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ERIC Number: EJ1151854
Record Type: Journal
Publication Date: 2017
Pages: 9
Abstractor: As Provided
ISSN: ISSN-2332-3205
The Effect on Elementary Science Education Based on Student's Pre-Inquiry
Kang, Houn Tae; Noh, Suk Goo
Universal Journal of Educational Research, v5 n9 p1510-1518 2017
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<0.05). Also, for the science-related affective domain, the experiment group showed significantly higher scores compared to the controlled group in general (p<0.001). 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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Korea
Grant or Contract Numbers: N/A