An Analysis of Inquiry Activities in the 3rd & 4th Grade Elementary Science Textbooks of the 2022 Revised Curriculum – Focused on the Material Units – 


Vol. 69,  No. 6, pp. 331-344, Dec.  2025
10.5012/jkcs.2025.69.6.331


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  Abstract

This study examines the types of inquiry activities and the levels of digital tool utilization in the Material units of elementary science textbooks developed under the 2022 revised science curriculum. The results indicate that Experiment and Observation (EO) accounted for the highest proportion (62.4%), followed by Investigation, Discussion, and Presentation (IN) (15.6%) and Expression (EX) (12.1%). In contrast, Discussion and Debate (DE) was absent, and Data Interpretation (ID) accounted for only 3.5%. Digital tools were used in 59.9% of inquiry activities, with Auxiliary Digital Inquiry (AD) being the most common (45.3%), followed by Central Digital Inquiry (CD) (13.4%). Fully Digital Inquiry (FD) had the lowest proportion (1.2%). These findings suggest the need for curriculum development that incorporates diverse inquiry activities, professional training to enhance discussion-based science inquiry instruction, and strategies for effective digital tool integration in inquiry-based learning.

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  Cite this article

[IEEE Style]

J. Park, "An Analysis of Inquiry Activities in the 3rd & 4th Grade Elementary Science Textbooks of the 2022 Revised Curriculum – Focused on the Material Units –," Journal of the Korean Chemical Society, vol. 69, no. 6, pp. 331-344, 2025. DOI: 10.5012/jkcs.2025.69.6.331.

[ACM Style]

Jihun Park. 2025. An Analysis of Inquiry Activities in the 3rd & 4th Grade Elementary Science Textbooks of the 2022 Revised Curriculum – Focused on the Material Units –. Journal of the Korean Chemical Society, 69, 6, (2025), 331-344. DOI: 10.5012/jkcs.2025.69.6.331.

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