• Title, Summary, Keyword: Inquiry thinking skill

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SEM-CT: Comparison of Problem Solving Processes in Science(S), Engineering(E), Mathematic(M), and Computational Thinking(CT) (SEM-CT: 과학(S), 공학(E), 수학(M)적 문제해결과정과 컴퓨팅 사고(CT))

  • Nam, Younkyeong;Yoon, JinA;Han, KeumJoo;Jeong, JuHun
    • The Journal of Korean Association of Computer Education
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    • v.22 no.3
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    • pp.37-54
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    • 2019
  • The main purpose of STEM education is to understand methods of inquiry in each discipline to develop convergent problem solving skills. To do this, we must first understand the problem-solving process that is regarded as an essential component of each discipline. The purposes of this study is to understand the relationship between the problem solving in science (S), engineering (E), mathematics (M), and computational thinking (CT) based on the comparative analysis of problem solving processes in each SEM discipline. To do so, first, the problem solving process of each SEM and CT discipline is compared and analyzed, and their commonalities and differences are described. Next, we divided the CT into the instrumental and thinking skill aspects and describe how CT's problem solving process differs from SEM's. Finally we suggest a model to explain the relationship between SEM and CT problem solving process. This study shows how SEM and CT can be converged as a problem solving process.

An Analysis of Pre-service Science Teachers' Reflective Thinking aboutvScientific Experiment in Experimental Journal Writings (실험 저널쓰기에서 나타난 예비과학교사들의 과학실험에 대한 반성적 사고 분석)

  • Lee, Yun-Jung;Im, Sung-Min
    • Journal of The Korean Association For Science Education
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    • v.31 no.2
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    • pp.198-209
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    • 2011
  • In this study, pre-service science teachers' reflective thinking in their journal writing was investigated. To do this, the authors used pre-service science teachers' journal writing abilities, wherein they not only reported data and result formally, but also wrote their feelings and reflections about an inquiry-based physics experiment they performed. Pre-service science teachers' writings were decomposed into sentences and each sentence was analyzed into a framework with 4 dimensions: knowledge, procedure, orientation and attitude. Reflective thinking in knowledge dimension included reflection on what they know before the experiment, what they still do not know and what they learned from the experiment. Reflective thinking in procedure dimension included recalls of experiences about general experimental procedures and specific experimental skill. Reflective thinking in orientation dimension included their views about the nature of science and science teaching and learning, and reflective thinking in attitude dimension consisted of interests, motives and values about the experiment they performed. While there were some variations in frequency distribution of reflective thinking by the topic of experiments, pre-service science teachers' reflective thinking in journal writings revealed their metacognition on their knowledge and learning, epistemological belief about science and science learning, and affective domain related to experiment. This study can infer that such kind of writing with 'their own language' in an informal way followed by formal 'scientific' reports in a scientific experiment has a significance not only as a mediator representing reflective thinking but also as an instructional activity to facilitate reflective thinking in science learning and teaching.

The Development of Teaching and Learning Strategy for Improving Science Process Skills with Science Writing (과학 탐구 능력 신장을 위한 과학 글쓰기 교수.학습 전략 개발)

  • Bae, Hee-Sook;Jhun, Young-Seok;Hong, Jun-Euy
    • Journal of Korean Elementary Science Education
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    • v.28 no.2
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    • pp.178-186
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    • 2009
  • The science writing is recognized for useful learning method to boost up scientific thinking for all class course as well as traditional lecture and experiment. Many researches say that science writing is helpful to extend students' science knowledge and scientific attitude. By the way, the researchers thought that science writing can also improve the science process skill if students participate in delicately organized learning program. In this study, we had contrived the teaching & learning strategy of science writing to improve science process skills. The learning program covers all field of Klopfer's process skills with various forms of writing; explaining writing, logical writing, critical writing, and creative writing. The learning program has been developed for 5th grade students in the regular classes in order to enhance science process skills as well as knowledge and scientific attitude. Not to miss any process skill or various kinds of writing, we used 3 dimensional frame. The axes of the frames are science process skills, forms of writing, and science curriculum contents. The students are given the final writing theme at the beginning of each chapter. They drill science process skills step by step during the classes, and have a chance to talk each other before the final writing. They practice writing skills from one sentence to full article by degrees. The effect of the program was examined by students' work and TSPS (Test of Science Process Skill). The result showed that 5th grade students had a meaningful progress in science process skills as well as knowledge and scientific attitude. we could confirm it with examining students' work in the class.

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Study on Enhancement Problem Solving Ability through Science Writing Activities (과학 글쓰기 활동을 통한 문제해결력 신장 방안에 대한 연구)

  • Park, Hyejin;Kang, Soonhee
    • Journal of the Korean Chemical Society
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    • v.58 no.6
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    • pp.649-657
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    • 2014
  • The purpose of this study was to develop a teaching strategy focused on science writing and to investigate its effects on enhancing students' problem solving ability. A teaching strategy using science writing enhancing problem solving ability (REWS model) was designed. The REWE model consisted of four stages: 1) Sensing and Stating of Scientific Problem by Reading (R stage), 2) Exploring Problem (E stage) 3) Explaining by Writing (W stage), 4) Integrated problem-solving (S stage). 135 10th grade of students were assigned to one experimental group and one control group. Students in the experiment group were taught by REWE model. Students in control group were taught by traditional lecture-based instructions. The program was implemented over a semester. The results indicated that the experimental group presented statistically meaningful improvement in critical thinking necessary to solve problems (p<.05). This study suggests that science writing can be effective for improvement of problem solving ability.

A Study on the Weight of Assessment Domains in Science Education Focused on the Teacher's View Points (과학과 평가 영역간의 중요도에 관한 교사들의 인식에 관한 연구)

  • Kim, Kyoung-Mi;Kim, Sung-Won
    • Journal of The Korean Association For Science Education
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    • v.22 no.3
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    • pp.540-549
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    • 2002
  • The 7th national curriculum is focused on breeding an independent and creative Korean who will lead the age of globalism and information in the 21st century. It is necessary to improve the existing assessment methods in order to develop higher thinking abilities such as creativity and problem-solving skill. Although teachers have been aware of this necessity, they have realized that it is difficult to improve the current assessment methods. In this study, we selected some assessment domains on science learning with literature reviews and case analysis. In addition, we calculated the degree of its importance by the use of Analytic Hierarchy Process(AHP). We suggest a direction for improving the present assessment domains on science learning on the basis of the research. Inquiry, cognitive, creative, and affective domain among assessment domains seemed to be listed in order of importance. Moreover, problem-identifying, hypothesizing, and inquiry-planning appeared to be the highest in the degree of importance among sub categories. Considering the results of this study, the current school assessment system which is focused on cognitive domain should be improved.

Development of the Evaluation Criterion for Mathematically Gifted Students Creative Product in View of Mathematical History (수학사에 근거한 수학영재의 창의적 산출물 평가 준거 개발)

  • Kim Sun Hee
    • Journal for History of Mathematics
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    • v.18 no.2
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    • pp.75-94
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    • 2005
  • This study is intended to develop the criterion for evaluating the creative products that mathematically gifted students produce in their education program to enhance the development of creative productive ability. 1 distinguish the mathematical creativity with the creativity in the general domain, and make the production model of the creative mathematical product grounded on the mathematicians' work through the mathematical history. The model has the following components; the mathematical knowledge, the mathematical thinking and the mathematical inquiry skill, surrounding the resultive creative product. The students products are focused on one component of the model. Thus the criterion for the creative products is grounded on the each component of the model. According to it, teachers could evaluate the students'work, which got the validity and the reliability.

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A Study of Development and Implementation of Problem-based Learning Program in Communication Curriculum of Nursing Education (문제중심 학습방법을 적용한 의사소통론 교과목 개발 및 적용)

  • Hyun, Myung-Sun;Kang, In-Ae;Kong, Seong-Sook
    • The Journal of Korean Academic Society of Nursing Education
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    • v.9 no.1
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    • pp.144-154
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    • 2003
  • Recently, in the academic disciplines critical thinking has been emphasized as the new evolution in education. Problem-based learning is suggested as the evolutionary learning method in developing critical thinking. In the nursing education, PBL is offered as an appropriate teaching method to prepare nurse student for professional. PBL is a student-centered learning strategy aimed at developing critical thinking, motivating self-directed study and attaining autonomy. The purpose of this study was to develop the communication curriculum of nursing education based on PBL and implementing of it. PBL module was developed focused on five communication situations. And learning strategies to facilitate the learning process and the guided questions to stimulate student inquiry were also developed. This PBL education was conducted for six students in the master's course during the 14 weeks from March, 2000 to June, 2000. The outcomes of the PBL education were examined based on the content analysis of the students reflective journal. As a result, it was found that students experienced the effect of it focused on self-oriented, group-oriented, and practice-oriented domain. In the self-oriented domain, the findings indicate that there were 5 kinds of concepts including 'motivation for self-directed study', 'transition toward certainty in knowledge acquisition', 'attempt to apply their prior knowledge into new situation', 'enhancement of self-image in real situation', 'self-growth with self reflection'. In the group-oriented domain, there were 3 kinds of concepts including 'cognitive work in group', 'perception of co-responsibility in attaining learning objectives', 'socialization with group members'. In the practice-oriented domain, there were 3 kinds of concepts including 'linkage theoretical knowledge with real situation', 'attempt to apply in real situation', 'development problem solving skill in real situation'. In conclusion, PBL had a significant effect on self, group, and clinical domain. And assessing PBL outcomes is challenging because standardized instrument do not develop yet. So the findings of this study can suggest the basic data for examining the PBL outcome.

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An analysis of current condition of student's selection process in Hansung science highschool (한성과학고등학교 학생 선발과정의 현황 분석)

  • Dong, Hyo-Kwan;Jhun, Young-Seok
    • Journal of Gifted/Talented Education
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    • v.13 no.4
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    • pp.65-94
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    • 2003
  • The purpose of this study is to acquire the information on the current situation of students' selection process in order to renovate the system of picking up the students. As a first step of the study, we examined the validity of the factors of the single-out system such as qualification and the process for the application and the standards and proceeding of the selection. Then we analysed the result of the entrance examination of Hansung Science Highschool in 2002. The analysis was on the correlation between the result of entrance examination and the achievement in the school and the decision of the course after graduation. To know on the achievement of the students, we investigated the records of regular tests and asked the teachers' opinion in math and science classes. As a result, we gained the following points: First, the present single-out system has a danger of excluding students who are much talented in science and math field because it is based on students' achievements in middle schools; Second, the new selection system should consider the character and attitude of the applicants in addition to their knowledge; Third, the continuous observation of the teacher in middle school should be an important factor of the picking up system; Fourth, more questions requiring divergent thinking ability and inquiry skill should be developed as selective examination question. Also examination questions should cover the various contents from mathematics to science, and do not affect pre-learning; Finally, the system of present letting all students stand in one line should be changed into that of letting students in various lines. We can consider using multi-step selection system.