• Journal of Korean Elementary Science Education
• /
• v.26 no.4
• /
• pp.418-427
• /
• 2007

The purpose of this study was to describe the elementary teachers' teaching behavior procedure in verification-type laboratory instructions. In order to do this, we should know first what constituted the teaching behavior elements in the teachers' instructions, before the teaching behavior can be analyzed. Thirty sets of instructions were recorded and their transcripts were used in this study. The results of this study indicated that the number of teaching behaviors numbered twenty four in total, and that the teaching behaviors could be classified into nine categories, and finally the procedure used in verification-type laboratory instructions generally followed seven steps. These steps can be described as follows; reminding subjects of the preliminary learned concept, presenting inquiry type questions or introducing the main concept, explaining the method used or presenting the predictable outcome/matter for verification, performing lab-based activities, presenting the outcomes, applying the main concept, and finally closing the instruction. For the purpose of promoting more authentic scientific inquiries using these types of instructions, the authors's claims were discussed.

• Journal of The Korean Association For Science Education
• /
• v.27 no.3
• /
• pp.235-241
• /
• 2007

The purpose of this study was to identify the main laboratory instruction types with Classification Scheme of Laboratory Instruction (CSLI) in elementary and secondary schools science. For the purpose, the validity of the instrument CSLI was 4.23 and laboratory instructions were collected in 100 elementary schools and 30 secondary schools. Before analyzing the collected laboratory instructions, the inter-rater reliability about the analysis results was identified as 0.91. The results of this study were found that in elementary school, the main laboratory instruction types were verification type and discovery type and in secondary school were discovery type and verification type. In the category of the procedure, a large part of the procedures of laboratory activity in both elementary and secondary schools was given to students by worksheets or teachers themselves. In the category of approach, inductive approach was the main in elementary and deductive approach in secondary.

• Journal of The Korean Association For Science Education
• /
• v.32 no.2
• /
• pp.306-319
• /
• 2012

The purpose of this study was to investigate high school students' learning style, perception of types of laboratory instruction, and the relationship between the learning style and preferred type of laboratory instruction. The participants of this study were 19 female high school students, from Incheon in Korea, who showed outstanding science grades. Dunn et al's revised Learning Styles Inventory (1997) was used for testing students' learning style. The students were asked to choose preferred and not preferred types of experiments and describe the reason of the choices after implementation of 4 types of experiments: verification, discovery, explorator, and investigation laboratory instructions. The findings of this study were as follows: Firstly, the students had a certain common learning style irrelevant to their personal characteristics, i. e; they showed high (self, teacher, parents) motivation and structure stimuli that was common in Korean students. Second, outstanding students prefer unstructured and open laboratory instructions. And those students were highly influenced by sociological and emotional stimuli. Third, students' learning style was related to their preferred type of laboratory instruction. Students preferring unstructured and open laboratory were influenced by sociological and emotional stimuli, while those preferring structured and closed laboratory were influenced by physiological stimuli.