• Title/Summary/Keyword: science inquiry

Search Result 197, Processing Time 0.126 seconds

Effects of the Plant Inquiry Instruction using Rapid-cycling Brassica rapa on the Change of Plant Concept of the Elementary School Students (속성배추를 이용한 식물 탐구 수업이 초등학생의 식물 개념 변화에 미치는 효과)

  • Lee, Myung-Sun;Kim, Sung-Ha
    • Journal of Korean Elementary Science Education
    • /
    • v.28 no.3
    • /
    • pp.277-291
    • /
    • 2009
  • This study is intended to develop plant inquiry instruction using Rapid-cycling Brassica rapa (RcBr) whose life cycle is relatively short, and to apply it to the elementary science instruction of the 4th grader and examine their plant concept, science inquiry skills and science-related attitudes. The materials were consisted of laboratory manuals for the students as well as teachers' guide. By observing the life cycle of RcBr, students can experience the conceptual learning of the plant's life cycle. In addition, this study investigated the cause of change in science inquiry skills and science-related attitudes by interviewing 12 students. It has shown that plant inquiry instruction using RcBr has meaningful effects on students' understanding of the plant concept, improving students' science inquiry skills, and changing students' science-related attitudes. Students who showed improvement in science inquiry skills were able to answer questions regarding science knowledge correctly. And students whose science related attitudes were improved had a positive attitude on cultivating RcBr. Students told that RcBr was an interesting and good material to inquire plant. Because of its small size and its relatively short life cycle of RcBR, it should be a desirable plant material for the inquiry instruction which can give rise to useful and meaningful results for the elementary school students.

  • PDF

Analysis of Features Related to Authentic Science Inquiry Appear in Open-ended Activities of the Elementary Science-gifted Students (초등과학 영재학생의 개방적 탐구 활동에서 나타난 참과학탐구의 특정 분석)

  • Kang, Eun-Ju;Kim, Sun-Ja;Park, Jong-Wook
    • Journal of Gifted/Talented Education
    • /
    • v.19 no.3
    • /
    • pp.647-667
    • /
    • 2009
  • This study intends to analyze open-ended inquiry activities of elementary science-gifted students in terms of how similar they are to authentic science inquiry and suggest desirable ways to make more effective programs for the gifted. For this study, we selected a small group with five elementary science-gifted students who had participated in the open inquiry program of summer camp held in the Institute for Science Gifted Education and collected data through recording and video-taping their discussion and performance from planning to coordinating inquiry results. The data was analyzed in terms of epistemological features and cognitive process in authentic science inquiry. The results is as follows. In terms of epistemology, students' inquiry methods were theory laden and they constructed knowledge in collaborative groups. For example, the students often discussed about performing the thought experiment and scientific concept related to inquiry task or their opinion. And in terms of cognitive process, their designing inquiry was similar to authentic science inquiry especially selecting variables, planning procedures, controlling variables, planning measures.

The Effect on Science Inquiry Ability, Scientific Attitude and Science Achievement of the Elementary School Students According to the Input time of Web-Based Instruction Programs (웹기반 학습 프로그램의 투입 시기가 초등학생의 과학탐구능력, 과학적태도 및 학업성취도에 미치는 효과)

  • 백남권;안영학
    • Journal of Korean Elementary Science Education
    • /
    • v.23 no.2
    • /
    • pp.123-130
    • /
    • 2004
  • This study is aimed at exploring the effects on Science Inquiry Ability, Scientific Attitude and Science Achievement of the Elementary School Students according to the Input time of Web-Based Instruction Programs. As the object of the study, seventy-two students were selected from three classes in the fifth grade of Y Elementary School located in the city of T, Gyungsangnam-do. They were classified into the three groups such as Group A (Class 1), Group B (Class 2) and Group C (Class 3). The author threw web-based instruction programs into the begining of a unit, during a unit, the end of a unit to each group, and explored the effects. The results of this study were as follows: First, for the learning effect of science inquiry ability, it was indicated that there was the highest effect in the case of throwing web-based instruction programs into during a unit, but the effect reduced a little in the case of throwing them into the end of a unit. Secondly, the scientific attitudes tended to be reduced in the case of throwing them into during a unit, but there did not occur statistically significant improvement. Thirdly, the degree of improvement of the science achievement tended to be highest in the case of throwing them into the end of a unit. Such findings indicated that the time of throwing in web-based instruction programs affected science inquiry ability, scientific attitude and science achievement of elementary school students. Thus, it will be said that teachers need to teach their students with the class strategies of considering various scientific elements revealed at the time of throwing in web-based instruction programs.

  • PDF

The Relationships between the Ability of Students' Raising Creative Problems and Academic Achievement, Science Inquiry Skills and Creative Personality of High School Students (고등학생들의 독창적인 문제발견 능력과 학업 성취도, 과학 탐구능력, 창의적 성격과의 관계)

  • Park, Si-Kyung;Ryu, Jong-Seok
    • Journal of The Korean Association For Science Education
    • /
    • v.27 no.3
    • /
    • pp.263-271
    • /
    • 2007
  • The purpose of this study was to investigate the relationships between the ability of students' raising creative problems and academic achievement, science inquiry skills and creative personality of high school students. In order to evaluate the originality of problems, the present study used three methods: evaluation by frequency, teacher, and student. The results in this study turned out to be as follows: First, there was not much difference in the three methods. But familiar problems had the possibility of receiving higher marks. Second, the ability of students' raising creative problems was significantly correlated with academic achievement and creative personality, but there was no correlation with science inquiry skills. The subjects were divided into 2 groups by students' originality score. In the higher score group, the ability of students' raising creative problems was significantly correlated with creative personality, but in the lower score group, it was significantly correlated with academic achievement. Third, as for science inquiry skills and creative personality between two groups, there was no significant difference, whereas as for academic achievement(physics I, chemistry I), there was significant difference.

An Analysis on the Relationship between Cognitive Levels and Science Inquiry Skills in High School Students (고등학생의인지수준과 과학탐구 능력과의 관계 분석)

  • Woo, Jong-Ok;Kim, Jong-Eal
    • Journal of The Korean Association For Science Education
    • /
    • v.13 no.2
    • /
    • pp.296-307
    • /
    • 1993
  • The purpose of this study was to identify concretely how to improve inquiry learning. To put the purpose in detail : 1) to define the inquiry skills 2) to select the factors of inquiry skills appropriate to the content of Science I (earth science) textbook 3) to develop items which consist of experimental inquiry and concept inquiry in due proportion, to evalute inquiry skills 4) to analyze the relationship between high school students' cognitive levels and the achievement of science inquiry skills. To achieve these objectives, the investigator sampled 558 students in eleventh grade, living in Seoul, Chung-Ju and Kwang-Ju, and evaluated their cognitive levels and the achievement of science inquiry skills. The results of this study showed that the cognitive levels of students were lower than those identified in Piaget's work and that the achievement of science inquiry skills were low also. It may be thought that one of most important reasons to bring about those results is lacking in adaptation capability of science inquiry items and inquiry learning. So, it can be recommended as a way to heighten cognitive levels to make inquiry learning using the textbook content. In conclusion, the investigator make suggestions as follows : 1) to give inquiry learning which consist of experimental inquiry and concept inquiry in due proportion 2) to develop inquiry items to include content for evaluating inquiry learning, and test items for psycho-motor areas 3) to publish textbooks which motivate students' inquiry activities and develop their creative thinking, considering students' cognitive levels and inquiry skills.

  • PDF

Effect of Participation in Science Fairs on Perception, Science Related Attitudes and Science Inquiry Process Skill of Elementary School Children (과학 대회 참여가 초등학생들의 인식, 과학 관련 태도 및 과학 탐구 능력에 미치는 영향)

  • Ahn, Kwang-Ho;Park, Il-Woo
    • Journal of Korean Elementary Science Education
    • /
    • v.28 no.3
    • /
    • pp.304-312
    • /
    • 2009
  • We have investigated the effects of participation in science fairs on perception, science related attitudes and science inquiry process skill of thirteen fifth-grade elementary school children in the science subjects. Questionnaires were prepared to find out student's reactions to the participation in science fairs. All participated children responded that the activities at the fairs were interesting and helpful to learning scientific knowledge and inquiring scientific questions. From the analysis of the responses we have found that the participation process including preparatory ones during the fairs may help children to enhance their science related attitudes and science inquiry process skill and can be considered as a useful science curriculum.

  • PDF

The Effects of STEAM Education on Scientific Inquiry Skills of High School Students (융합인재교육(STEAM)이 고등학생의 과학탐구능력에 미치는 효과)

  • Lim, Kang-Suk;Kim, Hee-Soo
    • Journal of the Korean Society of Earth Science Education
    • /
    • v.7 no.2
    • /
    • pp.180-191
    • /
    • 2014
  • The purpose of this study was to determine the effects on STEAM education for intergrated science inquiry ability of high school students. The experimental and control group were 30 students, respectively. The STEAM program developed by a teacher study group was applied to the experimental group students for 6 months. The control group learned traditional methods. The results of this study showed that the intergrated science inquiry ability of experimental group students were increased positively(P<0.05). Also the abilities as hypothesis, defining variables, determining variables, operational definition and data interpretation improved affirmatively(P<0.05) except graphing.

The Effect of Apply Concept Maps for 'Ocean' Units in Middle School Science (중학교 과학 '해양' 단원의 개념도 활용 수업의 효과)

  • Choi, Sung-Bong
    • Journal of the Korean Society of Earth Science Education
    • /
    • v.6 no.2
    • /
    • pp.93-100
    • /
    • 2013
  • The purpose of this study is to examine the effect of science related attitudes and science inquiry skill that apply concept maps for 'Ocean' units in middle school science. The subjects of this study consist of four classes third grade middle school students of the Busan Metropolitan City, which were divided into two groups: one is the experimental group which applied concept map teaching and the other is the ordinary teaching group. The result of this study were shown as follow: First, the use of concept map teaching improved the active meaningful process and improved student's science related attitudes in the experimental group. Second, the science lesson using concept map is effective for science inquiry skill in the experimental group. Third, the using concept map teaching created a positive reaction to make the formulation of ideas.

Classification and Statement of Evaluating Objectives Using Three-Dimensional Assessment Framework of Science Inquiry (과학 탐구의 3차원 평가틀에 의한 평가 목표 분류 및 진술)

  • Woo, Jong-Ok;Cheong, Cheol
    • Journal of The Korean Association For Science Education
    • /
    • v.16 no.3
    • /
    • pp.270-277
    • /
    • 1996
  • The purpose of this study is to classify and state of evaluating objectives using three-dimensional assessment framework of science inquiry. The first, as an attempt to provide a theoretical base for developing an assessment framework taxonomies and classificatory schemes of educational objectives were analyzed Bloom's taxonomy, Klopfer's specification, NAEP(National Assessment of Educational Progress), and APU(Assessment of Performance Unit) framework. The second, three-dimensional assessment framework use in this study has formed a clear definition of three-dimensional matrix. These three dimensions consists of content, context and process. The third, the model of three-dimensional taxonomy of science inquiry developed in this study is presented. In addition, an example of classification and statement of evaluating objectives based on the model is presented.

  • PDF

The Development of an Instrument to Assess Young Children's Understanding of Science Inquiry Skills and Its Application (유아의 과학적 탐구기술 이해 검사도구의 개발 및 적용)

  • Kim, Kyung Sook;Kim, Hee Young
    • Korean Journal of Childcare and Education
    • /
    • v.10 no.3
    • /
    • pp.137-158
    • /
    • 2014
  • The present study aimed to develop an instrument to assess young children's understanding of science inquiry skills. For the purposes of the study, based on analysis of literature and evaluation tools related to young children's science inquiry skills, five categories of understanding science inquiry skills including observing, classifying, predicting, measuring, and discussing were selected. Then 30 test items were developed and verified three times through opinions from science education and early childhood education professionals and teachers. Finally, a total of 19 test items within five categories were developed. The 19 items' item difficulty, item discrimination, and item internal consistency were verified statistically. In addition, concurrent validity and test-retest reliability of the items were verified by the significant correlation coefficients. The instrument developed in this study was administered to 300 children who were 3, 4, and 5 years old. The results showed that 5 year old children had better competence to understand science inquiry skills than 4 and 3 year old children, while there were no differences in the competence between boys and girls.