Inquiry Activities Research Articles

스토리텔링 적정기술 탐구활동이 유아의 이타성, 배려적 사고, 과학적 탐구능력에 미치는 영향

스토리텔링 적정기술 탐구활동이 유아의 이타성, 배려적 사고, 과학적 탐구능력에 미치는 영향

교과서에 나타난 사이버 일탈 유형과 탐구 방법 분석 -고등학교 일반사회 영역을 중심으로-

교과서에 나타난 사이버 일탈 유형과 탐구 방법 분석 -고등학교 일반사회 영역을 중심으로-

The Fusion of Constructivism and Instructivism in Chinese Kindergartens: An Analysis of the Teaching Dialogues in the Engineer Block Building Activities

ABSTRACT Research findings This study aimed to explore whether the fusion of constructivism and instructivism could be observed in the teaching dialogs during the Engineer Block Building (EBB) activities in Chinese kindergartens. Altogether 20 block building activities about the theme of architecture were videotaped and coded with the Engineer Design Process (EDP) framework and the Cam-UNAM Scheme for Educational Dialogue Analysis (SEDA). Analysis of the 5808 coded turns of dialogs found that: (1) all the six EDP phases could be observed in the 20 activities, which could be regarded as EBB; (2) all the SEDA types were adopted by the 15 Chinese teachers, who endeavored to deliver EBB knowledge and skills; (3) the teachers from high ranking or public kindergartens employed significantly more Try and Decide processes of EDP than those from no-ranking or private kindergartens; and (4) the top three types of SEDA employed by the teachers were “invite opinions or ideas”, “propose action or inquiry activity”, and “state agreement or position”. These results jointly indicated that the fusion of pedagogies was also dominant in Chinese EBB activities. Practice or Policy: More culturally and contextually appropriate guidance and training on EBB and EDP should be provided to enhance early childhood teachers’ professionalism and professional development.

Integrating Smartphone-Controlled Paper Airplane Into Gamified Science Inquiry for Junior High School Students

Integrating science learning with game experience and physical manipulatives not only overcomes the rigidity of traditional teaching, but also makes the learning experience pleasant for students and improves their science inquiry ability. Today, with the popularization of mobile devices and technology, both the value and feasibility of gamified science learning have increased significantly. However, several studies showed that students might get lost or feel bored during science inquiry. To let students enjoy the science inquiry process and improve their science process skills, the researchers combined mobile technology, game design elements, and science inquiry and designed the gamified science inquiry activity “we are aircraft designers”. Here, students designed and manipulated a smartphone-controlled paper airplane by mobile devices connected via Bluetooth. To investigate the effects of the gamified science inquiry activity, the flow state and science process skills of 71 students of a junior high school in China were explored. The proposed gamified science inquiry activity enhanced flow and science process skills of students with high and middle level flow. No differences were found on flow and science process skills between males and females. Based on these results, the guidelines for the design of a gamified science inquiry activity are discussed.

Uniformity, diversity, harmony, and emotional energy in a Chinese STEM classroom

BackgroundUnderstanding cultural diversity in STEM education is important for inclusivity and teaching STEM literacy for all. We explore diversity at a micro-cultural classroom level involving students’ emotional experiences and interactional practices as they engage with learning, which has received limited attention in naturalistic studies of STEM education, especially in East Asian cultures. In this study, we explore emotional experiences of students during a guided inquiry lesson in a Chinese primary school using an interpretive methodology informed by concepts of emotional energy, uniformity, and harmony. Emotional energy is an individual and collective experience of togetherness and solidarity emerging from successful social interaction. Uniformity and harmony are emotion-related concepts experienced in Confucian heritage cultures. The aims of this study are to explore Chinese students’ emotional experiences during a STEM inquiry lesson and to refine the conceptualization of emotional energy from Confucian cultural perspectives.ResultsIn a STEM inquiry, context knowledge about micro-cultural diversity and the interplay between Chinese emotional experiences and engagement with ideas are explored. Notions of uniformity and harmony are described through cultural practices as they relate to emotional energy. The study contributes to understanding the diversity of emotional energy as a student experience and social form of engagement, during a STEM inquiry activity in a Confucian heritage context.ConclusionsThis study contributes to understandings of student experiences of uniformity, harmony, and variations to intensity of emotional energy during learning via STEM inquiry. Modifications to the conceptualization of emotional energy in STEM education are indicated. Our findings inform an understanding of student emotive experiences of STEM education in East Asian and multi-cultural education systems internationally.

Video-worked examples to support the development of elementary students’ science process skills: a case study in an inquiry activity on electrical circuits

ABSTRACT Background Scientific inquiry is a widely accepted methodology to promote science process skills. In inquiry activities, students develop their understanding by addressing questions, performing scientific research and interpreting results derived from their research. Developing these science skills to perform scientific inquiries is considered a learning objective in primary science education. Although this methodology yields good results, it can be too cognitively demanding for inexperienced students. Guides are therefore needed to support the development of novel inquirer activities. Purpose In the present work, a didactic strategy based on video-worked examples is proposed for guiding the inquiry process in an elementary education classroom. Sample This study included 30 elementary school students in the fifth and sixth grade from one rural school in Catalonia (eastern Spain). Design and method The present work is a case study in which a quantitative method is applied to achieve the research objectives. Six open-ended questions were used to analyse the performance of the different science process skills. Results Results confirm that the strategy based on the use of video-worked examples to support an inquiry activity provides students with a structure for the inquiry process, and in particular, improve their questioning, collection, processing and analysing skills. These data reinforce the idea that offering supports and instructions renders an opportunity to practise science process skills and improve the students’ understanding and application of these abilities. Moreover, video-worked examples supported transferring scientific skills to other scientific contexts. Conclusions The use of video-worked examples as a didactic strategy has a positive impact on the students’ inquiry behavior. This strategy promoted positive classroom dynamics reflected in improved students’ autonomy, collaborative work and motivation when performing an inquiry activity.

استخدام الاستقصاء التعاونی المتمرکز حول التکنولوجیا فی تدریس محتوى الهندسة لتنمیة المقدرة على الحس المکانی والفهم الهندسی Using Co-operative Inquiry based on Technology in teaching geometrical content to develop spatial sense, and geomtrical understanding

بالتدقيق في محتوى هندسة المرحلتين الابتدائية، والإعدادية نجد أنه يتمثل بدرجة کبيرة في مناشط استقصائية حول العلاقات الهندسية من خلال القيام ببعض العمليات الرياضياتية کالنمذجة، والتصور، والتحويل، والمقارنة، وتصنيف الأشکال الهندسية، والتي تعتمد بدورها على الحس المکاني، و تعتبره مستهدف أساسي من مستهدفات هذه المرحلة العمرية. وتعد المقدرة على الحس المکاني هدفا لکثير من الدراسات، والبحوث التي استهدفت تحديد طبيعتها، وکيفية التعرف عليها، وقياسها من جانب، ودراسة سبل تنميتها من جانب آخر؛ ومن الدراسات والبحوث التي حاولت وصف تلک المقدرة، والمتغيرات المرتبطة بها، فضلا عن بناء اختبارات مقننة لقياسها: دراسة تزريل، وإيجوزي TzurielE Among the studies and research that attempted to describe this ability, and the related variables, as well as building standardized tests to measure it: Tzuriel & Egozi (2010) and Young, et al. (2018). It is also planned to engage learners into investigative activities centered on mathematical education software; Such as: GeoGebra, Cabri, Sketchpad are contemporary trends emphasized by the workshops and conferences concerned with the endoing of educational technology in the context of learning school mathematics. So, the current research came as an attempt to develop spatial sense and geometrical understanding using investigative activities designed in light of some modern mathematics education software. More specifically, the current research is an attempt to identify the feasibility of using the technology-based collaborative Inquiry in teaching sixth-grade geometrical content for developing level of spatial sense and geometrical understanding among a sample of sixth-grade primary school students in Alexandria Governorate. The results of the research indicated that there is a statistically significant difference between the mean scores of students in the experimental and control groups with regard to both spatial sense and geometrical understanding, and that this difference amounts to the degree of effectiveness; Where the values of the Eta square is greater than 0.15, which in turn confirms the significant effect of experimental Modeling (collaborative Inquiry activities centered on mathematical education software) in the variables of the research

Exploring Types of Coordination between Evidence and Theory Found in Science Journals of 4thGraders

This study aims to explore how 4th-grade students dealt with evidence and theory by analyzing their journal entries for a science inquiry activity. It was found that they understand science practices, which was evident from their claims in their science journals. The 4th graders took a science class and worked with self-directed inquiry using the Korean science elementary textbook. After the inquiry activities, they completed science journals that included their test question, data, and claims regarding their inquiry. To characterize types of coordination between evidence and theory, the journals were analyzed. Twenty-one 4th graders took the course, and they finished five science inquiries and wrote summaries in the journal at the end of each inquiry. A total of ninety-one students’ journals were collected and analyzed for this study. Based on the analyses, five types of coordination between evidence and theory were found. The most frequent type was students proposing inquiry questions based on what they already learned and trying to confirm it through the inquiry activity. It was followed by a discussion regarding the direction of elementary school’s science inquiry activities as well.

School-STEM Professionals’ Collaboration: a case study on teachers’ conceptions

ABSTRACT The motivation for the design of this study was to understand the possibility and impact of the involvement of STEM (Science, Technology, Engineering and Mathematics) professionals on school STEM education. This involved two stages, with the design of a set of authentic STEM inquiry activities firstly and implementation in primary classrooms secondly. Five teachers from a local primary school, who were making their first attempt in implementing STEM learning with students at senior primary levels, participated in this study. The teachers worked collaboratively with an Environmental Scientist with support from the research team to design authentic STEM activities to solve a problem which is currently affecting the school environment. The study used a qualitative approach with teachers’ pre- and post- concept maps, self-reflections and interviews to capture changes in teachers’ STEM conceptions. The findings showed that “School-STEM Professionals’ Collaboration” had a positive impact on teachers’ conceptions of STEM education and STEM professionals.

Parental Pre-knowledge Enhances Guidance During Inquiry-Based Family Learning in a Museum Context: An Individual Differences Perspective.

Effective interaction and inquiry are an essential source for children’s learning about science in an informal context. This study investigated the effect of parental pre-knowledge on parent–child interactions (manipulations, parent talk, and child talk) during an inquiry activity in NEMO Science Museum in Amsterdam. The sample included 105 parent–child dyads (mean children’s age = 10.0 years). Half of the couples were randomly assigned to the experimental group in which, without the child’s knowledge, the parent was shown the task’s solution prior to the inquiry activity. Results show that parental pre-knowledge affected the way parents interacted and inquired with their child. Compared to parents without pre-knowledge, parents with pre-knowledge inquired longer, posed more open-ended wh-questions and closed questions, and less often interpreted results. Children of parents with pre-knowledge more often described evidence and interpreted results, more often manipulated alone, and solved the task more accurately. These results indicate that parental pre-knowledge brings about parents’ scaffolding behavior. In addition, it was studied how individual differences of parents and children relate to parent–child interaction. Results show that children’s self-reported inquiry attitude was related to their conversation during inquiry, such that they asked fewer closed questions and more open-ended questions. Children’s gender affected the cooperation between parent and child, parents more often manipulated together with boys than with girls, and girls more often manipulated alone. Fathers with pre-knowledge, but not mothers, let their child manipulate more by oneself than fathers without pre-knowledge. This study shows that more knowledge about an exhibit improves a parent’s scaffolding behavior in a science museum. Results are discussed in the context of museum practice.

Analysis of Inquiry Activity Types in the High School Life Science II Textbooks according to the 2009 Revised and 2015 Revised Science Curriculums

Analysis of Inquiry Activity Types in the High School Life Science II Textbooks according to the 2009 Revised and 2015 Revised Science Curriculums

The Effect of Conflict Cognitive Strategy in Inquiry-based Learning on Preservice Teachers’ Critical Thinking Ability

The current trend of learning goals for universities that they are able to produce preservice teachers who think critically and the teaching process focusing on the empirical inquiry activities is recommended as a foundation for practicing critical thinking. Generating preservice teachers’ prior knowledge in inquiry activities is needed using conflict cognitive strategies. Based on theoretical studies, the conflict cognitive strategy can treat learners to think critically. This study was aimed at describing the effects of the conflict cognitive strategy in inquiry-based learning model on preservice teachers’ critical thinking ability. This study was quasi-experimental research with one group pretest-posttest design. The sample of this study consisted of 18 preservice teachers of the physics study program at State Islamic University of Mataram. The preservice-teachers’ critical thinking ability were assessed using a critical thinking ability test instrument in the form of essay test. The data of critical thinking ability were analyzed descriptively and statistically, where homogeneity test, normality test, and t-test were applied. The results showed that the conflict cognitive strategy in inquiry-based learning model had a significant effect on preservice teachers’ critical thinking ability. The finding and discussion are further described in this article.

Analysis on the Science Subject Competencies in Inquiry Activity of Elementary Science Textbooks according to 2015 Revised National Curriculum

Analysis on the Science Subject Competencies in Inquiry Activity of Elementary Science Textbooks according to 2015 Revised National Curriculum

Patterns of peer scaffolding in technology-enhanced inquiry classrooms: application of social network analysis

The purpose of this study was to identify types and patterns of peer scaffolding that occur during inquiry-based learning (IBL) group activities. It employed a single instrumental case approach that integrated quantitative and qualitative analyses of data gathered from 21 students in a ninth grade biology course. A verbal analysis, a content analysis, and a social network analysis (SNA) were performed to identify patterns in group interactions and refine emergent themes. First, nine types of peer scaffolding were identified and found to serve the goals of direction maintenance, cognitive structuring, and simplification. Second, three different patterns related to the high, mixed, and low prior knowledge levels of each group were identified. The high prior knowledge group provided peer scaffolding that focused attention on considerations key to developing their arguments, and this scaffolding may have improved the group’s work. In the mixed prior knowledge group, the students with greater prior knowledge were likely to support those with less prior knowledge. Together, these findings indicate the way students are grouped may impact observable patterns in peer scaffolding. Identifying the difficulties that learners face and the assistance they seek could help instructional designers and teachers identify areas in which students need support during IBL group activities. This study informs educators and practitioners of effective strategies for designing and implementing peer scaffolding to assist inquiry activities in technology-enhanced classroom settings.

Developing Science Process Skills through Mobile Scientific Inquiry

The main purpose of science education is to provide students with Science Process Skills (SPS). Participation in scientific inquiry activities is the most effective method in developing these skills. This study uses a mixed-method design to investigate the effect of mobile scientific inquiry on pre-service teachers’ SPS. For this purpose, a mobile application developed by the researchers and used by participants for eight weeks. 94 pre-service teachers participated in the study. “Science Process Skills Test”, semi-structured interviews and reflective journals were the data collection tools of the study. Results showed that engaging mobile scientific inquiry affects development of science process skills significantly and positively. Qualitative data analysis also supported this positive change.

Development of guided inquiry learning tools combined with advance organizer to increase students’ understanding of physics concept

The combination of guided inquiry learning models combined with advanced organizers is needed to facilitate students who have diverse initial abilities so that they can participate in inquiry activities well. The purpose of this study is to produce a physics learning device in a guided inquiry model that is combined with an advance organizer, who has valid, practical, and effective criteria in improving students understanding of the physics concept. The learning tools testing phase was carried out in class X in one of the high schools in the Mataram, using one group pre-test post-test design. Observation and concept understanding tests do data collection. The results of the study show that: Learning tools developed are valid; The practicality of learning tools was tested through the implementation of physics learning by the guided inquiry model combined with advance organizer, and the effectiveness of the learning tools can increase student understanding of physics concepts. These results indicate that the learning device developed has valid, practical, and effective criteria to increase student’ understanding of the physics concept.

Profiling the context of natural history teacher candidate for the elementary school degree through web-based inquiry

Web-Based Inquiry is an important inquiry activity to be carried out in class, the inquiry becomes the basis for researchers to develop this research. The ability of ICT-based learning is an important part, as a basis for the use of Web-Based Inquiry, which is characterized by being able to operate the entire information of ICT-based learning inquiry. This study aims to describe the ability of ICT information and provide initial information for the needs of Web-Based Inquiry. Purposive sampling is used to determine the number of samples, thus involving 66 students in the 2019 Batch at the University of Lampung. The data collection instrument used was a questionnaire for inquiry (ICT-Based Learning), the data was then analyzed descriptively. The results showed that the largest data in the percentage of use of internet access devices, even though the score was in a low category (under 25%). The implications of this study indicate that prospective elementary school natural science teachers do not yet have the best awareness and innovation when combining learning and the use of ICT through ways that are more easily understood by students.

Linking librarians, inquiry learning, and information literacy?

In many schools, librarians play a key role in teaching information literacy and inquiry learning. From a survey of Colorado librarians, Keith Curry Lance and Leslie Maniotes learned that librarians who regularly facilitated student-led inquiry activities were also more likely to teach regularly a number of information literacy skills. Librarians who engage in inquiry learning said that support from school leaders and the autonomy to try new things were motivating factors in their inquiry efforts, but they wanted to be more intentional in their use of inquiry and to get more teachers on board. Lance and Maniotes turn to Norman, Oklahoma, for an example of how using a specific inquiry model, in this case Guided Inquiry Design, and providing training and support, can multiply the benefits of the inquiry approach.

구체물을 활용한 유아의 물리적 지식 탐구 활동에서의 과학적 탐구능력과 과학적 태도의 질적 변화

본 연구는 구체물을 활용한 유아의 물리적 지식 탐구 활동에서의 과학적 탐구능력과 과학적 태도의 질적 변화를 알아보고자 하는 것이다. D시에 위치한 P유치원의 만 5세반 유아 16명을 대상으로 구체물을 활용한 유아의 물리적 지식 탐구 활동을 8주간 총 24회에 실시하였다. 활동 과정에서의 수집된 유아의 과학 일지와 관찰 내용을 질적 분석하였다. 연구결과는 다음과 같다. 첫째, 유아들은 점차적으로 자신의 행위에 근거하여 구체물의 움직임을 예측하고, 관찰하고, 측정하는 능동적이고 긍정적인 과학적 탐구능력을 보였다. 둘째, 유아들은 또래와 함께 상호작용하며, 타인의 의견을 수용하고 협력하여 문제를 끈기 있게 해결하는 개방적인 과학적 태도를 보였다. 셋째, 활동이 거듭될 수록 유아들의 과학적 탐구능력과 과학적 태도는 상호보완적으로 변화하였다. 본 연구결과를 통하여 유아기 과학교육에 있어 친숙한 구체물의 활용과 유아의 물리적 지식 탐구 가능성이 고려되어져야 함을 시사한다.

Effects of Constructivism-Based Teacher Education Program for Supporting Infant’s Mathematical Inquiry Activity on Variables Related to Infant Teacher’s Mathematics Teaching

This study helps infant teachers practice a constructivism-based teacher education program that supports infant mathematical inquiry activities and examines improvements in mathematical teaching knowledge, mathematical teaching initiatives, mathematical interaction, constructivism belief and mathematical teaching efficacy. Twenty two experiment group infant teachers and twenty two comparison group infant teachers were chosen at two workforce educare centers. The experiment group infant teachers participated in 18 sessions of a constructivism teacher training program for 8 weeks, but the comparison group infant teachers did not take part in the program. Pretest and post-tests were implemented for the mathematical teaching knowledge, mathematical teaching initiatives, mathematical interactions, constructivism belief and mathematical teaching efficacy in the experiment group. Independent sample t-test and ANCOVA were tested using Windows SPSS statistics 21.0. The homogeneity test for the experiment and comparison group revealed significant differences. ANCOVA was carried out after the pretest score was controlled as a co-variance. Significant differences were indicated in mathematical teaching knowledge, mathematical teaching initiative, mathematical interaction, constructivism belief and mathematical teaching efficacy. The results indicated that a constructivism-based teacher education program to support infant mathematical inquiry activities influenced improvements in mathematical teaching knowledge, mathematical teaching initiative, mathematical interaction, constructivism belief and mathematical teaching efficacy. This study proved the effects of the program based on constructivism theory content for the knowledge, skills and attitude about infant teaching of mathematical initiatives and practiced a program of exploration, investigation, application and assessment for infant teachers. The results can help infant teachers teach mathematical exploration activities and help activate infant mathematical exploration activities.