In National Curriculum of Science revised in 2007, 'Free Inquiry' was newly introduced to increase student's interest in science and to foster creativity by having students make their own questions and find answers by themselves. The purpose of the study was to analyze characteristics deployed in the processes of elementary school students' free inquiry activities applying a brain-based evolutionary science teaching and learning principles. For this study, 106 the fifth grade students participated, and they performed individually free inquiry activities according to a brain-based evolutionary approach. In order to characterize the diversifying, estimatingevaluating-executing, and extending-applying activities in behavioral domain, the free inquiry diary constructed by the students, observations by the researcher, and interviews with the students were analyzed both quantitatively and qualitatively. The major results of this study were as follows: First, the students preferred basic inquiry process skills and the majority of the students selected observation as a major approach of their inquiry. The reason was found to be that they were accustomed to only typical basic inquiry skills which is frequently presented at textbooks and regular instruction and didn't have appropriate experience for using relevant integrative inquiry skills. Second, most of the methods diversified and selected by the students were confined to descriptive explanation rather than causal one. Third, both of the science attitude and academic achievement were associated with the number of diversified methods and the selection of appropriate method. Based on these findings, implications for supporting domain novices in inquiry learning environments are advanced.
Background Studies on the relationship between organic solvent exposure and chronic kidney disease (CKD) have presented inconsistent results. Definition of CKD has changed in 2012, and other cohort studies have been newly published. Therefore, this study aimed to newly confirm the relationship between organic solvent exposure and CKD through an updated meta-analysis including additional studies. Methods This systematic review was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines. The search was conducted on January 2, 2023 using Embase and MEDLINE databases. Case-control and cohort studies on the relationship between organic solvent exposure and CKD were included. Two authors independently reviewed full-text. Results Of 5,109 studies identified, a total of 19 studies (control studies: 14 and cohort studies: 5) were finally included in our meta-analysis. The pooled risk of CKD in the organic solvent exposed group was 2.44 (1.72–3.47). The risk of a low-level exposure group was 1.07 (0.77–1.49). The total risk of a high-level exposure group was 2.44 (1.19–5.00). The risk of glomerulonephritis was 2.69 (1.18–6.11). The risk was 1.46 (1.29–1.64) for worsening of renal function. The pooled risk was 2.41 (1.57–3.70) in case-control studies and 2.51 (1.34–4.70) in cohort studies. The risk of subgroup classified as ‘good’ by the Newcastle Ottawa scale score was 1.93 (1.43–2.61). Conclusions This study confirmed that the risk of CKD was significantly increased in workers exposed to mixed organic solvents. Further research is needed to determine the exact mechanisms and thresholds. Surveillance for kidney damage in the group exposed to high levels of organic solvents should be conducted. Trial Registration PROSPERO Identifier: CRD42022306521
In National Curriculum of Science revised in 2007, free inquiry was newly introduced to increase student's interest in science and to foster creativity by having students make their own curiosity questions and find answers by themselves. The purpose of this study is to analyze elementary school students' perceptions on free science inquiry activities applying a brain-based evolutionary approach. For this study, 106 the fifth grade students participated, and then completed a questionnaire on free inquiry activities according to a brain-based evolutionary science teaching and learning principles. The students performed a series of steps of the Diversifying, EstimatingEvaluating-Executing, and Furthering activities in each of Affective, Behavioral, and Cognitive domains (ABC-DEF approach) and constructed their own free inquiry diary, then the observations by the researcher and interviews with the students were analyzed both quantitatively and qualitatively. The major results of the study were as follows: First, the majority of the students perceived the each domain and step positively although a few of them perceived negatively. The reasons perceived as negatively were categorized into two; preference dimension of like or dislike and ability dimension of metacognitive or self-reflective capacity. Also, they perceived the free inquiry experience in the form of ABC-DEF as helpful to understand the nature of scientists' scientific activities. Based on these findings, implications for supporting authentic inquiry in school science are discussed.
Researchers have employed a diversity of definitions and measurement methods for creativity. As a result, creativity research is underrepresented in the literature and the findings of different studies often prove difficult to draw into a coherent body of understanding. With regard to assessment, there are some important problems both in creativity research and practice, such as originality bias and Big-C creativity bias in teachers' perceptions about creativity and creative thinking, and additive rather than multiplicative scoring systems of creativity assessment. Drawing upon most widely accepted conceptions of the creativity construct, I defined 'student's scientific creativity' as the ability to make a product both original and useful to the student in terms of little-c creativity, and 'scientist's scientific creativity' as the ability to come up with a product both original and useful to the science community in terms of Big-C creativity. In this study, an 'Assessment Formula for Scientific Creativity' was developed, which is consisted of the multiplication of originality and usefulness scores rather than the sum of the two scores, and then, with scores calculated from the assessment formula, the scientific explanations generated by children were categorized into four types: routine, useful, original, and creative types. The assessment formula was revealed to be both valid and reliable. The implications of the assessment formula for scientific creativity are examined. The new assessment formula may contribute to the comprehensive understanding of scientific creativity to guide future research and the appropriate interpretation of previous studies.
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