A Comparative Analysis of Earth Science Curriculum Using Inquiry Methodology between Korean and the U.S. Textbooks

Mira Park; Do-Yong Park; Robert E. Lee

doi:10.12973/ejmste/75289

Full Text (PDF)

Mira Park ¹, Do-Yong Park ¹ ^* , Robert E. Lee ¹

More Detail

¹ Illinois State University, Chicago, IL, USA^* Corresponding Author

Abstract

The purpose of this study is to investigate in what ways the inquiry task of teaching and learning in earth science textbooks reflect the unique characteristics of earth science inquiry methodology, and how it provides students with opportunities to develop their scientific reasoning skills. This study analyzes a number of inquiry activities in both Korean and American earth science curriculums by using an analysis framework of earth science inquiry methodology. Results suggest that Earth science activities in Korean textbooks appropriately reflect comprehensive earth science methodologies and provide students with more opportunities to develop their earth scientific literacy, while the American curriculum used in the U.S. included only a small number of inquiry-based activities.

Keywords

scientific literacy
scientific reasoning
inquiry methodology
earth science curriculum

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2009, Volume 5, Issue 4, 395-411

https://doi.org/10.12973/ejmste/75289

Publication date: 22 Dec 2009

Article Views: 1954

Article Downloads: 1078

Open Access References How to cite this article

References

American Association for the Advancement of Science (1990). Science for all Americans. American Association for the Advancement of Science, Washington, DC: Oxford University Press.
American Association for the Advancement of Science (1993). Benchmark for science literacy. Washington, D. C.: American Association for the Advancement of Science.
Anderson R. D. (2007). Inquiry as an organizing theme for science curricula. In S. K. Abell, and N. G. Lederman (Eds.), Handbook of research on science education (pp. 807- 830). New Jersey: Lawrence Erlbaum Associates, Inc.
Ault, C. R. (1998). Criteria of excellence for geological inquiry: The necessity of ambiguity. Journal of Research in Science Teaching, 35, 189-212.
Chinn, C. A. & Malhotra, B. A. (2002). Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks. Science Education, 86(2), 175- 218.
Engelhardt, W. Von & Zimmermann, J. (1988). Theory of earth science. Cambridge, England: Cambridge University Press.
Exline, J. D. (1998). The national survey with respect to Earth Science education at state, district, and school levels. Paper presented at the American Geological Institute Conference, Toronto, Canada.
Frodeman, R. (1995). Geological reasoning: Geology as an interpretive and historical science. Geological Society of America Bulletin, 107(8), 960-968.
Gould, S. J. (1986). Evolution and the triumph of homology, or why history matters. American Scientist, 74, 60-69.
Hanson, N. R. (1958). Patterns of discovery; an inquiry into the conceptual foundations of science. Cambridge, England: University Press.
Kathleen, M. B., Robert, H. F., Mary, K. H., Kathleen, K., Peter E. M., Karen, J. M. & Robert J. S. (2005). Holt science & technology Earth science. Austin, TX: Holt, Rinehart and Winston.
Kim, C. J. (1995). Developing an effective Earth Science inquiry learning model based upon the characteristics of Earth Science: Abduction inquiry learning model. The Journal of the Institute of Science Education, 16, 130-148.
Kim, C. J. (2002). Inference frequently used in earth science. Journal of the Korean Earth Science Society, 23(2), 188-193.
Kim, C. J., Kim G. S. & Kim, K. H. (1994). Analysis and comparison of the project synthesis goal cluster orientation of Korean and American Earth Science textbooks. Journal of the Korean Earth Science Society, 15, 23-30.
Kim, C. J., Park I. S., An, H. S., Oh, P. S., Kim, D. Y. & Park, Y. S. (2005). Development of inquiry analysis framework based on features of earth science methodology and an analysis of ‘earth history and diastrophism’ inquiry activities in the 8th grade. Journal of the Korean Earth Science Society, 26(8), 751-758.
Kulm, G., Roseman, J. & Treistman, M. (1999). A benchmarks-based approach to textbook evaluation. Science Books and Films, 35, 147-153.
Kyung J. B., Youn, I. H., Lee, K. H., Kim, G. R., Hwang, W. G. & Lee, G. Y. (2003). High school earth science 1. Seoul, Korea: Joungang Kyouyuk Jinhung Research Center.
Lawson, A. E. (2005). What is the role of induction and deduction in reasoning and scientific inquiry? Journal of Research in Science Teaching, 42(6), 716-740.
Magnani, L. (2001). Abduction, reason, and science: Process of discovery and explanation. New York, NY: Kluwer Academic/Plenum.
Martin, M. O., Mullis, I., Gonzalez, E. J., Gregory, K. D., Smith, T. A., Chrostowski, S. J., Garden, R. A. & O'Connor, K. M. (2000). TIMSS 1999 International Science Report - 2000 International Association for the Evaluation of Educational Achievement (IEA). Boston College: International Study Center of Lynch School of Education.
National Research Council. (1996). National Science Education Standards. Washington, D. C.: National Academy Press.
Oh, P. S. & Kim, C. J. (2005). A theoretical study on abduction as an inquiry method in Earth Science. Journal of the Korean Association for Research in Science Education, 25, 610-623.
Orion, N. & Ault, Jr. C.R. (2007). Learning earth science. In S. K. Abell, and N. G. Lederman (Eds.), Handbook of research on science education (pp. 653-687). New Jersey: Lawrence Erlbaum Associates, Inc.
Park, D. Y. (2005). Differences between a standards-based curriculum and traditional textbooks in high school Earth Science. Journal of Geoscience Education, 53, 540-5

How to cite this article

APA

Park, M., Park, D.-Y., & Lee, R. E. (2009). A Comparative Analysis of Earth Science Curriculum Using Inquiry Methodology between Korean and the U.S. Textbooks. Eurasia Journal of Mathematics, Science and Technology Education, 5(4), 395-411. https://doi.org/10.12973/ejmste/75289

Vancouver

Park M, Park DY, Lee RE. A Comparative Analysis of Earth Science Curriculum Using Inquiry Methodology between Korean and the U.S. Textbooks. EURASIA J Math Sci Tech Ed. 2009;5(4):395-411. https://doi.org/10.12973/ejmste/75289

AMA

Park M, Park DY, Lee RE. A Comparative Analysis of Earth Science Curriculum Using Inquiry Methodology between Korean and the U.S. Textbooks. EURASIA J Math Sci Tech Ed. 2009;5(4), 395-411. https://doi.org/10.12973/ejmste/75289

Chicago

Park, Mira, Do-Yong Park, and Robert E. Lee. "A Comparative Analysis of Earth Science Curriculum Using Inquiry Methodology between Korean and the U.S. Textbooks". Eurasia Journal of Mathematics, Science and Technology Education 2009 5 no. 4 (2009): 395-411. https://doi.org/10.12973/ejmste/75289

Harvard

Park, M., Park, D.-Y., and Lee, R. E. (2009). A Comparative Analysis of Earth Science Curriculum Using Inquiry Methodology between Korean and the U.S. Textbooks. Eurasia Journal of Mathematics, Science and Technology Education, 5(4), pp. 395-411. https://doi.org/10.12973/ejmste/75289

MLA

Park, Mira et al. "A Comparative Analysis of Earth Science Curriculum Using Inquiry Methodology between Korean and the U.S. Textbooks". Eurasia Journal of Mathematics, Science and Technology Education, vol. 5, no. 4, 2009, pp. 395-411. https://doi.org/10.12973/ejmste/75289