• Journal of The Korean Association For Science Education
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• v.24 no.4
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• pp.722-730
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• 2004

The purpose of this study was to test the notion that the inter-individual difference in hypothesis-generating is presumably detected by differentiating subjects' EEG correlation patterns of the prefrontal lobes. To test the notion of the inter-individual difference by EEG analysis, eight healthy undergraduate volunteers' EEG signals on the prefrontal lobes were recorded during hypothesis-generating and resting with eyes-closed condition. Their EEG signals were analyzed by time durations and transformed into correlation patterns. The results showed that subjects' EEG correlation patterns during hypothesis-generating were significantly different among individuals. In addition, the EEG correlation patterns were decreased during hypothesis-generating thinking. Furthermore, subject's EEG correlation showed a fluctuationpattern through-out hypothesis-generating, which is presumably caused by the difference of subjects' thinking activities in hypothesis-generating. This study also suggests a possibility that student's scientific thinking ability and the difficulty of scientific knowledge generating may be measured by the analysis of subject's EEG correlation pattern of the prefrontal lobes.

• Journal of Korean Elementary Science Education
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• v.25 no.spc5
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• pp.465-475
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• 2007

The purpose of this study was to develop a spider inquiry program for elementary school students based on the scientific-knowledge generating model. For the purposes of this study, we selected three species of snider (e.g. Pardosa astrigera, Argiope bruennichii, Nephila clavata) which were easily found in a school garden by elementary school students. The spider inquiry program was based on a model of the process of scientific-knowledge generation, and consisted of two sections: for students and teachers. The students' program was designed to generate scientific-knowledge, whilst the teachers' program was designed to guide the inquiry smoothly even in the case of teachers who lack experience in inquiry activities or possess limited subject knowledge on spiders. As a result, this program was found to have an influence on generating the scientific-knowledge of elementary students and the results further suggest that it may be helpful to teachers conducting an inquiry activity. Additionally, this program could be used as a selective activity lesson such as a science inquiry lesson, or as a biology inquiry class, as a weekend life experience study or as an activity on a science camp.

• Journal of Korean Elementary Science Education
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• v.23 no.1
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• pp.61-73
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• 2004

The purpose of this study was to suggest a grounded theory on the process of undergraduate students' generating pattern-knowledge about scientific episodes. The pattern-discovery tasks were administered to seven college students majoring in elementary education. The present study found that college students show five types of procedural knowledge represented in the process of pattern-discovery, such as element, elementary variation, relative prior knowledge, predictive-pattern, and final pattern-knowledge. Furthermore, subjects used seven types of thinking ways, such as recognizing objects, recalling knowledges, searching elementary variation, predictive-pattern discovery, confirming a predictive-pattern, combining patterns, and selecting a pattern. In addition, pattern-discovering process involves a systemic process of element, elementary variation, relative prior knowledge, generating and confirming predictive-pattern, and selecting final pattern-knowledge. The processes were shown the abductive and deductive reasoning as well as inductive reasoning. This study also discussed the implications of these findings for teaching and evaluating in science education.

• Journal of The Korean Association For Science Education
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• v.23 no.5
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• pp.458-469
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• 2003

Hypothesis is defined as a proposition intended as a possible explanation for an observed phenomenon. The purpose of this study was to generate a grounded theory on the process of undergraduate students' generating hypothesis-knowledge about scientific episodes. Three hypothesis-generating tasks were administered to four college students majored in science education. The present study showed that college students represented five types of intermediate knowledge in the process of hypothesis generation, such as question situation, hypothetical explicans, experienced situation, causal explicans, and final hypothetical knowledge. Furthermore, students used six types of thinking methods, such as searching knowledges, comparing a question situation and an experienced situation, borrowing explicans, combining explicans, selecting an explican, and confirming explicans. In addition, hypothesis-generating process involves inductive and deductive reasoning as well as abductive reasoning. This study also discusses the implications of these findings for teaching and evaluating in science education.

• Journal of The Korean Association For Science Education
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• v.23 no.3
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• pp.215-228
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• 2003

The present study is to analyze the arguments about the generation of declarative scientific-knowledge in the philosophy of science and invent a structured model of the process of scientific-knowledge generation with the types of the generated scientific-knowledge. The invented model shows that scientific-knowledge generation is a distinctive process with the processes of inductive, abductive, and deductive thinking. Furthermore, inductive process is included with observation, which is consisted of simple observation and operative observation, and rule-discovery which is involved with the processes of commonness discovery, classification, pattern discovery, and hierarchical relationship. Also, abductive process has two components. One component generates question and second component generates hypothesis in which the process consists of representing question situation, identifying experienced situation, identifying causal explicans, and generating hypothetical explicans. Finally, deductive process is involved with logical inventing test method and evaluation criteria, concrete inventing test method and evaluation criteria, evaluating hypothesis, and making conclusion.

• Journal of Korean Elementary Science Education
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• v.33 no.3
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• pp.566-578
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• 2014

The purpose of this study is to develop a program for elementary school students' scientific experimental design knowledge generation. This study also investigated the effects of their experimental design ability, as well as the change in the type and elaborateness of their experimental design by applying the program. The subjects of this study was 4 classes in 6th grade of an elementary school located in Seoul, KOREA. The classes were divided into experimental and comparative groups. While the treatment was applied to the experimental group, the comparative group was taught using conventional methods. The pre-test and post-test for students' capability of building scientific experimental design knowledge were conducted to compare the ability of experimental design, the change in the type and elaborateness of experimental design. The findings in this study are as follows: First, the program appeared to be effective in improving experimental design ability. Furthermore, the program appeared to be more effective in generating a higher level of the experimental design type and elaborateness. Therefore, in order to improve experimental design knowledge generation ability, the program can be utilized as effective learning model in elementary school.

• Journal of the Korean earth science society
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• v.24 no.6
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• pp.524-532
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• 2003

The purpose of the present study was to test the hypothesis that student's abductive reasoning skills play an important role in the generation of hypotheses on pendulum motion tasks. To test the hypothesis, a hypothesis-generating test on the pendulum motion and a prior knowledge test about the length of the pendulum motion were developed and administered to a sample of 5th grade children. A significant number of subjects who have the prior knowledge about the length of the pendulum motion failed to apply that prior knowledge to generate a hypothesis on a swing task. These results showed that students' failure in hypothesis-generating was related to their deficiency in abductive reasoning ability, rather than the simple lack of prior knowledge. Furthermore, children's successful generating hypothesis should be required their abductive reasoning skills as well as prior knowledge. Therefore, this study supports the notion that abductive reasoning ability beyond prior knowledge plays an important role in the process of hypothesis-generation. This study suggests that science education should provide teaching about abdctive reasoning as well as scientific declarative knowledge for developing children's hypothesis-generating skills.

• Journal of Korean Elementary Science Education
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• v.25 no.3
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• pp.257-270
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• 2006

The purpose of this study was to develop elementary students' ability to generate hypothesis knowledge through knowledge generation learning in science. The learning program consisted of a series of 28 activities to generate hypotheses in science. Eighty 6th grade students participated in the study and were divided into experimental and control groups. The experimental group was administered a program geared towards hypothesis generation learning and the control group was administered a program aimed at hypothesis expository learning in elementary science. After using the respective programs, subjects in both groups were tested in terms of their abilities in abductive knowledge generation and administered a descriptive self-report regarding their generation of hypotheses. Two of the 28 activity program worksheets in the experimental group were analyzed in terms of the quality and process of students' hypothesis generation. The results were as follows: 1) The experimental group showed significantly higher scores in terms of scientific knowledge generation (i.e. abductive knowledge generation) than the control group. 2) The degree of hypothesis explanation in the experimental group was significantly higher than in the control group in terms of the quality of the generated hypotheses. In addition, students in the experimental group generated more varied and valid knowledge than the control group in terms of sub-knowledge of hypothesis generation. Therefore, it can be argued that this program for hypothesis knowledge generation in elementary science students was effective in the generation of hypothesis knowledge.

• Journal of The Korean Association For Science Education
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• v.30 no.6
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• pp.752-769
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• 2010

The purpose of this study was to apply the microgenetic analysis method for development of information on an individual's change in a certain area during a consistent time period to seek change in scientific questions that elementary school students create. The study subjects were six 6th graders in I elementary school located in Kyunggido with the students conducting 6 sessions of two observational tasks about dry grapes contained in soda pop and candlelight. Information were collected through students' scientific question development paper, record of field observation and interviews. The results of this study are as follows: first, the number of scientific questions that the elementary school students developed showed a tendency for reduction; second, the changes in type of scientific questions bring different results, which depend on a particular characteristic of the tasks; third, By observing pattern changes in scientific questions of each individual, it was found that different results show for each time for the same task, which in other words means that there exists variability within an individual. Also, variability between individuals were shown by confirming that the change pattern for each person were diverse. Thus, the result of this study shows the following implications on education of scientific question development. For students, scientific question development mean more opportunities to increase the process of developing and acquiring knowledge. Therefore, it is important to create situations where one can come up with scientific questions. In addition, analysis in tasks' nature when selecting tasks would be necessary to develop diverse scientific questions.

• The Journal of Korea Robotics Society
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• v.8 no.1
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• pp.58-65
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• 2013

The purpose of this paper is to improve scientific attitude and interest of the elementary school students by using STEAM-based robots in education. In this work, we analyzed PDIE model that describes methodology for generating STEAM integrated education materials and then we also developed teaching materials utilizing STEAM-based robots. The effect of the STEM-based robots in education was analyzed through a test class which demonstrated the robots indeed help improving scientific attitude and interest of students. During the class, individual knowledge and experience of the students were integrated into the STEAM-based robots which then provide customized help for each student so that they have better understanding and interest in science, technology, and engineering field.