The Analysis of Inquiry Activity in the Material Domain of the Elementary Science Textbook by Science and Engineering Practices

Title & Authors
The Analysis of Inquiry Activity in the Material Domain of the Elementary Science Textbook by Science and Engineering Practices
Cho, Seongho; Lim, Jiyeong; Lee, Junga; Choi, GeunChang; Jeon, Kyungmoon;

Abstract
We examined the inquiry activities in the material domain of the elementary science textbooks and experimental workbooks based on 2009 revised curriculum. The analysis framework was SEP (Science and Engineering Practices) - `Asking questions and defining problems`, `developing and using models`, `planning and carrying out investigations`, `analyzing and interpreting data`, `using mathematics and computational thinking`, `constructing explanations and designing solutions`, `engaging in argument from evidence`, and `obtaining, evaluating, and communicating information`. Sub-SEP of each grade band were also used. The results showed that the $\small{3^{rd}{\sim}5^{th}}$ grade science textbooks and workbooks mainly emphasized `make observations and/or measurements`, `represent data in tables and/or various graphical displays`, or `use evidence to construct or support an explanation or design a solution to a problem` among around 40 sub-SEP. In the case of the inquiry activities for $\small{6^{th}}$ grade, majority of sub-SEP included were also only `collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions`, `analyze and interpret data to provide evidence for phenomena` or `construct a scientific explanation based on valid and reliable evidence obtained from sources`. The type of `asking questions and defining problems`, `using mathematics and computational thinking` or `obtaining, evaluating, and communicating information` were little found out of 8 SEP. Educational implications were discussed.
Keywords
elementary science textbook;inquiry;science and engineering practice;
Language
Korean
Cited by
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