A Study on the Effectiveness and Possibility of Chemistry Inquiry Programs Based on Reverse Science Principle

RSP(Reverse Science Principle)기반 화학 탐구 프로그램의 효과 및 가능성 탐색

  • Jo, Eun-ji (Department of Chemistry Education, Korea National University of Education,) ;
  • Yang, Heesun (Department of Elementary Science Education, Korea National University of Education) ;
  • Kang, Seong-Joo (Department of Chemistry Education, Korea National University of Education,)
  • 조은지 (한국교원대학교 화학교육과) ;
  • 양희선 (한국교원대학교 초등과학교육과) ;
  • 강성주 (한국교원대학교 화학교육과)
  • Received : 2018.04.16
  • Accepted : 2018.06.14
  • Published : 2018.08.20


Inquiry-centered education is important in science education, but in the actual education field, scientific research is being done in a uniform manner due to realistic difficulties. In this study, we use RS (Reverse Science) as a secondary chemistry class to provide opportunities for students to engage in inquiry learning and scientific thinking through process-oriented activities. In this study, we developed and applied it to explore the effects on the scientific inquiry abilities of middle school students and checked the students' perception of it. For the application of the program, 128 students were selected from 6 classes of the 2nd grade in D district middle school, 64 from the experimental group and 64 from the comparative group. The experimental group taught RSP-based the chemistry inquiry programs and the comparative group taught instructor-led classes and verification experiments on the same topic over the seventh hour with three themes. In addition, we analyzed the results of the pre- and post-test by using the science inquiry ability test, and discussed the effects of the program based on the students' perceptions through class observation, student activity area, questionnaire and interview. As a result, the class using the program showed statistically significant changes in the science inquiry ability of secondary school students. Specifically, the experimental group was found to be significant in its prediction among the subcomponents of basic exploration ability compared to the comparative group. The differences have also been shown to be significant in terms of data translation, hypothesis setup and variable control, which are subcomponents of integrated exploration capabilities (p <. 05). In addition, students became interested in the process of creating the theory of science, and were highly interested in collaborating with their friends. It also provided students with opportunities to experience scientific thinking through process-oriented inquiry. Finally, based on the positive impact of the RSP-based chemistry inquiry program on students, we were able to identify the potential use of the program.


Reverse science;Inquiry-oriented chemistry program;Scientific inquiry learning


Supported by : 한국연구재단


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