Scientific Inquiry Ability Research Articles

유아대상 디자인씽킹을 활용한 창의적 문제해결 프로그램의 개발 및 효과

Objectives This study aims to develop and apply a creative problem-solving problem using design thinking for young children in the field to verify its effect. Methods In order to achieve the purpose, an experiment was conducted on 52 young children between the ages of 4-5 in Gyeonggi-do (26 in experimental group, 26 in control group). Young children in the experimental group participated in the 14-session program that was developed in this study. To verify the effects of program, significant positive changes were observed with creative problem-solving ability, creativity, and scientific inquiry ability set as the dependent variable. Results The analysis of the effects of creative problem-solving program using design thinking displayed that the young children in experimental group who participated in the program displayed significant increases in the overall scores of creative problem-solving ability, creativity, and scientific inquiry ability and the scores of sub-variables compared to the control group that did not participate in the program. Conclusions The creative problem-solving program using design thinking that was developed in this study is applicable in the early childhood education field as an effective program for future core competencies, which are creative problem-solving ability, creativity, and scientific inquiry ability, of young children between the ages of 4-5. The program developed in this study may be utilized actively in the arly childhood education field in order to play a part in cultivating young children’s creative problem-solving ability to contribute to the fostering of human resources that can respond to the future society.

Measuring scientific inquiry ability related to hands-on practice: An automated approach based on multimodal data analysis

Measuring scientific inquiry ability related to hands-on practice: An automated approach based on multimodal data analysis

Engaging seventh-grade students in prediction-observation-explanation of plant absorbance/transport phenomena: impact on relational conceptual changes and scientific inquiry abilities

ABSTRACT This study examined the impact of a Prediction-Observation-Explanation (POE) intervention on 15 seventh-grade students’ relational conceptual changes and scientific inquiry abilities as they investigated the plant absorbance/transport phenomena in a photosynthesis learning sequence. The variation theory of learning that promotes intellectual empathy underpinned the study’s pedagogy. A granular phenomenography analysis of students’ pre-post inter-intra-explanations through writing and drawing resulted in seven theoretical descriptive categories. A relational conceptual change perspective involved in the interventional investigations resulted in 1) adding and deleting categories of ideas from pre-to-post teaching, 2) change in the number of students within the categories of ideas, 3) the replacement of everyday language with scientific knowledge, and 4) the complexity of students’ responses from pre-to post-teaching. In assessing students’ scientific inquiry ability levels with a POE analytic rubric of writing and drawing worksheets, 18% and 82% were developing and proficient, respectively.

포디프레임을 활용한 오르골 제작과 창의적 활동을 포함한 융합교육프로그램의 교육적 효과

Objectives In this study, we investigated the educational effectiveness of a convergence education program in which students make music boxes and participate in creative activities using 4Dframes. Methods For the purpose, we developed a convergence education program that includes music box production and creative activities using 4Dframes. And this research was conducted with a total of 12 students, including 4 students of middle school, and 8 students of elementary school. Students were divided into four teams and took classes, and a survey consisting of 6 items on a Likert scale was conducted to determine the effectiveness of the program. Additionally, for qualitative research, three researchers independently analyzed video recordings and transcriptions, including students' activities, in-depth interviews, observation records, and evaluation meetings. Results The convergence education program consisting of a total of 10 sessions was developed and administered to students to confirm its educational effectiveness. Through the convergence education program that links music education, engineering, science, and technology activities developed in this study, changes in perception regard-ing students' enjoyment of music box making, self-evaluation of scientific inquiry ability, awareness of creative ability, preference for music concerto, heip with studying sheet music and playing musical insturments, and desire for music creation were confirmed. In particular, unlike traditional music classes where students play the piano while reading sheet music, they were able to gain a specific and intuitive understanding of playing music through creative activities such as making a music box with a 4Dframe and modifying it in various ways, and had a positive experience with music related activities. Conclusions Teachers can contribute to educational success by actively listening to students' ideas to stimulate their thinking processes, acknowledging the work students produce, and working collaboratively with students to explore the significance of these activities. Additionally, as digital technology makes it possible for students to take on the roles of composer, performer, and listener simultaneously. As future changes may occur in the way stu-dents engage with music in education, teachers must be equipped to design teaching methods that take advant-age of the opportunities offered by new technologies.

Examining the Empathy factors in Science Class (EfSC) Between Early and Late Adolescents

Objectives This study aims to validate the Empathy factors in Science Class (EfSC; Chun et al., 2018) as a measure for scientific empathy in early and late adolescents. Methods The instrument consists of scientific empathy with others and empathy with the problem situation. To achieve this objective, a survey was conducted on 215 middle school students (early adolescents) and 473 high school students (late adolescents). Confirmatory factor analysis and multi-group analysis were employed to validate the instrument. Additionally, domain-general aspects of EfSC were explored by correlating empathetic factors with the Interpersonal Reactivity Index (IRI; Davis, 1980) and scientific inquiry ability with the Test of Science Process Skills (TSPS: Kwon & Kim, 1994). Results The results revealed a high correlation between most factors of EfSC and IRI, indicating convergent validity. However, a relatively low correlation was observed with TSPS, suggesting a domain-specific nature of EfSC. Analysis of group features based on age and gender showed that factors related to empathy with others were influenced by age and gender, while factors related to empathy with problem situations were influenced by the interaction of age and gender. Further exploration indicated that females and high school students exhibited superior abilities in empathizing with others. In contrast, males, especially high school students, demonstrated higher abilities in empathy with problem situations. An analysis of variance (ANOVA) supported these findings. Conclusions This study contributes to the ongoing discourse on whether EfSC is a suitable instrument for assessing scientific empathy across the adolescence span. The nuanced differences observed in empathy factors based on age and gender underscore the importance of considering developmental and gender-related variations in assessing scientific empathy.

Development and Application of an Engineering-Focused STEAM Program Based on a Project Approach for Young Children: The Emergent Approach

본 연구는 유아 대상 프로젝트 접근법 기반 공학적 STEAM 프로그램을 개발⋅적용하여 유아의 과학적 탐구능력과 수학적 문제해결력 및 창의성의 변화를 살펴보는데 목적이 있다. 프로그램을 개발하기 위해서 문헌고찰과 요구도 조사를 진행하였으며, I시 S구에 위치한 P공립 유치원 만 5세 유아 21명을 대상으로 2022년 4월 18일부터 6월 10일까지 매일 오전 일과 시간에 유아들과 선정한 ‘자동차’를 주제로 총 8주 동안 적용하였다. 프로그램 적용과정에서 자료를 수집하여 질적으로 분석하였으며, 프로그램 적용 시점에 따른 변화를 살펴보기 위해 관찰 체크리스트를 통해 수집한 양적 자료들을 반복측정 분산분석을 실시하여 분석하였다. 본 프로그램은 프로젝트 접근법 모형과 유아 공학설계 과정 모형을 융합한 교수학습단계로 구성된 주제선정 및 사전경험 파악하기의 문제탐색 단계, 문제탐구 및 해결의 설계 단계, 시도 단계, 해결책 단계, 문제해결과정을 공유하는 공유 단계로 진행되도록 개발되었다. 질적 자료와 양적 자료의 분석결과 유아들이 자동차를 구체적으로 탐색하며 조작하여 구성하는 과정과 새로운 구성물로 변화시키는 기회를 통해 과학적 탐구능력과 수학적 문제해결력, 창의성에서 긍정적인 변화가 관찰되었다. 본 연구결과는 유아 놀이중심 교육과정에 있어 창의융합인재 양성을 위한 모델 중 하나로 유아 대상 프로젝트 접근법 기반 공학적 STEAM 프로그램을 제시하였으며, 향후 유아보육⋅교육현장에 공학적 STEAM 프로그램 운영을 위한 교육과정 개발의 자료로 활용될 수 있다.This research aims to develop and apply an engineering-focused STEAM program based on a project approach to examine changes in young children’s scientific inquiry ability, mathematical problem-solving ability, and creativity. A literature review and a demand survey on the theme of “cars” were conducted in P public kindergarten located in S-district, I city for eight weeks on 21 five-year-old children. The data were analyzed qualitatively, and to examine the changes from the program, the quantitative observation checklist data were analyzed by conducting repeated measures ANOVA. This program combined the project approach model and the early childhood engineering design process model to the teaching-learning stages: the exploration stage of topic selection and grasping prior experience, the design stage of problem solution exploration, the trial stage, the solution stage, and the problem-solving process sharing stage. Based on the analysis of collected data, the exploring, operating, and constructing the car and the opportunity to transform it into a new structure brought positive changes in young children’s scientific inquiry ability, mathematical problem-solving ability, and creativity. These results suggest the engineering-focused STEAM program as one of the models for fostering creative-convergence talents and provides data for developing a curriculum to operate an engineering-focused STEAM program in early childhood care and education.

Exploration of 5E Smart Classroom Teaching Mode Based on Cloud Platform

With the widespread application of information technology in the education industry, a large number of high-quality smart education cloud platforms have emerged, providing an effective way for the intelligent reform of classroom teaching in universities. This study takes the application of English classroom teaching in universities as an example, and uses the learning and education cloud platform as technical support. Starting from analyzing the concepts of education cloud platform and 5E teaching mode, it explores the framework and ideas of combining education cloud platform with 5E smart classroom teaching mode, and explores the feasibility and effectiveness of this mode through comparative empirical research and data analysis. The research results indicate that there is a significant difference in teaching effectiveness between the experimental class and the control class. Under the combination of the educational cloud platform and the 5E exploratory teaching mode, students' autonomous learning ability, scientific inquiry ability, and communication and cooperation ability can be significantly improved. This study provides a case study of 5E smart classroom teaching based on cloud platforms, with the aim of providing valuable reference for the implementation of smart classrooms in the intelligent era and truly realizing the transformation of teaching and learning methods.

중학교 교과 교육목표 분석

Objectives The purpose of this study is to understand the relationship between detailed goals by period and subject and scientific inquiry ability.
 Methods From the 1st curriculum to the 2015 curriculum, a total of 10 curriculums, 132 subjects, and 599 detailed goals were used as a coding frame to open coding using the six sub-elements of scientific inquiry ability defined by KSES. Coding was conducted in consultation with science education graduate students and was reviewed by science education experts to ensure the validity of the research.
 Results As a result of coding, 490 (81.8%) of the total 599 detailed goals were coded, the curriculum with the highest coding rate was the 7th (94.5%), and the lowest curriculum was the 1st (69.6%). Confirmed. At least one specific goal of all subjects was related to scientific inquiry ability, and there was a difference in the scientific inquiry ability emphasized by subject, and there was also a difference according to the times. Among the sub-elements of scientific inquiry ability, the most coded ability through subjects was ‘data interpretation and data transformation (38.6%)’, and the least coded ability was ‘modeling (1.0%)’.
 Conclusions All subjects' goals were related to scientific inquiry ability in common, and they did not change with the times. There were differences in the scientific inquiry ability emphasized according to the subject and the times. In addition, it has significance in supporting ‘education as inquiry’, ‘a wide range of scientific inquiry’, and ‘education through science’.

Developing an inquiry-based laboratory curriculum to engage students in planning investigations and argumentation

ABSTRACT Reform efforts in Taiwan have added a mandatory ‘Scientific Inquiry and Practice’ curriculum for all high school students, emphasising ‘inquiry-based learning content’ including observing and questioning, planning and carrying out an investigation, argumentation and modelling, and expression and sharing. The purpose of this study was to develop an inquiry-based laboratory curriculum and to explore students’ performance by emphasising ‘expression and sharing’ during the planning of their investigations and argumentation. This ‘Scientific Inquiry and Practice’ curriculum lasted 60 h with 17 10th graders. We employed Science Writing Heuristics to help students integrate inquiry, argumentation, and writing practice into laboratory contexts. Data collected via a Multimedia-based Assessment of Scientific Inquiry Abilities, an Achievement Test, students’ writing in their Argumentation Writing Journal, and semi-structured interviews showed that some of the students’ scientific inquiry abilities, argumentation abilities, and content learning were improved after participating. Moreover, engaging students in the practice of ‘expression and sharing’ provided them with opportunities to develop competency in designing and evaluating the scientific inquiry, and scientifically interpreting data and evidence. Various interpretations of these results are discussed, and the implications of this study can provide a template for the development of an inquiry-based laboratory curriculum in education and research.

Research on performance assessment of students’ inquiry skills in China’s elementary schools: a video analysis of Beijing discovering science around us

ABSTRACT Background It is critical to analyse and evaluate elementary school students’ scientific inquiry skills to promote inquiry-based teaching and learning and to develop students’ scientific inquiry skills. Compared with the analysis of students’ scientific inquiry skills based on paper and pen tests and classroom teaching videos, the direct analysis of primary school students’ video works on the scientific inquiry can more intuitively and comprehensively reflect students’ actual scientific inquiry ability. Purpose This study aims to analyse scientific inquiry abilities of students in Chinese elementary school through video works and to reflect students’ scientific inquiry abilities authentically and comprehensively by using performance assessment. Sample 32 high-integrity physics videos on material science topics were further evaluated for analysis. Design and Methods The study proposed the analytical framework of students’ scientific inquiry skills combined with the existing research, and the content analysis of the participating videos was carried out accordingly, which realized the performance assessment of students’ scientific inquiry skills. Results Only 40.59%entries had completed elements of scientific inquiry. The scores for hypothesis making and reflection evaluation were 1.37 and 1.71, which were relatively complex and showed that students’ performance was weak. The highest scores for the ability to inquire and the view of scientific inquiry were gotten by the students in grade 4 and no outstanding performance was shown by the students in grade 6 . Conclusion First, the lowest level of scientific inquiry was found in making hypotheses and reflective evaluation performance. Second, students’ scientific inquiry skills did’t show a dominant correlation with grade, and students’ inquiry skills don’t necessarily increase naturally with increased knowledge and skills. In addition, the degree of openness to inquiry did not fully characterize students’ inquiry skills. Finally, students with a more systematic view of scientific inquiry had relatively higher inquiry skills.

The Correlation between Middle School Students’ Intelligence and Scientific Inquiry Ability

The Correlation between Middle School Students’ Intelligence and Scientific Inquiry Ability

Research on 5E Teaching Mode Based on BL Theory

The rapid development of Internet and mobile technology makes education show new characteristics, and provides an effective way for the intelligent reform of classroom teaching in Colleges and universities. Based on BL theory, this study starts from analyzing the concepts of BL theory and 5E teaching mode, explores the framework and ideas of 5E smart classroom teaching mode based on BL theory, and takes the application of College English classroom teaching as an example, designs a specific implementation plan of teaching activities. The research conclusion is that under the 5E smart classroom teaching mode based on BL theory, students' autonomous learning ability, scientific inquiry ability and communication and cooperation ability can be significantly improved.

Effects of STEM Inquiry Method on Learning Attitude and Creativity

The innovative education trend is gradually developed on/off campus in past years. The constant integration of digital technology with education generating the new-style education model redefines the integrated activity and information technology curricula at schools. Creative thinking aims to cultivate students combining various situations (e.g., scientific situation, industrial situation, living situation) with creative design and developing original research and problem solving with specific engineering goals. Taking college students in Bangkok, Thailand, as the research object, total 316 students are preceded the 16-week (3 hours per week for total 48 hours) STEM inquiry method experimental research. The research results are summarized as below. 1. STEM inquiry method cultivates students’ personal scientific activity and inquiry ability without restricting the ideas, but guides students to experience the complete learning process. 2. STEM education, with integrated instruction, cultivates students learning knowledge and skills for the application to real life. During students’ learning, the integration of subject knowledge, life experience, and learner-centered is emphasized. 3. Taking the curriculum design principle of STEM inquiry method, i.e. students’ interested issues, into the consideration of curriculum design and combining several relevant curriculum fields for integrated instruction, the planned self-directed learning activities and opportunities could assist students in applying the learned knowledge to solve problems in real life so as to enhance students’ creative thinking ability. According to the results to propose suggestions, it is expected to help students learn complete knowledge and, more importantly, present critical thinking and problem solving abilities.

The Effects of Art Activities using Reusable Materials on Young Children’s Creativity and Scientific Inquiry Ability

본 연구의 목적은 재활용품을 활용한 미술 활동이 유아의 창의성과 과학적 탐구능력에 미치는 영향을 살펴보는 것이다. 연구대상은 전라남도의 S 어린이집 만 5세 두 학급 유아 32명(실험집단 16명, 비교집단 16명)으로, 실험집단은 재활용품을 활용한 미술 활동에, 비교집단은 누리과정의 생활주제에 따른 미술 활동에 참여하였다. 본 연구는 재활용품을 활용한 미술 활동 구성, 검사자 훈련, 사전검사, 교사교육, 실험 처치, 사후검사 등의 절차로 이루어졌으며, 실험 처치는 2019년 3월 18일부터 5월 10일까지 8주 동안 총 16회 시행되었다. 연구결과, 재활용품을 활용한 미술 활동에 참여한 실험집단 유아의 창의성과 과학적 탐구능력이 유의하게 향상한 것으로 나타났다. 창의성의 4개 하위영역과 과학적 탐구능력의 5개 하위영역 모두에서 실험집단 점수가 비교집단보다 유의하게 향상하였다. 이는 재활용품을 활용한 미술 활동이 유아의 창의성과 과학적 탐구능력에 미치는 긍정적 영향을 보여준다. 본 연구는 다양한 재활용품을 활용한 미술 활동이 유아의 창의성과 과학적 탐구능력을 효과적으로 증진할 수 있음을 시사한다. 따라서 본 연구는 유아교육현장에서 유아의 창의성과 과학적 탐구능력을 증진할 수 있는 효과적인 교수-학습 활동을 제시하는 데 그 의의가 있다.

An Empirical Study on Improving the Learning Effect of Physics Experiment Course in High School by Simulation Experiment Software

Physics experiment course in senior high school plays a very important role in cultivating students’ scientific thinking and scientific inquiry ability. However, in teaching practice, due to large experimental error, poor demonstration effect and lack of experimental conditions, it cannot achieve the expected teaching effect. This study integrates the simulation experiment software into the physics experiment classroom in senior high school, in order to optimize the experimental teaching quality and promote the development of students’ inquiry ability. In this study, 45 students from class 5 and 47 students from class 6 of grade 1 in a high school in Beijing were selected as the experimental class and the control class respectively. The demonstration experiment of “synchronous satellite orbit transfer launch” and the exploration experiment of “uniform linear motion” were carried out with the help of simulation experimental software. The results showed the teaching based on simulation experimental software plays a positive role in teachers’ experimental teaching, reducing experimental errors, improving self-efficacy and teaching performance. On the other hand, limited by the simulation experiment environment, the simulation experiment could reduce the trial and error opportunities of excellent students, and affect the development of students’ innovation ability to a certain extent.

Effects of Physical Knowledge Inquiry Program With Manipulative Materials on the Young Children’s Scientific Inquiry Ability and Scientific Attitude

Effects of Physical Knowledge Inquiry Program With Manipulative Materials on the Young Children’s Scientific Inquiry Ability and Scientific Attitude

New Attempt of Curriculum Reform: A Case Study of Physics STEAM Curriculum in a Senior High School

The curriculum is the carrier of teaching activities and an important measure for cultivating national scientific and technological talents. STEAM education originated from the United States, as an interdisciplinary and integrated education mode to cultivate comprehensive talents in the future, aims at improving students' scientific and humanistic literacy, and emphasizes the cultivation of students' lifelong learning awareness, problem-solving ability, scientific inquiry ability and innovation ability. Therefore, designing a STEAM Curriculum with inquiry and engineering orientation has important guiding significance for China's basic education reform. This paper takes the "Manufacturing of Hydraulic Manipulator" as the project theme, and based on the 6E learning by design model, discusses the design of STEAM physics curriculum.

A study on the possibility of the relationship among group creativity, empathy, and scientific inquiry ability of elementary school students

ABSTRACT In this study, the relationship among the group creativity, empathy, and scientific inquiry ability of elementary school students were investigated. For this purpose, average scores and standard deviations of the group creativity problem solving, empathy, and scientific inquiry ability inventory were calculated and their correlation was analysed with 5th and 6th grade elementary school students as the subjects. In addition, a stepwise multiple regression analysis was executed to investigate the explanation power of the remaining variables of the group creativity problem solving. The results showed that the group creativity problem solving had significant correlation with cognitive empathy, affective empathy, and integrated inquiry ability of scientific inquiry ability. The stepwise multiple regression analysis showed that the empathic concern of affective empathy, perspective taking of cognitive empathy, and empathic awakening of affective empathy significantly predicted the group creativity problem solving. The educational implications were also discussed.

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

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

소집단 생태체험 활동이 혼합연령과 단일연령 유아의 과학적 탐구능력과 사회적 능력에 미치는 영향

본 연구는 소집단 생태체험 활동이 혼합연령과 단일연령 유아의 과학적 탐구능력과 사회적 능력에 미치는 영향이 어떠한가를 분석하는데 목적을 두었다. 이를 위해 ‘자연물 이야기 나누기’, ‘자연물과 관계 맺기’, ‘자연물 탐색하기’, ‘자연물 게임하기’, ‘표상하기’, ‘평가하기’ 순으로 진행되는 소집단 생태체험 활동을 계획하였다. W시에 위치한 유아교육기관의 만 4, 5세 유아 161명을 실험집단과 비교집단으로 분류한 후 실험집단은 혼합연령 중심의 소집단을, 비교집단은 단일연령의 소집단을 구성하여 생태체험 활동을 적용하였다. 수집된 자료를 근거로 유아의 과학적 탐구능력과 사회적 능력의 평균과 표준편차를 산출하였으며, 집단과 연령에 따른 실험처치의 효과를 분석하기 위해 사전검사 점수를 공변인으로 한 이원 공변량분석(two-way ANCOVA)과 단순주효과분석(simple main effect analysis)을 실시하였다. 분석결과, 혼합연령집단 내 만 4, 5세 유아의 과학적 탐구능력과 사회적 능력이 단일연령 집단의 유아에 비해 유의하게 향상되었으며, 특히 만 5세 유아의 사회적 능력이 더욱 높은 수준으로 향상된 것으로 나타났다.