• Title/Summary/Keyword: science inquiry

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The Effects of Chemistry Class Using Computer-Based Science Inquiry Program on Positive Experiences about Science, Science Core Competency, and Academic Achievement (컴퓨터 기반 과학 탐구 프로그램을 활용한 화학 수업이 과학 긍정경험, 과학과 핵심역량 및 학업성취도에 미치는 영향)

  • Kim, Sungki;Kim, Hyunjung
    • Journal of the Korean Chemical Society
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    • v.66 no.2
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    • pp.107-123
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    • 2022
  • The purpose of this study is to investigate the effects of learning using computer-based science inquiry program. To this end, the three lessons computer-based science inquiry were developed in domain of material's properties. The developed program was put into K middle school located in Seoul and the effects were verified. For the experimental group, the three lessons computer-based science inquiry related to the separation of mixture were introduced, and for the comparison group, the contents presented in the textbook were introduced as a teacher-centered teaching method. To verify the effects of the program, 2-way ANCOVA was performed on positive experiences about science and science core competency, and 2-way ANOVA was performed on academic achievement. As a result of the study, there were significant differences between the two groups in positive experiernces about science and scientific core competencies and academic achievement (p<.05), and group*gender interaction effect was only significant in academic achievement (p<.05). From the results of this study, we could see the possibility of using a computer-based science inquiry program as a chemistry teaching method that enables sustainable scientific inquiry.

The Effect of The Lunar and Planetary Phases Drawing Module on Students' Conceptual Change and Achievement

  • Kim, Sang-Dal;Kim, Jong-Hee
    • Journal of the Korean earth science society
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    • v.25 no.3
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    • pp.176-184
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    • 2004
  • The concept of 'the lunar and planetary phases' is very difficult to understand and students may have various misconceptions on this concept. A module drawing the lunar and planetary phases was developed with the application of the simplifying conditions method. The effects of instruction using the module drawing the lunar and planetary phases on the conceptual change and the achievement was investigated in the consideration of learners' characteristics (spatial perception ability, science inquiry ability, required pre-requested learning ability). Findings were as follows: 1) This module was effective for learners' conceptual change and achievement, 2) This module had a positive influence for development the learners' characteristics and conceptual change with the middle level of science inquiry ability, the middle and low level of required pre-requisite learning ability, and middle level of the spatial perception ability.

The Types and Characteristics of Science Inquiry Problems: An Analysis Based Upon the Laudanian Philosophy of Science (과학 탐구 학습 문제의 유형 및 특성 분석 연구: 라우든(Laudan)의 과학 철학을 바탕으로)

  • Kim, Chan-Jong
    • Journal of The Korean Association For Science Education
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    • v.13 no.3
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    • pp.359-365
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    • 1993
  • Scientificc inquiry has been a major goal and a vehicle to teach science in schools since Curriculum Reform Era. Based upon the Laudanian philosophy of science, scientific inquiry problems were classified and their characteristics were identified. Science inquiry problems could be classified as empirical and conceptual problems. Empirical problems consist of unsolved, solved, and anomalous problems. Internal and external conceptual problems are included in conceptual problems. Effective teaching methods for solving empirical and conceptual science problems are discussed. The implications of Laudanian philosophy of science for science teaching were also discussed.

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Construction of a Structural Equation Model on Attitudes to Science Using LISREL (LISREL을 이용한 과학에서의 태도에 관한 구조방정식모델의 구축)

  • Lee, Kyung-Hoon
    • Journal of The Korean Association For Science Education
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    • v.17 no.3
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    • pp.301-311
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    • 1997
  • The purpose of this study is to construct a structural equation model and to analyze causal relationships among variables related to attitudes to science using structural equation modeling(SEM) with LISREL VII. The sample consisted of 483 10th grade boys from a general high school in Pusan, Korea. The questionnaires (ABC-attitude scale: affection, behavioral intention, cognition scale of attitude towards science) were developed by the researcher through a pilot study. And other instruments have modified previous ones. Five instruments were used in this study: GALT(group assessment of logical thinking), MTSlS(modified test of science inquiry skill), ABC-attitude scale, MSAS(modified scientific attitude scale), CSAT(common science achievement test). Structural equation modeling with LISREL VII($J\ddot{o}reskog$ & $S\ddot{o}rbom,$ 1993) was employed to estimate the causal inferences about hypothesized relationships among observed data sets. Three competing models consisted of five latent variable(scientific thinking ability, science inquiry skill, attitude towards science, scientific attitude, science achievement) - lP(inquiry preceding) model, AP(attitude preceding) model and AM(attitude mediating) model - were developed. Among these competing models, IP model satisfied the observed data sets. The causal relationships among "attitudes to science" and other latent variables were reliably identified. According to the results of the present study, science inquiry skill was the most significant variable that can predict science achievement. But scientific thinking ability has not directly influenced science achievement. This study suggests that inquiry based teaching-learning processes should be offered to students for improvement of science achievement. At the same time, it seems to be important to develop positive attitude towards science. Understanding of relationships among variables related to attitudes to science will be helpful to the development of science curriculum and to the design of science teaching and learning process. LISREL has been recognized as a useful approach in testing a SEM. However, in this study, LISREL approach was estimated as much more useful method for research design.

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Influencing on the Increase of the Scientific Inquiry Abilities and Attitudes by Using the Work-Sheets for the Differentiated Learning (수준별 학습지 활용 수업이 과학적 탐구 능력과 태도에 미치는 영향)

  • 최윤미;남철우
    • Journal of Korean Elementary Science Education
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    • v.21 no.1
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    • pp.111-125
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    • 2002
  • The aim of this study is to make it sure how pupils' science inquiry skills and attitude are influenced when they are taught by using the work-sheets for the differentiated learning according to their ability. In order to accomplish this aim, two classes of the fourth grade in the elementary school were distinguished into two groups: one was the experimental class and the other, the comparative class. The experimental class was given 52 hours of science lessons using the above sheets, and the comparative class, the general method of teaching. In order to compare their scientific interest and learning ability of the two groups each other, pupils were tested the standardized achievement in advance. The two groups were also given "ex post facto test" to measure the variation of their inquiry skills and attitude after the lessons. In addition, the experimental class was tested to measure their learning attitude after they are teamed the science with the sheets. The results of this study are as follows: 1. According to the percentile statistics of the science inquiry skills test between the two groups, the work-sheets for the differentiated teaming helped pupils develope their inquiry skills remarkably. 2. The work-sheets did not lead to significant difference between the learning ability of boys and girls. 3. The science lesson using the work-sheets showed positive influences in increasing pupils' scientific attitude. 4. About 77.2 percent of pupils accepted the excellent records of the evaluation in the science lesson using the sheets. It can be, therefore, concluded that the science lesson using the work-sheets for differentiated teaming is one of effective science lessons to increasing pupils' science inquiry skills, compared with the general teaching method.

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Investigating Science-contents Problems through Correlation with Tests of Creative Thinking and Integrated Process Skills (과학 탐구력 검사와 창의성 검사와의 관계를 통한 과학영재 선발문항 유형 분석)

  • Park, Min-Jung;Chun, Mi-Ran;Jeon, Dong-Ryul
    • Journal of Gifted/Talented Education
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    • v.19 no.3
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    • pp.565-583
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    • 2009
  • We studied what kind of science-contents problems can also give information on one's creativity for use in the selection of scientifically gifted. 383 7th and 8th graders as subjects, we first analyzed the corelation between the results of creative thinking, scientific attitude, science inquiry, logical thinking and the scientific creativity problem solving skill test. The corelation analysis indicated that science inquiry test could represent other tests except TTCT. We then tested 532 6th graders with TTCT and science inquiry tests concomitantly with the contents- related problems made in such types as naming 20 scientists, writing about a scientist, imagination to overcome a problem, understanding of theory and application and understanding of science laws and application. The results indicated that writing and imagination were most efficient in assessing both the contents and the creativity.

Development and Application of Open Inquiry Program : Focusing on the Students' Traits of Science Inquiring Ability and Repeated Feedback (초등학생을 위한 자유 탐구 프로그램 개발 및 적용: 학생의 과학 탐구 기능 특성 및 지속적 피드백을 중심으로)

  • Chang, Jin-A;Jhun, Young-Seok
    • Journal of Korean Elementary Science Education
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    • v.29 no.2
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    • pp.207-218
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    • 2010
  • The revised curriculum in 2007 adds an open inquiry approach to increase students' creativity and interest in science. Because it is the first time for elementary students to perform the open inquiry due to the national curriculum, it is essential that teachers give students' successful experiences in order to build a positive impression about inquiry activity. The purpose of this research is to develop and apply the open inquiry program. The research findings are as follows: First, we analyzed the students' traits of open inquiry ability during the program. The third and fourth grade students showed weakness in operating and inquiring abilities. They also feared failure and were unable to concentrate in classes which were based on explanation or discussion. When students had unexpected results, however, their inquiring abilities and creativeness increased considerably. Additionally there were some students who were stressed during the science-inquiry activity, due to no interest in science and an inability to think scientifically. Second, we developed an open inquiry program for elementary students. The program was modified, reflected upon the students' traits during open inquiry in class. Through repeated feedback like this, we completed the program. Third, for those who studied in the lessons there was a meaningful change in students' science inquiry abilities and abilities to perform 'formulating a hypothesis' and 'the control of variables'. These students' level of self-inquiry performance improved steadily. Moreover, they obtained a strong attachment to their inquiry and understood the method of quantitative experiments.

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The 2D Drawing-Based Authoring Tool for Scientific Inquiry Learning Virtual Environments (과학적 탐구학습 가상환경을 위한 2차원 Drawing 기반 저작도구)

  • Im, Jae-Won;Park, Kyoung-Shin;Cho, Yong-Joo
    • Journal of the Korea Institute of Information and Communication Engineering
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    • v.13 no.7
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    • pp.1303-1311
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    • 2009
  • This paper describes a new visual VR authoring tool called DEVISE (Drawing Environment for VR-based Inquiry-learning Science Education) which is designed to support scientific inquiry learning. DEVISE allows users with no programming expertise to easily build the science inquiry learning VR contents by using 2D drawing interface to place 3D objects and specify properties of the virtual worlds or objects. This paper first describes the related works of VR authoring tools and inquiry learning virtual environments. It also explains SASILE, an integrated virtual environment system for supporting science inquiry learning, and its problems. Then, it describes DEVISE system components and its workflow, and it discusses the observation results of user evaluations of developing science inquiry-learning VR contents.

Investigation of elementary teachers' perspectives on science inquiry teaching (과학 탐구 지도에 대한 초등학교 교사들의 인식 조사)

  • Jeon, Kyungmoon
    • Journal of Science Education
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    • v.39 no.2
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    • pp.267-277
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    • 2015
  • This study explored elementary school teachers' perspectives on science inquiry teaching. First, an open-ended questionnaire was administered to elicit teachers' experiences of their approach to inquiry teaching. These self-reported approaches revealed three conceptions of teaching for inquiry learning in science: 'science process skills-centered' category focused on observing, classifying, measuring, and fair testing; 'generating scientific questions' category focused on students' question-generating; and 'illustrate concept and/or content' category focused on science content demonstration by making use of experimental procedures to obtain expected results. Second, teachers were asked to place 18 activity cards either close to or further from an 'inquiry-based science classroom' card. The relative distances from the activity card to the central classroom card were measured. The teachers perceived that students' activity of 'designing and implementing appropriate procedures' was the most important in supporting an inquiry-based science classroom. Understanding teachers' views has implications for both the enactment of inquiry teaching in the classroom as well as the uptake of new teaching behaviors during professional development.

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