• Title/Summary/Keyword: science inquiry

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An Analysis of the Inquiry Activity Types Presented in the 5th & 6th Grade Elementary Science Textbooks (초등 5~6학년군 과학 교과서에 제시된 탐구 활동 유형 분석)

  • Song, Shin-Cheol;Shim, Kew-Cheol
    • Journal of Korean Elementary Science Education
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    • v.38 no.4
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    • pp.453-464
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    • 2019
  • In this study, the types of inquiry activities in the $5^{th}$ & $6^{th}$ grade science textbooks according to the 2015 revised science national curriculum were analyzed and compared according to grade level and science area. Science textbooks for elementary school $5^{th}$ & $6^{th}$ graders contain quite diverse types of inquiry activities, which are student-centered inquiry activities. There were comparatively higher proportions of inquiry types such as experiment & observation and simulation, but relatively lower of inquiry types of investigation-discourse & presentation, discussion, expression. Elementary science textbooks are expected to cultivate science key competencies for elementary school students. Considering the science area, the motion & energy, substances, earth & space, and integration areas had the most experiment & observation among activity types, while the life area had the most simulation activities. Even in some area of the 6th grade science textbook, there was little or no data interpretation, discussion, and simulation activities. In order to achieve the goal of elementary science education, science textbooks should be developed considering the revision of future elementary science curriculum.

An Effect of Integrated Science Inquiry Learning Method through Literature Materials on the Elementary Science Learning (문학 자료를 활용한 통합적 과학 탐구 학습의 초등 과학 학습에 대한 효과)

  • Han Young-Wook;Lee Woo-Kyung
    • Journal of Korean Elementary Science Education
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    • v.24 no.1
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    • pp.9-20
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    • 2005
  • The purpose of this study was to examine the effect of integrated science inquiry teaming method through literature materials on the learner's science concept formation, inquiry ability, and attitude related to science when it was applied to the unit 'The temperature of atmosphere and winds', 'The journey of water' in the 5th grade, and to find out the effect on science learning according to teaming styles. To study these subjects, 4 classes of 5th grade in J elementary school in Busan were selected. The result of this study were as follows: First, Integrated science inquiry learning method through literature materials was more effective for concept formation than conventional teaching method. In science inquiry ability, there was not significant difference at all between the comparison group and the experimental group. In attitude related to science, the experimental group showed significant difference only in the interest in occupation related to science. The visual modality learners within the experimental group showed significantly higher statistics than the other modality learners in the post-investigation into the science concept and there was significant difference between the visual and the kinesthetic modality learners in the result of post-test on science inquiry ability.

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Examining Pre-service Elementary Teachers' Views on Science Inquiry Teaching during Peer Teaching Practice (모의 수업 실행 과정에서 나타난 초등 예비 교사의 과학 탐구 수업에 대한 인식)

  • Yoon, Hye-Gyoung;Joung, Yong Jae;Kim, Mijung;Park, Young-Shin;Kim, Byoung Sug
    • Journal of Korean Elementary Science Education
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    • v.31 no.3
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    • pp.334-346
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    • 2012
  • For teachers' conceptions and understandings are critical to their decision making and classroom practice, this study attempts to understand pre-service elementary teachers' views and practices of science inquiry during peer teaching practice. Fifteen 4th year university students in teacher education program participated in peer teaching practice. Their teaching and reflective discussion were video and audio recorded and written lesson plans were collected for data analysis. Five science teacher educators individually looked into the data and shared their comments and interpretations on pre-service teachers' views and practice. The study findings suggest that pre-service teachers emphasized the importance of providing students with motivating resources in the beginning of lesson, employing certain inquiry teaching models, the process of predicting and dis/proving via experiment, and teachers' minimal intervention as the important features of inquiry teaching. Science teacher educators emphasized that it is critical to help children understand inquiry questions in the beginning of inquiry process, to be mindful of children's problem solving and critical thinking rather than following instruction models or simply going through prediction and test process. They also commented that teachers' guidance could lead a good inquiry process in classroom practice, not always interfering students' inquiry. Based on the findings, the study suggests science teacher educators need to understand what and how pre-service teachers view and practice science inquiry teaching and consider these as useful resources where they can start effective teaching for pre-service teachers at the university level.

Recognition of Free Inquiry Activity and its Effects on the Science Inquiry Ability of Middle School Students (자유 탐구 활동에 대한 중학생들의 인식 및 자유 탐구 활동이 중학생들의 과학 탐구능력에 미치는 영향)

  • Byun, Sun-Mi;Kim, Hyun-Joo
    • Journal of The Korean Association For Science Education
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    • v.31 no.2
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    • pp.210-224
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    • 2011
  • The purpose of this study is to analyze students' recognition of the free inquiry activity and to investigate what effect the free inquiry activity of the 2007 Revised Educational curriculum revision has on the science inquiry ability of middle school students. To conduct the research we worked with 262 female students, 8 classes of first graders in a middle school. Among them, 4 classes were taught in free inquiry activity and the remaining 4 classes were taught in the traditional way. The results of Likert-questionnaire indicate that students were learning about cooperative spirit through group investigation activities and discussions and did not take the free inquiry activity as a hard activity. Also they showed positive reaction agreeing that this activity is both a helpful method in learning science and interesting. However, it seemed that the investigation tends to flow between the leading 1~2 members of the group and showed difficulty in carrying out the investigation as a group after school hours. It showed there are few problems and obstacles in operating the free inquiry activity. The free inquiry activity did not give any meaningful influence on the improvement of science inquiry ability of students. Integrative inquiry process skills did not give a relevant influence, however, it showed a meaningful influence on the improvement of basic inquiry process skills. Especially, among the low-ranking element of basic inquiry process skills, it enhanced the capacity for prediction.

Students Opportunities to Develop Scientific Argumentation in the Context of Scientific Inquiry: A Review of Literature

  • Flick, Larry;Park, Young-Shin
    • Journal of the Korean earth science society
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    • v.25 no.3
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    • pp.194-204
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    • 2004
  • The purpose of this literature review is to investigate what kinds of research have been done about scientific inquiry in terms of scientific argumentation in the classroom context from the upper elementary to the high school levels. First, science educators argued that there had not been differentiation between authentic scientific inquiry by scientists and school scientific inquiry by students in the classroom. This uncertainty of goals or definition of scientific inquiry has led to the problem or limitation of implementing scientific inquiry in the classroom. It was also pointed out that students' learning science as inquiry has been done without opportunities of argumentation to understand how scientific knowledge is constructed. Second, what is scientific argumentation, then? Researchers stated that scientific inquiry in the classroom cannot be guaranteed only through hands-on experimentation. Students can understand how scientific knowledge is constructed through their reasoning skills using opportunities of argumentation based on their procedural skills using opportunities of experimentation. Third, many researchers emphasized the social practices of small or whole group work for enhancing students' scientific reasoning skills through argumentations. Different role of leadership in groups and existence of teachers' roles are found to have potential in enhancing students' scientific reasoning skills to understand science as inquiry. Fourth, what is scientific reasoning? Scientific reasoning is defined as an ability to differentiate evidence or data from theory and coordinate them to construct their scientific knowledge based on their collection of data (Kuhn, 1989, 1992; Dunbar & Klahr, 1988, 1989; Reif & Larkin, 1991). Those researchers found that students skills in scientific reasoning are different from scientists. Fifth, for the purpose of enhancing students' scientific reasoning skills to understand how scientific knowledge is constructed, other researchers suggested that teachers' roles in scaffolding could help students develop those skills. Based on this literature review, it is important to find what kinds of generalizable teaching strategies teachers use for students scientific reasoning skills through scientific argumentation and investigate teachers' knowledge of scientific argumentation in the context of scientific inquiry. The relationship between teachers' knowledge and their teaching strategies and between teachers teaching strategies and students scientific reasoning skills can be found out if there is any.

An Analysis of Science Inquiries as Presented in Elementary Science Textbooks (초등 교과서에서 제시된 과학 탐구 활동의 분석)

  • Shim, Kew-Cheol;Park, Jong-Seok;Park, Sang-Woo;Shin, Myeong-Kyeong
    • Journal of Korean Elementary Science Education
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    • v.26 no.1
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    • pp.24-31
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    • 2007
  • Research into scientific inquiry methods indicates that providing various types of inquiry methods can enhance students' science loaming in terms of providing students with actual science in various ways' more so than exposure to one type of inquiry method. This article develops a framework for an analysis of scientific inquiry types based on the nature of scientific enterprise. We selected three types of scientific inquiry: these were minds-on activities, hands-on activities, and experimenting. Elementary science textbooks in the 7th national science curriculum were analysed according to the following subject areas; earth science, physics, biology, and chemistry. A total of 61 teaching units from 3rd through 6th grade science textbooks were investigated. The frequencies of each type of scientific inquiry method were slightly different among four science subject areas. The most frequent type which appeared in physics and chemistry was the hands-on type, while the minds-on activity type was the most frequent type which appeared in earth science and biology.

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Elementary School Teachers' Beliefs of Inquiry and practice of Science Performance Assessment (초등학교 교사의 탐구에 대한 신념과 과학과 수행평가의 실제)

  • Ko, Min-Seok;Kim, Eun-Ae;Heo, Jin-Mi;Yang, Il-Ho
    • Journal of the Korean Society of Earth Science Education
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    • v.6 no.2
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    • pp.124-135
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    • 2013
  • The purpose of this study was to find the relationship between elementary school teachers' beliefs of inquiry and science performance assessment. To collect data for analyzing elementary school teachers' beliefs of inquiry and their practice of science performance assessment, the researcher was surveyed with elementary school teachers by open-ended questionnaires and interview. The findings of this study were as follows; First, Most of elementary school teachers beliefs of inquiry was shown as constructivist tendency. This view of inquiry involves watching and doing experiments, and the skills of thinking processes, in which learners make their own interpretations rather than merely acquiring preexisting knowledge structures. Second, for content knowledge, participants' preception about the target of science performance assessment involved assessing application of science knowledge rather than basic level of substantive knowledge. For inquiry process, participants' preception about the target of science performance assessment involved assessing the lower level of inquiry rather than the higher level of inquiry. Most of participants was measured using a paper and pencil test for the actual evaluation methods due to the ease and objectivity of the assessment, the lack of understanding how to perform the performance evaluation process and method. Especially, participants who recognize that the higher level of inquiry was used performance and informal mode of assessing.

Analyzing Science Teachers' Understandings about Scientific Argumentation in terms of Scientific Inquiry

  • Park, Young-Shin
    • Journal of The Korean Association For Science Education
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    • v.28 no.3
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    • pp.211-226
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    • 2008
  • The purpose of this study was to investigate science teachers' understandings about scientific argumentation in the classroom. Seven structured interview protocols were developed, asking the definition of scientific inquiry, the differentiation between scientific inquiry and hands-on activity, the opportunity of student argumentation, explicit teaching strategies for scientific argumentation, the critical example of argumentation, the criteria of successful argumentation, and the barrier of developing argumentation. The results indicate that there are differences and similarities in understandings about scientific argumentation between two groups of middle school teachers and upper elementary. Basically, teachers at middle school define scientific inquiry as the opportunity of practicing reasoning skills through argumentation, while teachers at upper elementary define it as the more opportunities of practicing procedural skills through experiments rather than of developing argumentation. Teachers in both groups have implemented a teaching strategy called "Claim-Evidence Approach," for the purpose of providing students with more opportunities to develop arguments. Students' misconception, limited scientific knowledge and perception about inquiry as a cycle without the opportunity of using reasoning skills were considered as barriers for implementing authentic scientific inquiry in the classroom.

An Analysis on Elementary School Teachers' Concern on Open Inquiry in Science Education (초등학교 과학과 자유탐구에 관한 교사들의 관심도 분석)

  • Park, So-Young
    • Journal of Fisheries and Marine Sciences Education
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    • v.26 no.1
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    • pp.134-147
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    • 2014
  • The purpose of this study was to analyze stages of the concern on open inquiry of elementary school teachers. To achieve this purpose, this study used the instruments of CBAM, including stages of concern questionnarie. The results of this study was as follows. Firstly, most teachers were in 0 stage, which meant they had little concern on open inquiry in science instruction. Secondly, the teachers who had teaching career of less than or 10 years were no more interested in open inquiry than teachers who had teaching career of 11-20 years. Thirdly, the training experience and teaching experience of open inquiry didn't show a statistically significant difference. Based on these results, this study suggested that we need educational programs and supporting strategies to heighten concerns and enthusiasm of teachers and pre-service teachers on open inquiry in science instruction.

Elementary School Teachers' Perceptions on Effects of 'Basic Inquiry' Units in Experimental Grade 3~4 Science Textbooks developed for 2009 Revised National Curriculum (2009 개정 교육과정에 따른 초등학교 3~4학년 과학 교과용 도서 실험본의 '기초탐구' 단원의 효과에 대한 초등학교 교사의 인식)

  • Lee, Dae-Hyung;Kang, Hunsik;Yoon, Hye-Gyoung
    • Journal of Korean Elementary Science Education
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    • v.33 no.1
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    • pp.30-43
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    • 2014
  • 'Basic Inquiry' unit was newly included in the grade 3~4 science textbook developed for 2009 revised national curriculum. The unit deals with six basic inquiry skills such as 'observation', 'measurement', 'classification', 'prediction', 'inference', and 'communication'. This study investigated elementary school teachers' perceptions on the effects of 'Basic Inquiry' unit by questionnaires (N=104 for pre-survey, N=90 for post-survey). The results showed that how the teachers have taught basic inquiry skills before this new textbook and how they perceived the educational effects of the unit after experimental teaching period in three aspects; development of basic inquiry skills, facilitating science learning in other units, and implementation of open inquiry. The reasons of positive perceptions as well as negative perceptions were analyzed and discussed with the suggestions for further study.