![]() ![]() Gelman, R., and Brenneman, K., 2012, Moving young "scientists-in-waiting" onto science learning pathways: Focus on observation in book: The Journey from Child to Scientist: Intergrating congnitive development and the education sciences.Journal of Research in Science Teaching, 38(8), 860-877. Fusco, D., 2001, Creating relevant science through urban planning and gardening.Cambridge University Press, Cambridge, UK, 365 p. von, and Zimmermann, J., 1982, Theory of earth science (translated by L. International Journal of STEM Education, 1(12), 1-9. W., 2014, Planning and carrying out inverstigations: An entry to learning and to teacher professtional development around NGSS science and engineering practices. Teachers College Press, New York, USA, 176 p. A., 1990, Restructuring science education: The importance of theories and their development. Scientific Inquiry and the Nature of Science: Implications for Teaching, Learning and Teacher Education. E., 2006, Historical perspective on inquiry teaching in schools. Paper presented at the National Association for Research in Science Teaching Annual International Conference, 23-26. N., 2003, Abduction and analogy in scientific model construction. Publications of the Korean Astronomical Society, 36, 25-36. H., 2021, International comparison of research trends in astronomy education programs. The Journal of The Korean Earth Science Society, 40(1), 86-106. ![]() Y., 2019, The Development and Application of an Astronomy Education Program Reflecting Astronomical Thinking: A Case of Planetarium Class at Science Museum. Journal of Korean Society of Earth Science Education, 11, 125-144. Y., 2018, Analysing Astronomical Thinking of Elementary, Middle, and High School Students using Ordered Multiple Choice Items. ![]() Y., 2011, Theory and practice of science education. Journal of the Korean Association for in Science Education, 40(1), 77-87. H., 2020, Exploring the Relationships between Inquiry Problems and Scientific Reasoning in the Program Emphasized Construction of Problem: Focus on Inquiry About Osmosis. This study also provides an example of learning materials and methods, and that abduction may be utilized for learning astronomy. This study shows that learning materials that cannot be visually explored are not suitable for abductive activities that students' prior knowledge has a significant impact on their exploration, and that educational materials for earth science inquiry could be expanded. Moreover, another type of students explored the works based on their subjective evaluations. Some students observed and described elements that could be connected to scientific concepts, while others mainly explored everyday elements that were relatively unrelated to such concepts. Students who found and explored interesting phenomena in the work were divided into three main groups depending on the characteristics of the exploration activity. For this study, a program named "Scientist going to the museum" utilizing artistic materials such as Oriental and Western paintings, mythology, orchestral suite, and traditional houses, was developed and five middle school students participated. It aims to analyze students' characteristics of exploration in abduction by developing and applying an educational program using art materials. ![]() This study is based on the importance of observation or exploration in contemporary scientific inquiry and the need to expand the learning materials of science inquiry. ![]()
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