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Characterizing Science Inquiry and Epistemology Found in Physics Related Units in Elementary School Science Textbooks According to the 2015 Science Curriculum
New Phys.: Sae Mulli 2019; 69: 750~759
Published online July 31, 2019;
© 2019 New Physics: Sae Mulli.

Myeong-Kyeong SHIN, Gyeong-Pil KWON*

Gyeongin National University of Education, Incheon 21044, Korea
Correspondence to:
Received May 25, 2019; Revised June 14, 2019; Accepted June 14, 2019.
cc This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License ( which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
This study aimed to analyze inquiry characteristics and epistemological features of physics activities in the $3^\text{rd}$ and the $4^\text{th}$ science textbooks of the 2015 curriculum revision. For analyzing science inquiry, we used Millar (2010)'s framework, including learning objective, logical structure, and activity contents. Ryder \textit{et al.} (2009)'s research was adopted for exploring three epistemological features, including the relation between scientific knowledge claims and data, the nature of science inquiry and the social dimensions of science. Based on the findings, physics activities focused more on collecting information than on critical thinking and justification. Hands-on activities were more numerous than minds-on. The activity objectives emphasized knowledge and skill acquisition rather than scientific inquiry. A relation between claims and data was the only category found among the three epistemological features. How science inquiry will provide for elementary students in terms of depth and breath of knowledge were discussed, understanding and inquiry activities.
PACS numbers: 01.40.Ha
Keywords: School science textbook, Physics unit, Scientific inquiry, Science epistemology

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