• Title/Summary/Keyword: science inquiry

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A Comparative Study on Physics Inquiry Activities of Science Textbooks for Secondary School in Korea and Singapore (한국과 싱가포르의 중학교 과학 교과서의 물리 영역 탐구 활동의 특징 비교)

  • Lee, Jae-Bong;Shin, Kwang-Moon;Park, Jong-Chan;Kim, Dong-Hoon;Lee, Sung-Muk;Kim, Tae-Il
    • Journal of The Korean Association For Science Education
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    • v.27 no.7
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    • pp.547-558
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    • 2007
  • The purpose of this study is to compare inquiry activities in science textbooks' physics contents for Korean secondary schools with those of Singapore in order to provide a reference for further improvement of inquiry activities in Korean science textbooks. We analyzed inquiry activities using the framework of Millar et al.(1998) and Chinn & Malhotra (2002). The results of this study are as follows: There are differences between Korean and Singaporean inquiry activities in the area of 'learning objectives', 'students' thinking activities' and 'degree of openness'. In the area of 'learning objectives', the Korean textbooks have more activities associated with the learning of science content than those in Singaporean, whereas the Singaporean textbooks have more activities associated with the processes of scientific inquiry than in Korean textbooks. In the area of 'students' thinking activities', the Singaporean textbooks have activities like 'test a prediction', which Korean textbooks lack. The 'degree of openness' is higher in Singaporean textbooks than in Korean textbooks. And some differences in the area of 'authentic scientific inquiry' between Korean and Singaporean textbooks were also found. While the Korean textbooks do not have any activities associated with 'generating research questions', the Singaporean ones feature such activities. In the area of 'designing studies', the Singaporean textbooks have activities corresponding to 'selecting variables' and 'controlling variables', while the Korean ones never have such activities. The results of this study imply that it is necessary to balance inquiry activities in the area of 'learning objectives', 'students' thinking activities' and 'degree of openness', and to present activities close to authentic scientific inquiry in inquiry activities in textbooks.

Interaction Patterns in Dialogic Inquiry of Middle School Students in Small Groups in the Natural History Gallery (자연사관 관람에서 중학생 소집단의 대화적 탐구에서 나타나는 상호작용 유형)

  • Jung, Won-Young;Lee, Joo-Youn;Park, Eun-Ji;Kim, Chan-Jong;Lee, Sun-Kyung
    • Journal of the Korean earth science society
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    • v.30 no.7
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    • pp.909-927
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    • 2009
  • Inquiry became an essential methodology in science education. Recently, argumentation becomes more important in inquiry, but inquiry-based teaching in school science would not provide enough opportunities for students to have voluntary and active interactions during inquiry activities. Informal science learning can be an alternative for authentic inquiry. Accordingly, this study aims to find interaction patterns in dialogic inquiry of junior high school students in small groups in the natural history gallery. Inquiry elements and interaction patterns are analyzed with 42 dialogues of 13 small groups. As a result, seven interaction patterns are identified. First, five major interaction patterns were drawn as follows; Sharing questions, asking questions and simple response, asking questions and simple explanation, asking questions-simple explanation-(collecting data)-data based explanation, and asking questions-collecting data-data based explanation. Second, pattern 2, 'asking questions and simple response', is subdivided into three categories; passive and/or evasive response, inaccurate response, and repeated patterns of asking questions-simple response. The results of the study provide different patterns of dialogic interactions in a small group inquiry in informal contexts from formal contexts, and provide foundations to understand middle school students' interactive dialogues of inquiry occurred in the natural history gallery.

The Effect of a Scientific Inquiry Worksheet-making Class Program on Pre-service Elementary School Teachers' Attitudes toward Science and Scientific Inquiry (과학 탐구활동지 만들기 수업 프로그램이 초등 예비교사들의 과학에 대한 태도와 과학 탐구에 대한 태도에 미치는 영향)

  • Kim, Dong-Ryeul
    • Journal of Science Education
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    • v.37 no.2
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    • pp.261-277
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    • 2013
  • This study aims to investigate the effect of a scientific inquiry worksheet-making class program on pre-service elementary school teachers' attitudes toward science and scientific inquiry in the class of elementary school science educational theory at education university. As for research subjects, this study selected 141 pre-service elementary school teachers who were in the third year of education university. The results of this study can be summarized as below. First, it was found that the scientific inquiry worksheet-making class program improved pre-service elementary school teachers' attitudes toward science and helped them realize it important to have knowledge about science, further making them find it more enjoyable to teach science at school in the future. Second, it was found that the scientific inquiry worksheet-making class program had positive effect on pre-service elementary school teachers' attitudes toward scientific inquiry. In other words, they came to think of inquiry-based learning styles as an important course of science class. Third, as a result of carrying out open-ended questions about what would be helpful in an actual education site through the scientific inquiry worksheet-making class program, this study found out that most of the research subjects responded it would be helpful when applying a class model, and thought it would be helpful for elementary school students to have scientific knowledge and understand the process of inquiry.

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A Study on the Teaching/Learning Strategies and Materials for the Enhancement of Scientific Inquiry Skills of High School Students : Part II, Instructional Materials (고등학교의 과학적 탐구력 신장을 위한 과학 학습지도 방법과 자료의 개발에 관한 연구 II)

  • Cho, Hee-Hyung;Lee, Moon-Won;Cho, Young-Sin;Jee, Chan-Soo;Kang, Soon-Hee;Park, Jong-Yoon;Hur, Myung;Kim, Chan-Jong
    • Journal of The Korean Association For Science Education
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    • v.15 no.2
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    • pp.133-148
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    • 1995
  • This study has been performed in order to achieve three objectives. They are as follows: To analyze, based on the research literatures, the nature of scientific inquiry ability and the characteristics of its constitutive elements. To identify inquiry skills and techniques essential to such areas as physics, chemistry, biology. and earth science. To develop instructional models and materials for enhancing inquiry ability on the part of high school students. It was found in the study that the scientific inquiry was interpreted in terms of different meanings according to the viewpoint of the person who are interested in the nature of science. The scientific inquiry has been viewed as the process of knowledge formation, scientific method, inquiry process or process skills depending on the epistemological, methodological, educational perspectives, respectively. It was also identified that certain kind of skills or techniques would be used for inquiry in only one specific area of the science. This study drew a conclusion based on the findings that the skills and techniques will effectively be learned when those are taught with specific knowledge in each area of the science. Reported in this paper are the materials developed, for fostering scienctific inquiry skills on the part of the high school students. The materials were developed, using two themes of a theoretical-abstract chemistry topic and a conceptual-concrete biology topic. Those materals were designed for an experiment and an observation, respectively.

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A Study on the Teaching/Learning Strategies and Materials for the Enhancement of Scientific Inquiry Skills of High School Students (고등학교의 과학적 탐구력 신장을 위한 과학 학습지도 방법과 자료의 개발에 관한 연구 I)

  • Cho, Hee-Hyung;Lee, Moon-Won;Cho, Yung-Shin;Jee, Chan-Soo;Kang, Soon-Hee;Park, Jong-Yoon;Hur, Myung;Kim, Chan-Jong
    • Journal of The Korean Association For Science Education
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    • v.15 no.1
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    • pp.54-67
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    • 1995
  • This study has been performed in order to achieve three objectives. They are as follows: To analyze, based on the research literatures, the nature of scientific inquiry ability and the characteristics of its constitutive elements. To identify inquiry skills and techniques essential to such areas as physics, chemistry, biology, and earth science. To develop instructional models and materials for enhancing inquiry ability on the part of high school students. It was found in the study that the scientific inquiry was interpreted in terms of different meanings according to the viewpoint of the person who are interested in the nature of science. The scientific inquiry has been viewed as the process of knowledge formation, scientific method, inquiry process or process skills depending on the epistemological, methodological, educational perspectives, respectively. It was also identified that certain kind of skills or techniques would be used for inquiry in only one specific area of the science. The skills and techniques are effectively learned when those are taught with specific knowledge in each area of the science. The model and materials for fostering scientific inquiry skills will be presented on the second part of the report.

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Student Teachers and Beginning Teachers' Understandings of Scientific Inquiry

  • Flick, Larry;Morrell, Patricia-D.;Wainwright, Camille;Park, Young-Shin
    • Journal of the Korean earth science society
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    • v.25 no.3
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    • pp.160-175
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    • 2004
  • This study examined the knowledge and practices of scientific inquiry displayed by three student teachers and two beginning teachers at secondary levels. Observations using the instrument of OTOP designed by the research team of OCEPT (Oregon Collaborative for Excellent in the Preparation of Teachers) generalized similar teaching strategies of scientific inquiry between student and beginning teachers, such as using group work for students' first hand experience, using concrete materials for experimentation or visual tools for demonstration, using questions for factual knowledge mainly without opportunities to understand how scientific knowledge is constructed. Those scientific inquiry activities were very confirmative ones to follow the steps without opportunities of understanding nature of science or nature of scientific inquiry. However, all participants in this study hold knowledge of scientific inquiry envisioned by the National Science Education Standards [NSES] (NRC, 1996), where students identify their hypothesis, use critical and logical thinking, and consider alternative explanations through argumentation as well as experimentation. An inconsistent relationship between participating teachers knowledge and practices about scientific inquiry resulted from their lack of pedagogy skills of implementing it in the classroom. Providing opportunities for these teachers to reflect on their beliefs and practices about scientific inquiry was recommended for the future study. Furthermore, increasing college faculty interest in new teaching approaches for upgrading the content knowledge of student teachers and beginning teachers was recommended as a solution, since those teachers showed evidence of influence by college faculties at universities in their pedagogy skills.

A Case Study on the Features of Classroom Norms Formed in Inquiry Activities of Elementary Science Classes (초등학교 과학 수업의 탐구활동에서 형성되는 교실 규범의 특징에 대한 사례 연구)

  • Chang, Jina;Song, Jinwoong
    • Journal of The Korean Association For Science Education
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    • v.35 no.2
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    • pp.303-312
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    • 2015
  • The purpose of this study is to analyze classroom norms formed in inquiry activities of elementary science classes and to consider about the actual problems in enacting school science inquiry. Focusing on the inquiry activity cases of two classes, the data were collected through classroom observation, student interview, teacher interview and questionnaires. Firstly, classroom norms were categorized into three categories theoretically: norms for behavior guidance; general academic norms; and scientific inquiry academic norms. The subcategory norms of each category were extracted inductively and the features, the causes of formation, and the influences on inquiry of each norm were also analyzed. Based on the analyses on classroom norms, the researchers identified three actual problems in enacting school science inquiry. First, the collective traits of school science inquiry caused structural problems in science classrooms. Second, teachers used their authorities in different ways according to phases of instructions. Third, the conflict cases were reported between general values for education and specific values for science inquiry. Educational implications are discussed in terms of the practices of school science inquiry and of the understanding classroom phenomena.

Structural Relationships Among the Epistemological Beliefs, Metacognition, Science Inquiry Skills, and Science Achievement of High School Students (고등학생의 인식론적 신념, 메타인지 및 과학 탐구 능력과 과학 학업성취도의 구조적 관계 분석)

  • Kim, Sue-Jin;Chung, Young-Lan
    • Journal of The Korean Association For Science Education
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    • v.35 no.6
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    • pp.931-938
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    • 2015
  • In the study, epistemological beliefs, metacognition, and scientific inquiry skills all directly affected the science academic achievement levels of high school students. Also, epistemological beliefs indirectly affected science academic achievement mediated by scientific inquiry skills and metacognition, while metacognition had an indirect effect on science academic achievement level mediated by scientific inquiry skills. We found that scientific inquiry skills had the biggest direct effect, while epistemological beliefs showed the most robust indirect effect on academic achievement level. Thus, we argue that students' scientific inquiry skills should be nurtured for the advancement of their academic achievement. In addition, more careful scholarly attention must be given to both epistemological beliefs and metacognition, which directly and indirectly affected academic achievement level. We believe that epistemological beliefs, metacognition, and scientific inquiry skills should all be considered in an integrative manner when developing educational programs and strategies.

An Analysis of Inquiry Activities in Chemistry II Textbook by Using 3-Dimensional Analysis Framework (3차원 분석틀을 이용한 화학II 교과서의 탐구활동 분석)

  • Seok Hee Lee;Yong Keun Kim;Seong Bae Moon
    • Journal of the Korean Chemical Society
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    • v.47 no.4
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    • pp.391-400
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    • 2003
  • This study was performed the analysis of seven kinds of the hight school chemistry II textbooks based on the 6th curriculum. Particularly, inquiry activity part was analyzed by the three dimension framework which consists of inquiry content dimension, inquiry process dimension and inquiry context dimension. In the analysis of the inquiry content dimension of inquiry activities, the total number of themes in seven kinds of textbook was 212. And the number of inquiry activities in seven kinds of textbook was diverse: A textbook had 28, B textbook 25, C textbook 31, D textbook 35, E textbook 31, F textbook 29 and G textbook 33. As for the avaerage number of inquiry activities of each chapter, chapter I "Material Science" is 3.00(9.91${\%}$), chapter II "Atomic Structure and Periodic Table" 4.57(15.1${\%}$), chapter III "Chemical Bonding and Compound" 6.86(22.6${\%}$), chapter IV "State of Matter and Solution" 7.00(23.1${\%}$), chapter V "Chemical Reaction" 8.86(29.2${\%}$). For the analysis of inquiry process dimension, it follows in the order of 'observation and measuring (66.7${\%}$)', 'Interpreting data and formulating generalizations (26.5${\%}$)', 'seeing a problem and seeking ways to solve it (4.1%)', and 'building, testing and revising the theoretical model (2.7${\%}$)'. As for the analysis of the inquiry context dimension, the scientific context occupied 90.5${\%}$, the individual context 4.3${\%}$, the social context 0.9${\%}$, and the technical context 4.3${\%}$. It shows that the proportion of STS(Science-Technology-Society) related contents in inquiry activities was only 9.5${\%}$.

Students' Characteristics of the Reflective Inquiry Dispositions According to the Modes of Interaction of Small Group in High School Earth Science Inquiry Class (고등학교 지구과학 탐구활동에서 소그룹의 상호작용 양식에 따른 학생들의 반성적 탐구의 특성)

  • Park, Mi-Ra;Jeong, Jin-Woo;Cheong, Cheol
    • Journal of The Korean Association For Science Education
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    • v.26 no.7
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    • pp.843-855
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    • 2006
  • The purpose of this study was to understand the substance of the reflective inquiry of students and obtain educational suggestion to the inquiry class for the promotion of the reflective inquiry, by checking out which characteristics the reflective inquiry showed according to the modes of interaction of small group in highschool earth science inquiry class. The result of study is shown as follows. At the stage of developmentand conclusion, the reflective inquiry relating the task context to data context was often appeared on the group of the modes of comfort interaction, but it was very rare on the group of modes of confrontation interaction. And the reflective inquiry scale value of the latter was two times lower than the former, The comfort group showed much more reflective inquiry statements quantitatively and performed much more meaningful reflective inquiry relating the task context to the data context. The heterogeneous group in the inquiry ability and the cognitive style showed confrontation interaction modes in the affective domain, having the most negative influence on the reflective inquiry. The homogeneous group both in the cognitive style and the inquiry ability showed the comfort interaction mode, having positive int1uence on the reflective inquiry.