The Effect on Elementary Science Education Based on Student's Pre-inquiry

Abstract

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