Inquiry Experiment Research Articles

중등 화학 예비 교사를 대상으로 한 원격 제어 ‘산-염기 적정’ 실험 활동의 개발과 효과 탐색

Objectives This study aims to develop experimental activities using remote-control technology and apply them to prospective middle school chemistry teachers to explore the potential of the developed 'acid-base titration' chemistry inquiry experiment as a new experimental method.
 Methods The participants, consisting of 20 prospective teachers majoring in chemistry education from a university in the central region, engaged in a 4-session experiment where they remotely operated equipment, observed chemical experiment situations, and collected real-time data. Subsequently, based on their remote-controlled experiment experiences, surveys and semi-structured interviews were conducted to assess participants' experiences related to inquiry, alleviation of isolation, and a sense of realism in online settings.
 Results Remote-controlled experiments were divided into 'remote control of equipment' and 'remote control of data processing.'Remote control of equipment' involved sending signals to experimental devices through Blynk, wirelessly transmitting these signals to operate laboratory equipment. 'Remote control of data processing' allowed participants to use remote control functions to store and process experimental data in an Excel file. The developed remote-controlled inquiry experiment program in this study (1) provided prospective middle school chemistry teachers with experiences of basic inquiry functions such as observation and measurement, as well as integrated inquiry functions such as data interpretation and conclusion derivation, even in online experimental situations; (2) confirmed real-time learner-centered interactions, including learner-learner interactions and learner-content/ interface interactions; and (3) demonstrated a high level of presence in terms of teaching, cognitive, and affective realism.
 Conclusions Despite being a remote-based experiment class, it was evident that providing prospective teachers with opportunities for experiences and interactions in scientific inquiry activities could alleviate isolation and enhance a sense of realism. This study is expected to offer insights into designing and implementing the entire process of inquiry teaching in an online context.

The Influence of Audit Evidence Framing on Auditors’ Judgment

ABSTRACT Framing effects are a phenomenon where individuals respond differently to equivalent information presented in a positive or negative manner. Whether framing effects within audit evidence affect auditor judgment is unknown. We conduct a simulated client inquiry experiment to investigate whether the framing of an inquiry evidence item (positive versus negative) and the timing of the frame within the inquiry evidence series (at the beginning versus end) influences auditor judgment. More consistent with attribute framing than belief-adjustment predictions, our findings suggest a primacy effect where participants who receive a positive frame at the beginning of the inquiry are less likely to change their initial assessments of misstatement than participants who receive a “neutral” perspective (i.e., both positive and negative frames simultaneously). Our results imply that positively framed initial evidence, relative to other settings, may constrain auditors’ consideration of subsequent evidence when making judgments about the account in question. Data Availability: Data are available from the authors on request.

Strengthening the Attainment of Major Competencies of Program Outcomes through Open-ended Experiment using Statistical Designs

Abstract—Unit operations are very essential part of the chemical engineering and allied disciplines; and hence, basic knowledge about the principles and equipment used for various unit operations is mandatory for process engineer. Unit operations course introduces the foundation of process engineering concepts at the second year of undergraduate program of Bachelor of Engineering in Biotechnology. This course mainly focuses on the most essential unit operations utilized in Chemical and allied process industries such as mass transfer, heat transfer, momentum transfer and mechanical operations. The conventional teaching approach practiced so far in Unit Operations Laboratory course was not so effective in the attainment of certain specific core competencies of Program Outcomes (POs). To tackle this challenge, we introduced a system of classifying laboratory experiments into four distinct categories: Demonstration, Exercise, Structural Inquiry, and Open-ended experiments. These categorized experiments were thoughtfully crafted to target various significant technical and professional outcomes such as Investigations of Complex Engineering Problems, Communication, Life-long learning, Follow of Standard Operating Procedure (SOP) and Good Laboratory Practices (GLP). The evaluation criteria for each type of experiment were aligned with program outcomes, competencies, and performance indicators. This alignment proved highly beneficial in achieving a more precise assessment of program outcomes. This study focuses on implementing an interactive and collaborative learning approach in the Unit Operations laboratory course. of Experiments. More precisely, the study employs Central Composite Design (CCD) and Response Surface Methodology (RSM) concepts to examine how various factors influence the Leaching (Solid-Liquid Extraction) process. The leaching process is most important unit operations used in the extraction of substances from solids. The study helped in addressing several important competencies pertaining to the Program Outcomes- PO-4: Demonstrating the capacity to design, execute experiments, and analyze data; PO-10: Exhibiting effective communication skills; PO-12: Embracing lifelong learning; PSO-13: Adhering to Standard Operating Procedures (SOP) and Good Laboratory Practices (GLP). The assessment of student performance employed a rubric-based approach, and the attainment of program outcomes was documented. It was observed that, open-ended experimental approach, led to the improvements in the attainment of PO’s in terms of competencies and performance indicators. To enhance the teaching-learning process, formal and anonymous feedback was gathered from students to identify areas of improvement and deficiencies. Keywords—Central Composite Design; Collaborative learning; Design of experiments; Open-ended experiment; Program outcome; Response Surface Methodology;

Immersive Photography: a practice-led methodological approach to landscape photography research

In recent years, there has been a notable shift in the design field towards practice-led research, driven by the recognition of design practitioners as valuable contributors to knowledge production. However, the lack of well-defined methodologies for conducting practice-led research in academia has posed challenges to its progress and widespread adoption. This article aims to address this gap by providing examples of effective methodologies in practice-led research. The article emphasises the importance of robust frameworks that foster a symbiotic relationship between design practice and research, integrating theoretical inquiry and hands-on experimentation. It presents an innovative approach developed by the author during their PhD, which contributes to the ongoing discourses on practice-led research in design. The proposed methodology consists of four stages: the landscape, data gathering, reflection, and feedback. By engaging in iterative cycles of design exploration, critique, and reflection, the researcher gains a holistic understanding of design processes and their outcomes. This approach facilitates an in-depth exploration of the complex interplay between design concepts, materials, and the surrounding landscape. Ultimately, this article contributes to the discourse on practice-led research in the design field by introducing a methodology that embraces the practical, creative, and theoretical aspects of design inquiry. It responds to the increasing demand for examples of effective methodologies and provides a valuable resource for researchers and practitioners engaged in practice-led research at the PhD level. 
 

2015 개정 교육과정의 ‘과학탐구실험’ 교과서 탐구활동에 나타난 과학과 교과 역량 분석

This study analyzed science subject competencies in inquiry activities of ‘Science Inquiry in History’ unit of ‘Scientific Inquiry Experiment’ on the 2015 revised national curriculum. As a result of the analysis, science subject competencies presented in inquiry activities were biased on specific competencies and ‘Scientific problem solving’ and ‘Scientific participation & life-long learning’ were rarely or never presented in Physics, Chemistry, Earth science, and Life science. In addition, the textbook author’s intention or the sentence expression presented in the inquiry activities of the textbook were different from the subject competencies that students could actually experience. Also, we confirmed the possibility that there is a difference in the subject competency that students can experience according to the subject of the inquiry activity. Through this analysis, we made some suggestions to consider in the textbook writing process.

The Concept Learning Science Skills in Kindergarten Age Children

literature or other sources that are relevant to the research objectives. The results of the concept of learning science skills in kindergarten-aged children involve an active, explorative, and discovery-based approach. Several important concepts that can be applied to learning science skills, including inquiry (invention) approaches, problem-based learning, collaborative learning, observation and experimentation, critical thinking skills, communication and representation concepts, learning concepts related to everyday life. Learning science skills in kindergarten provides a solid foundation for children to understand science concepts, such as developing observing skills, comparing skills, classifying skills, measuring skills, communicating skills, asking questions, experimenting skills

Design and Application of Experimental Teaching in Consumer Behavior Courses

This article mainly elaborates on the design and application of experimental teaching in the teaching of consumer behavior. To study consumer behavior, it is necessary to understand their information collection activities before acquiring goods and services, as well as the evaluation and selection of goods, services, or brands. It is also important to pay attention to how they handle products and activities based on their satisfaction after purchasing products or services. In addition, through inquiry experiments, the learning effects of students can be improved, thereby highlighting the significance of inquiry experiments.

Analysis of peer relationshipsin KoreanMiddle School Inquiry and Noninquiry Science Experiment Classes

Analysis of peer relationshipsin KoreanMiddle School Inquiry and Noninquiry Science Experiment Classes

복잡한 데이터를 활용한 모델 기반 탐구에서 나타난 예비교사의 과학적 상상력 발현 및 인식

Objectives The purpose of this study was to investigate the expression and perception of preservice teachers' scientific imagination in a model-based inquiry using complex data
 Methods A model-based inquiry experiment class was conducted for 4 weeks with 23 college students in Chungcheong-do, and a design-based research method was applied. A questionnaire survey and in-depth interviews were conducted to analyze the expression and perception of scientific imagination.
 Results In the process of analyzing and modeling complex data, preservice teachers demonstrated emotional understanding and creative transformation imagination. Preservice teachers recognized the importance of scientific imagination.
 Conclusions Through model-based inquiry, the understanding of scientific imagination increased in the process of scientific inquiry, and this change in perception played an important role in the experience of exercising scientific imagination in the class process.

Active and collaborative learning approach in Unit Operations laboratory by Open-ended experiments using the concept of Design of Experiments (DOE)

Unit Operations is the hallmark course of Chemical Engineering and allied disciplines. This involves the separation of products by physical means such as Distillation, Extraction, Gas absorption, Crystallization, Evaporation, Filtration, etc. Unit Operations course is usually offered in the second year of the undergraduate program in Biotechnology. The conventional pedagogy practiced to date was not so effective in the attainment of certain Program Outcomes (PO). To address this issue, categorization of the laboratory was done into four types: Demonstration, Exercise, Structural inquiry, and Open-ended experiments was made. The experiments were carefully designed to address some of the major Technical and Professional outcomes. Assessment criteria for each kind of experiment were mapped to Program outcomes, Outcome elements, and Performance Indicators. This helps in the evaluation of the attainment of Program Outcomes more accurately. The present study deals with an active and collaborative learning approach in the Unit Operations laboratory by framing Open-ended experiments using the concept of Design of Experiments (DoE). Full Factorial Design(FFD) and Response Surface Methodology(RSM) concepts were used to study the effect of various parameters on Liquid-Liquid Extraction operation. The study helped in addressing the Program Outcome-4 defined by the National Board of Accreditation, which is related to conducting investigations of complex problems. The evaluation of the students’ performance was done using rubrics-based methodology, and attainment of the graduate attributes addressed were documented. Quality students’s feedback was taken to identify scope for further improvement in the teaching-learning process. Keywords—Collaborative learning; Design of experiments; Open-ended experiment; Program outcome

Development and Application of the ‘Advanced Science Research’ Section Class Program in the Science Inquiry Experiment on the Subject of Artificial Intelligence

목적 본 연구는 고등학교 과학탐구실험 교과의 ‘첨단과학탐구’ 단원에 적용 가능한 인공지능을 주제로 한 수업프로그램을 개발하고 적용하여 과학과 핵심역량 설문과 면담을 통해 프로그램의 효과성을 확인하는 것을 목적으로 한다. 방법 최근 3년간의 뉴스분석을 통해 첨단과학탐구 단원에 적용 가능한 주제로 인공지능을 선정하였고, 총 5차시의 교수-학습 지도안을 개발하였다. 개발된 프로그램의 효과성을 확인하기 위해 단일군 사전, 사후 과학과 핵심역량 평가설문을 실시하였고, SPSS 28.0을 이용하여 기술통계, 대응표본 t-검정, 독립표본 t-검정, 공분산분석을 실시하였다. 또, 수업만족도는 5점 리커드 척도로 설문조사를 실시하였으며 면담을 통해 정량적인 분석을 보완하였다. 결과 개발된 프로그램을 고등학교 1학년 학생들 160명에게 적용한 후 사전, 사후 설문지에 모두 참여한 학생 103명을 대상으로 수업의 효과성 분석을 하였다. 과학과 핵심역량을 대응표본 t-검정 한 결과 과학과 핵심역량 전체와 하위 영역 모두에서 사전, 사후 검사 간에 통계적으로 유의한 차이가 있었다. 또, 공통교과로서의 효과성 분석을 위해 사전에 코딩 관련 프로그래밍을 접해 본 학생들과 접해 보지 못했던 학생들 간 독립표본 t-검정을 시행한 결과 과학과 핵심역량은 유의미한 차이를 보였으나 사전검사를 공변량으로 처리하고 공분산분석을 실시한 사후검사의 결과에서 프로그램이 두 집단의 과학과 핵심역량에 미치는 효과는 통계적으로 차이가 없었다. 즉, 개발된 프로그램은 코딩 관련 사전 지식이 있는 학생들에게만 유의미한 효과를 나타낸 것이 아니라 사전 지식이 없는 학생들에게도 유의미한 효과를 나타내었다. 따라서 본 프로그램은 선택 교육과정 진입 전 형평성을 제공해주는 공통교과의 기능을 해 주었다는 데에 의의가 있다. 또, 개발된 프로그램의 수업만족도는 4.39점으로 높게 나타났다. 결론 개발된 인공지능을 주제로 한 수업 프로그램은 과학과 핵심역량 및 수업 만족도 향상에 효과적이었다. 실생활에서 문제 상황을 찾고 인공지능을 활용하여 해결하기 위한 방안을 모색하는 활동을 통해 학생들의 과학과 핵심역량이 유의미하게 상승되었다. 따라서 본 수업은 고등학교 과학탐구실험 교과 중 ‘첨단과학탐구’ 단원의 수업 프로그램으로 활용될 수 있으며 해당 단원에서의 탐구활동이 다른 단원에 비해 부족했다고 평가되었던 선행연구 결과를 보완할 수 있을 것이다. 앞으로도 과학과 핵심역량을 향상시킬 수 있으면서 동시에 미래 지향적인 교육을 가능하게 하는 첨단 과학 탐구 단원에서의 과학탐구실험 프로그램 개발이 꾸준히 이어지길 기대한다.

High Sensitivity In-Situ Copper (∏) Detection of Chitosan Based on the Knotted-Shaped Fiber

A novel fiber sensor which can detect the concentration of copper ions indirectly was proposed and demonstrated by coating the knotted-shaped fiber with chitosan. The diameter of the knotted-shaped fiber was determined to be 10 mm. The Mach-Zehnder Interference generated due to bending deformation that excited some core-modes into higher order cladding-modes and two modes interfered. Chitosan was selected as the identification material for coating the fiber. In order to enhance the chelation between chitosan and copper ions, and improve the sensitivity of copper ions, glutaraldehyde was used to chemically modify chitosan. The original fiber sensor was annealed to obtain a stable structure, and then it was immersed in the modified chitosan solution and deionized water to form an available chitosan coating on the surface of the sensor. In the detection experiment with copper ions concentration of 0-330 ppm, the results show that interference spectra uniformly red-shift with the increase of the copper ions concentration and the sensitivity of the copper ion was 24.6 pm/10ppm. At the same time, ideal spectral fluctuations were demonstrated in the stability inquiry experiments.

Design and Delivery of Virtual Inquiry-Based Organic Chemistry Experiments

Guided-inquiry experiments are an important tool for helping students develop scientific practices such as hypothesizing and problem solving. In organic chemistry, these types of experiments can help students learn how to connect the theory of the reaction to the observation and data to decide how the reaction is proceeding or if it needs adapting. Due to a reduction of in person teaching during the COVID-19 pandemic, we developed a set of virtual inquiry-based organic chemistry experiments where students make the same decisions as they would do with a hands-on inquiry experiment. Thus, these simulations allow students to learn similar problem-solving skills. In this paper, we provide details of the simulations and the educational outcomes when they were used to replace hands-on inquiry experiments. We also include suggestions for its use postpandemic.

An Undergraduate Experiment to Investigate Air Pollutants Created from Lightning

Chemistry of the environment has been a long-standing and important area of scientific research. Atmospheric chemistry is of particular interest in society due to the impact that rising levels of pollutants are having on the climate. It is well-known that combustion processes create CO and NOx, which leads to the creation of other pollutants, such as ozone and CO2. There are natural processes, such as lightning, that also create a significant amount of pollutant gases. The purpose of this guided and open inquiry laboratory experiment is to provide an opportunity for students to investigate how lightning may produce pollutant gases in the atmosphere. In the guided inquiry experiment, a sealed IR gas cell containing air is exposed to a spark or corona discharge created by an Oudin coil to mimic lightning. IR spectroscopy is used to monitor the reaction progress and identify new species made after exposure to the electrical discharge. Based on the results, students draw conclusions about what types of gases are created in the two different discharge processes and how lightning may contribute to atmospheric pollutants. Students move on to the open inquiry to further investigate aspects of atmospheric gases, where they develop their own hypothesis and methods based on one of the provided suggestions, such as the effect of spark and corona discharge on pure oxygen, nitrogen, or carbon dioxide gases, the kinetics of ozone creation and decay, and the temperature dependence of NO2 dimerization. Although designed for an honors general chemistry course, this experiment can be adapted for second-semester general chemistry, environmental chemistry, analytical, and physical chemistry laboratory courses. Results from these experiments are presented, and the relevant atmospheric chemical processes are discussed. The impact of this experiment on perceived gains in knowledge, the value of inclusion in the curriculum, and the design of the experiment were assessed, and the results are discussed.

Construction of innovative computer training education mode under the environment of multiple intelligences Internet of Things

With the emergence of the Internet of Things technology and the rapid development of computer technology and network communication technology, a profound technological change is taking place in the education model. Based on the current problems in the teaching of computer network courses and the improvement needs of the innovative computer training platform of the Internet of Multiple Intelligences, this article summarizes the ideas for improving the innovative computer training platform of the Internet of Multiple Intelligences of the computer network, and explores the mobile learning environment of computer network courses. Based on the multi-level feedback teaching mode, each type of experiment in the innovative computer training system is divided into theoretical tests, basic experiments, improved experiments and inquiry experiments. After each level is completed, the problem will be fed back to the teacher through the system, the results and suggestions will be fed back to the students, and the students will increase their interest in learning, improve the performance of innovative computer training, cultivate the students’ ability to explore and innovate, and help teachers to grasp the students’ innovation in computer training. This article demonstrates the teaching effect of the system through quasi-experimental research methods and interview methods. According to the results of quasi-experimental research and interviews, it is found that this system can improve the teaching effect of teachers, stimulate students’ interest in learning and improve academic performance. The construction and application research of this system will provide support for the construction and practical teaching of an innovative computer training system for the multi-dimensional Internet of Things.

An Analysis of Science Core Competencies Reflected in the Performance Assessment of 2015 Revised Curriculum Integrated Science and Scientific Inquiry Experiments

An Analysis of Science Core Competencies Reflected in the Performance Assessment of 2015 Revised Curriculum Integrated Science and Scientific Inquiry Experiments

High School Students' Views of Scientific Inquiry and Perception of Scientific Inquiry Experiment Subject

High School Students' Views of Scientific Inquiry and Perception of Scientific Inquiry Experiment Subject

An Investigation on the Assessment Tool and Status of Assessment in the 'Scientific Inquiry Experiment' of the 2015 Revised Curriculum

An Investigation on the Assessment Tool and Status of Assessment in the 'Scientific Inquiry Experiment' of the 2015 Revised Curriculum

How Should Apples Be Prepared for a Fruit Salad? A Guided Inquiry Physical Chemistry Experiment

In this guided inquiry experiment, students extract catecholase enzyme from apples to catalyze the oxidation of catechol. They follow the reaction using the UV–vis absorbance of the p-benzophenone produced to determine the Michaelis–Menten kinetic parameters. Students make selected experimental choices within a structured framework such as selecting the apple varietal, the pH of the reaction mixture, and the reaction inhibitor. The experiment has been tested at multiple universities in physical chemistry laboratory courses with both large and small enrollments. We describe the experiment and its implementation in both synchronously and asynchronously taught courses.

2015 개정 교육과정의 「과학탐구실험」이 고등학생의 과학 및 일반 핵심역량에 미치는 효과: 교수학습 방법을 중심으로

This study investigated the effect of 「Science Inquiry Experiment」 of 2015 Revised National Curriculum towards high school students’ science and general core competencies. To discern its own effect from that of 「Integrated Science」, researchers focused on the teaching & learning methods within the classes. We utilized pre- and post-test design between the end of 1st and 2nd semesters. Research data were from 489 high school 1st grader students from 5 regions of South Korea, using questionnaires about 5 science and 6 general core competencies. As a result, all the 5 science core competencies and total science competency score were increased significantly, but only 2 general core competencies were increased significantly and total general core competency score did not. In the regression analysis, among teaching & learning methods ‘hands-on’ and ‘others’ showed significant positive effect on science and general core competencies. And significant negative effect were shown in ‘non-lab activity’ for science core competency, and ‘minds-on’ for science and general core competencies. It is probably because those teaching & learning methods were different in the extent of guiding students to actively engage in the classes. Thus, the subject can foster students’ core competencies when introducing enough hands-on sessions. Referring to the teacher survey, researchers suggested that the subjectivity of science teachers should be emphasized and supported to help their practice in the 「Science Inquiry Experiment」classes. And ultimately, to help students foster core competencies which are required in the future society, hands-on experiment centered science subject should remain in the next national curriculums.