The Effect of Question-Generating Strategy for Science Inquiry Instruction in Elementary Science Class (초등과학 탐구수업에서 문제생성 학습전략의 효과)

  • Kim, Hye Ran;Choi, Sun Young;Lee, Kil Jae
    • Journal of Korean Elementary Science Education
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    • v.33 no.4
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    • pp.700-709
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    • 2014
  • The purpose of this study was to examine the effects of question-generating strategy on science academic achievement, scientific attitude in elementary science class. To examine the effects of question-generating strategy this learning materials were applied to elementary science curriculum, and an experimental group and a control group were selected from $5^{th}$ graders at H elementary school located in Gyeonggi-do. Students were taught for 6 weeks. Control group take traditional lessons and solve questions presented textbook. Question generated group generate questions, solve them and feed back by themselves. The results of this study were found statistically significant difference in the pupil's enhancement of the science academic achievement, scientific attitude (p<.05). Thus question-generating strategy for elementary science inquiry instruction that has a positive effect on interests in class is useful and better be widely applied to science education.

The Effects of Portfolio Assessment on Elementary School Students' Science Knowledge, Inquiry Ability and Science Attitudes (자연과 수업에 증거집(포트폴리오) 평가의 적용이 초등학교 학생들의 과학 지식, 탐구능력 및 태도에 미치는 영향)

  • Kim, Hye-Jeong;Kim, Chan-Jong
    • Journal of The Korean Association For Science Education
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    • v.19 no.1
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    • pp.19-28
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    • 1999
  • The major purposes of this study are to examine the effects of portfolio assessment on elementary school student's science knowledge, inquiry ability, science attitudes and to investigate students' perceptions on portfolio assessment. Control group consists of 45 fourth-graders at M-Elementary school located at Miwon, Chongwon-gun, Chung-buk and experimental group 36 fourth-graders of G-Elementary school located in Daejeon-si. The inventories of scientific knowledge I, inquiry ability, and science attitudes were administered to both groups as a pre-test. The experimental group was given portfolio assessment instruction and control group traditional instruction for about six weeks. Inventories about scientific knowledge 2, inquiry ability, and science attitudes were administered to both groups as a post-test. A questionnaire on the perception on portfolio assessment was given to experimental group after the treatment. The results were statistically analyzed with SPSS. Control group showed higher score on scientific knowledge than that of experimental group (p<0.5). No statistically meaningful difference was identified in inquiry ability and scientific attitude. More in-depth analysis revealed that scientific attitudes were improved statistically meaningfully by portfolio assessment. The students' perceptions on portfolio assessment is very positive. Students have positive responses on interests in portfolio assessment, feelings of involvement in learning, self-regulated learning, higher levels of thinking, intentions of participation in portfolio assessment.

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The Effect of Microcomputer-based Laboratory Teaching on Elementary School Students (초등학교 학생의 컴퓨터 기반 실험 수업 효과)

  • Yoo, Pyoung-Kil
    • Journal of Korean Elementary Science Education
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    • v.25 no.1
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    • pp.1-7
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    • 2006
  • The purpose of this study is to verify the effect of microcomputer-based laboratory (MBL) teaching on 6th graders in Korean elementary schools. Three classes from elementary school were respectively assigned to an experimental group consisting of one class (38 students) and a control group of two classes (78 students). For the experimental group, science instruction employed MBL. For the control group, traditional instruction was used. The results of this study are as follows: Firstly, the MBL was effective in the improvement of scientific inquiry skills. Secondly, there was no significant difference in respect to the results from the achievement test between the experimental group and the control group.

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The Effects of Problem-Solving Inquiry Teaching Using Concept Sketches on Conceptual Changes about Plate Tectonics and Science-Related Attitudes (개념스케치를 활용한 탐구 문제 해결 수업이 판구조론에 대한 개념 변화와 과학 관련 태도에 미치는 영향)

  • Kwon, Young Shin;Kim, Jeong Yul
    • Journal of the Korean earth science society
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    • v.35 no.4
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    • pp.267-276
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    • 2014
  • The purpose of this study is to investigate the effects of problem-solving inquiry teaching using concept sketches on conceptual changes about plate tectonics and science-related attitudes. The subjects of this study were two classes of second-year students of K high school located at Anseong in Gyeonggi Province. Before instruction, a conceptual test was conducted to survey student's preconceptions about plate tectonics. The control group took a traditional lesson, while the experimental group was applied to problem-solving inquiry teaching using concept sketches. After the inquiry instruction, TOSRA (Test of Science-Related Attitudes) was administered to find out changes in science-related attitudes of the two groups. The results of this study are as follows. The experimental group understood concepts of plate tectonics better than the control group, which means that problem-solving inquiry teaching using concept sketches was more effective in students' conceptual understanding. Science-related attitudes of the experimental group showed a significant change in the categories of 'normality of scientists', 'pleasure of science lessons', and 'interests on science as a hobby'. In conclusion, the instruction of problem-solving inquiry using concept sketches produced students' positive changes in conceptual understanding about plate tectonics and science-related attitudes.

The Effects on the STEAM Learning Program of Intelligent Life in Elementary School (초등학교 슬기로운 생활에서 융합인재교육 프로그램의 효과)

  • Kim, Hye Ran;Choi, Sun Young
    • 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.

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The Effect of Jurisprudental Inquiry Model-Oriented STS Program on the High School Underachievers (법률학적 모형에 의한 STS 프로그램이 고등학교 학습부진아의 학업성취도와 태도에 미치는 효과)

  • Kang, Soon-Ja;Kwon, Joo-Hee;Yeau, Sung-Hee
    • Journal of The Korean Association For Science Education
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    • v.19 no.2
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    • pp.248-255
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    • 1999
  • In this study, the effect of the STS program that was oriented from jurisprudental inquiry model on high school underachievers was investigated. The subjects were 76 high school students. They were divided into two groups, the STS program applied class(treatment group) and the traditional lecture-centered class(control group). The STS program was consisted of three subunits. 'nutrient and health', 'stimulation and reaction' and 'reproduction',of 'life' unit of high school general science. And these 3 subunits consisting of eight contents were lectured over 8 hours. The treatment group showed much better achievement in learning significantly (p<.05) than the control group showing that the STS program affected. Therefore, it is necessary to develop the STS program compatible with achievement level of students, and teaching-learning approaches and learning programs for underachievers.

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The Effects of Constructivist Instruction on Science Inquiry Skills and Science-Related Attitudes of Elementary School Students (구성주의적 수업이 초등학생의 탐구능력 및 과학에 관련된 태도에 미치는 효과)

  • 김진규;임청환
    • Journal of Korean Elementary Science Education
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    • v.17 no.2
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    • pp.1-10
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    • 1998
  • The purpose of this study was to evaluate the effects of constructivist instruction on science inquiry skills and science-related attitudes, and to investigate the students' responses to the lesson using constructivist instruction. In this study, 108 students of sixth graders from four classes were intentionally selected from two elementary schools located in Gyungsan city, Kyungsangbukdo. Two classes of 54 students were used by the constructivist teaching program and the other two classes were handled by the traditional teaching program. Two teachers who have twenty years' careers guided the program prepared by researcher to the students and this examination was conducted for 8 weeks (total 20 class hours). In pretest and posttest, both groups were tested in the science inquiry skills and science-related attitudes. An interview and questionnaire for the students analyzed the responses about the constructivist instruction. The major results of this study are as follows: First, in science inquiry skills test, there was no statistical significance between the score of the experimental group and that of the comparative group(p>.05). The ability of formulating problem in the experimental group was significantly higher than that in the comparative group at 0.05 level. In pretest and posttest, the experimental group was statistically significant on classifying, formulating problem, interpreting data, while the comparative group was not significant on those. Second, we can find that the experimental group has more positive effect on forming the desirable science-related attitudes than the comparative group(p<.05). Especially, experimental group is significantly higher the attitudes about the science curriculum than the comparative group at 0.05 level Third, constructivist instruction has more affirmative tendency of the students' learning activity. Constructivist instruction generated much interest and curiosity about science for the students, and this method prompted students' expression and discussion.

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The Effects of Portfolio Instruction on the Creativity and Scientific Inquiry Ability of Students in Elementary Science Classroom (초등 과학 수업에서 포트폴리오 수업이 학생들의 창의성과 과학 탐구능력에 미치는 영향)

  • Han, Se-Ran;Kwon, Chi-Soon;Kim, Chan-Jong
    • Journal of The Korean Association For Science Education
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    • v.20 no.3
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    • pp.421-431
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    • 2000
  • The purpose of this study is to investigate the effects of portfolio instruction on the creativity and scientific inquiry ability of 6th-grade students in science classroom. Four classes were sampled from an urban elementary school in southern part of Seoul. Two classes were assigned to experimental group and the other two classes to control group. Portfolio instruction was administered to the experimental group for 10 weeks, and traditional instruction to the control group. Data on students' creativity and scientific inquiry ability were collected prior to and after the treatment for both groups. Students' perception on portfolio instruction was investigated with experimental group after the treatment. The results of this study are as follows: (1) Portfolio instruction had a significant positive effect on creativity; (2) Students' originality, one of sub-domain of creativity, showed marked increase after portfolio instruction; (3) Portfolio instruction had a significant positive effect on scientific inquiry ability; (4) Integrated inquiry ability, a sub-domain of inquiry ability, improved meaningfully after portfolio instruction; and (4) Students' perception on portfolio instruction is very positive.

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Exploring Pedagogical Potential of UMPC with Small Group Study in Elementary School (u-러닝 도구로서의 UMPC 활용학습에 대한 탐색적 연구 -초등교실에서의 모둠학습을 중심으로-)

  • Yi, Moon-Ho;Kim, Mi-Ryang
    • The Journal of the Korea Contents Association
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    • v.7 no.8
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    • pp.215-225
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    • 2007
  • The portability and immediate communication properties of mobile devices such as UMPC influence the learning processes in interacting with peers, accessing resources and transferring data. This study explores the pedagogical potential of UMPC, being utilized in inquiry-based learning process in elementary school setting. Inquiry-based teaming, offering a powerful option for occasional projects and lab activities, is a style particularly well-suited for out-of-school programs because they have a freer hand to complement, enhance, and expand on the work that children are doing in their K-12 classes. A set of questionnaires measuring the level of interest and class achievement were answered by the students before and after the inquiry-based science class in elementary school. Statistical results show that most of the students prefer UPMC-based class to the traditional class. Some guidelines for effective UPMC-based class are also provided.