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Printed in the Republic of Korea

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(2002. 3. 28 )

Analysis of Inquiry Activity of the 7th Grade Science Textbook Based on the 7th Curriculum

Jongseok Park*, Jaehyun Kim, and Haiil Ryu

Institute of Science Education, Kongju National University, Kongju 314-701, Korea (Received March 28, 2002)

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ABSTRACT. The present study examined the inquiry type, process, and context of activities presented in the matter field of the 7th grade science textbook based on the 7th curriculum. It was to investigate for educational suggestions in instruction and development of science textbook. Three units of ‘three states of matter’, ‘motion of molecule’, ‘the state change and energy’ were analyzed. The result indicated that the types, processes and skills, and context of inquiry were not balanced, and learners should be educated with complementary inquiry activities. It is proposed that the inquiry activities presented in science textbooks be examined, and the framework to evaluate inquiry activities be reflected on the standard of science textbook authorization for development of the science textbook to accord with aims and objectives of curriculum.

Key words: 7th Curriculum, 7th Grade Science Textbook, Inguiry

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Table 1. The analyzing science textbooks

A B C D E F

Publisher Dongwhasa Jihaksa Keumseong

Kyokwaseo

Didimdol Kyohaksa BlackBox

Author Park, B.S.

et al.

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et al.

Lee, S.M.

et al.

Kim, C.J.

et al.

Chung, W.H.

et al.

Kim, J.R.

et al.

Year of Publication 2001 2001 2001 2001 2001 2001

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Inquiry type Explanation

Thinking(T) Performing an inquiry activity with figures, diagrams, illustrations and etc.

Doing(D) Performing an inquiry activity using simple tools and materials, and not using experimental apparatuses.

Experimenting(E) Performing an inquiry activity using experimental apparatuses according to procedures

Table 3 The inquiry process

Inquiry process Inquiry skills

Perceiving a problem(PP) seeing a problem, hypothesizing

Designing an inquiry(DI) controlling variables, designing an experiment

Performing an inquiry(PI) manipulating tools, observing, classifying, measuring/estimating, describing/communicating, transforming data, collecting samples, investigating

Interpreting data(ID) inferring/predicting, interpreting relationships (causes and effects, correlations) Formulating a conclusion(FC) conclusion/generalizing, arguing/discussing

Table 4. The inquiry situation

Inquiry context Explanation

Natural scientific(NS) Internal context of science course that interacts with systematical understanding of basic scientific concepts, and formation of concept

Natural environmental(NE) External and natural environmental context of science course with using basic scientific concepts that students learned, and inquiry ability

Daily life(DL) Inquiry context that students can apply scientific facts and principles, and basic scientific concepts and inquiry ability to inquiring and solving problems that they encounter in daily life.

Techno-social(TS) Inquiry context to do decision making of the effects that development of science and technology affect human and society by scientific data, and to apply scientific knowledges and methods to industrial and practical aims

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Publisher

Learning Uint A B C D E F Mean

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Molecular motion 7 8 9 11 6 8 8.2

A change of state and energy 9 8 11 10 9 4 8.5

Sum 31 25 32 29 23 24 27.3

Fig. 1. The inquiry type by publisher.

Fig. 2. The inquiry process by publisher.

Fig. 3. The inquiry situation.

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Analysis of Inquiry Activity of the 7th Grade Science Textbook Based on the 7th Curriculum

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