Abstract
In this research, after extracting the pre-inquiries (student-level question) for which students had curiosity in the elementary science and analyzing their correlation with the elementary science curriculum, highly correlated inquiries (meaningful pre-inquiries) were selected and applied in class. After organizing an experiment group and a controlled group with one each class of 6th grade in two elementary schools which showed homogeneity in prior research. This study collected pre-inquiries from the experiment group through a questionnaire and together with a science education experts selected inquiries significant to the elementary science curriculum. The selected pre-inquiries were used for each class and its activity (question -resolution class) to accomplish the class goal. Through this research class, this study conducted T-test, mean-difference test, in order to compare the difference by period and group in science process skills and science-related affective domain. In the result of the science process skills, the controlled group showed 16.20 score while the experiment group showed 17.70 so that the experiment group showed higher score and it was a significant difference(p<.05). Also, for the science- related affective domain, the experiment group showed significantly higher scores compared to the controlled group in general (p<.001). This study explored the educational implication in organizing elementary science curriculums in consideration of the demanders such as what subject students have interest in or feel curious about.
Highlights
In modern society, all goods and services are produced and supplied reflecting the thinking and attitude of consumers
Students were asked about the pre-inquiries in the "Acid and Base" section of the 6th grade elementary school, and they were closely related to the science curriculum
Given the level of elementary school students who are still lacking in science knowledge, it is difficult for students to ask abstract, high-dimensional questions
Summary
All goods and services are produced and supplied reflecting the thinking and attitude of consumers. Student questioning is a good guide to what a student wants to know (Elstgeest, 1985) [5], which is a way to get information about the preconceptions students already have and their level of understanding Students will think through questions, seek meaning, and relate new ideas to familiar concepts (King, 1994) [18]. When students ask questions and find meaning, they associate new ideas with familiar concepts (King, 1994) [18]. This can be thought of as a step in the process of information processing (White, 1988) [26], several studies have reported that students' inquiries-explanatory in learning activities are helpful in learning (Cuccio-Schirripa & Steiner, 2000) [12]
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