Research on Deep Inquiry-based Teaching Practice Driven by Situational Chains in Middle School Physics Based Localized Innovation in Korean Middle School Physics Classrooms

Kim Minseon 【Korea】

Abstract：

This paper addresses the issues of “fragmented knowledge” “disconnection from practice” in middle school physics education in Korea, proposing a “life-oriented situational chain” teaching model. This model, anchored in local Korean culture, students through a complete cognitive loop of “observation → modeling → verification → transfer” by designing coherent situational tasks (e.g., traditional farm tool mechanics analysis, Je volcanic geothermal exploration, etc.). A practice in Seoul Mapo Middle School, among others, has shown a 32% improvement in students’ scientific argumentation skills a significant enhancement of their interdisciplinary application awareness. The research provides a new paradigm for physics education under the background of East Asian culture.

 Keywords: Situational chains; inquiry; Localized teaching; Physics modeling; Korean middle school physics

1. Introduction: The Genesis of the Problem and Theoretical Basis

1.1 Real DilemmaKorean middle school physics education commonly faces three challenges (Ministry of Education, 2024):

Cognitive fragmentation: Topics are presented in a discrete form (eg., circuits and mechanics are completely separated), making it difficult for students to build systematic cognition. This fragmentation not only affects students’ overall understanding of physics knowledge but limits their ability to solve complex problems. For example, in real life, circuits and mechanics are often interrelated, but current teaching methods separate them, resulting in students struggling to apply knowledge flexibly in practical applications.

Cultural absence: Many cases in textbooks are transplanted from European and American contexts, which are detached from Korean students’ life experience. to different cultural backgrounds, many cases in European and American contexts lack resonance for Korean students, making them feel unfamiliar and confused during the learning process. For example, many cases in physics involve Western daily life scenarios, which are not common in the daily lives of Korean students, thus weakening their interest and engagement in learning.

Practice deficiency: Over 67% of teachers still rely on demonstration experiments, and there is insufficient active inquiry by students. Although experimental teaching occupies an important position in physics education, most teachers still adopt traditional experiments at present, and students lack hands-on operation and autonomous inquiry opportunities. This not only limits the development of students’ practical abilities but also hinders their in-depth understanding mastery of physics concepts. For example, having students design and implement experiments by themselves can stimulate their creativity and problem-solving ability, rather than just passively observing the teacher’ operation.

1.2 Theoretical Framework

Based on constructivism and socio-situated cognition theory, this study proposes:

Sational Chain: Embedding core concepts into a continuous scenario of local culture to form a “string of questions” that drives inquiry. By combining abstract academic concepts with concrete local cultural, learners can achieve in-depth understanding in familiar situations. For example, when exploring traditional Chinese festivals, a series of activities and questions related to the Spring Festival, Mid-Aut Festival, etc., can be designed to guide students to apply and explore relevant knowledge in real-life scenarios.

Dual-Loop Model: Individual inquiry (observation/) interacts with social construction (group debate/cultural reflection) to deepen cognition. This model emphasizes the combination of independent thinking and teamwork, where preliminary understanding is gained through and experiment, and further deepened through group discussion and cultural reflection. For example, in a science experiment class, students first complete the experiment independently and record the results, then their findings within the group and debate and discuss different views, ultimately forming a more comprehensive and in-depth knowledge system.

2. Innovation Model Construction: Design of Localized Sitational Chain

2.1 Design Principles

2.2 Case Study: From "Diving Girl Culture" to Thermal Energy Inquiry

Sational chain main line: Jeju Island diving girl labor → Body temperature maintenance issues → Heat transfer experiments → Traditional diving suit modification

Phase 1: Cultural Observation

A documentary on diving girls working in icy seas, guiding students to discover: "Why can diving girls work sustainably in a low-temperature environment?"

Through the documentary, can learn about the scenario of diving girls working in the cold sea water for an extended period. They not only need to face the cold sea water but also endure the deep-sea and physical exertion. In such an environment, how the diving girls maintain their body temperature becomes the focus of the study.

Further exploration reveals that the diving girls have accumulated a of experience over a long period of practice. They use traditional diving suits and unique breathing techniques to cope with the low-temperature environment. These traditional diving suits are usually made of thick fabric, providing excellent insulation properties. At the same time, the diving girls also regulate their body temperature by diving quickly and surfacing.

Phase 2: Modeling InquiryExperiment Design:

① Comparison of the thermal conductivity of cotton, rubber, and Hanji (Korean paper) → Understanding insulation materials

- Cotton is soft and breath, with good moisture absorption properties, but it has a high thermal conductivity.

- Rubber is tough and has excellent elasticity and water resistance, with low thermal conductivity showing excellent insulation performance.

- Hanji (Korean paper) is made from high-quality mulberry bark, thin and tough, with unique breathability and flexibility. thermal conductivity is between cotton and rubber, making it a traditional excellent insulation material.

② Measure the cooling curve of hot water wrapped in different thicknesses of fabric → Establish thickness-insulation model

- Use a temperature sensor to monitor the temperature change of hot water wrapped in different thicknesses of cotton, rubber, and Hanji in real-.

- Record the cooling rate of hot water for each material at different thicknesses, and draw a cooling curve graph.

- Analyze the data to establish a model between thickness and insulation effect, and evaluate the insulation performance of different materials in actual applications.

Phase 3: Cultural Migration

Analyze the evolution of traditional diving girl clothingRubberized Fabric) materials, from natural rubber in the 19th century to modern synthetic rubber, and explore its improvements in water resistance, warmth, and flexibility. Design new type of eco-friendly diving suit scheme, using degradable materials such as bio-based polymers, to reduce the impact on the environment while maintaining high performance. Combine modern technology such as smart temperature control systems and self-cleaning coatings, to enhance the functionality and comfort of the diving suit, and inherit and innovate the diving girl culture.

3. Practice Results and Data Analysis

3.1 Sample Selection

Experimental Group: Seoul Mapo Middle School (2 classes, n=63), implementing situational teaching (2024.3-7)

Control Group: Traditional teaching classes in the same school (n=60)

3.2 Effect Ver

Typical student feedback:

"Through the analysis of the lift of traditional kites (Yeon), I finally understood thatoulli's equation is not abstract symbols but the wisdom of ancestors. This ancient flying device not only demonstrates the basic principles of aerodynamics but also embodies the profound understanding andenious application of natural phenomena by ancient craftsmen. In the process of making and flying kites, I felt the perfect combination of science and art, as well as the endless of traditional culture."

— —Kim, a student from Mapo Middle School, Grade 2

4. Innovation Points and Promotion Value

4.1 Theoretical Innovation

ultural-Cognitive Coupling Model: This model transforms Korean cultural heritage, such as the wooden structure of Confucian shrines and the palace water management system, into physical exploration to achieve dual cultivation of "cultural confidence" and "scientific literacy." Through this model, students can not only deeply understand the historical and cultural background of Korea but also the basic principles and technical applications of physics in actual operations. For example, when studying the wooden structure of Confucian shrines, students can learn about the concepts of equilibrium and in mechanics; while analyzing the palace water management system, they can be exposed to the knowledge of fluid dynamics and engineering design. This interdisciplinary teaching method not only enriches students knowledge system but also cultivates their ability to solve complex problems, laying a solid foundation for their future academic research and career development. Moreover, this model can be promoted to the study other cultural heritages, such as the architectural technology of the Great Wall in China and the construction craftsmanship of the pyramids in Egypt, further expanding its application scope and value.

4.2 Development of Practical Toolkit

5. Reflection and Suggestions

Teacher Role Transformation: From "Knowledge Transmitter" to "Cultural Sit Designer," there is a need to strengthen the study of local culture. Teachers should deeply understand and integrate local cultural elements. By designing teaching situations with cultural connotations, students' in learning and desire for inquiry can be stimulated. For example, when teaching physics concepts, traditional Chinese science and technology inventions such as the compass and gunpowder can be so that students can understand abstract scientific principles in a familiar cultural context.

Resource Support: It is suggested that the Ministry of Education develop a "Physical Principles in Korean Cultural" case base. By collecting and sorting out the physical principles contained in Korean cultural heritage, teaching cases can be produced for teachers to refer to and use. This can not only enrich resources but also promote cross-cultural exchanges and help students understand scientific knowledge in a global perspective.

Assessment Reform: Incorporate the ability to model situations into the National Assessment of Literacy (NAEA) system. Situation modeling ability is a key skill for students to apply their knowledge to solve practical problems. By incorporating it into the assessment system, teachers be guided to place more emphasis on cultivating students' practical abilities and innovative thinking in teaching, thus comprehensively improving students' scientific literacy.

References:

[1] S. Y. (2023). Science Education in Korean Cultural Contexts. Seoul: Kyoyook Book. ISBN 978-89983789-3-2.

[2] Shin, Y. K. (2025). Insights of Fan Z's Philosophical Thoughts in East Asian Science Education. Journal of Jeju Halla University, 42(3): 15-29.

[3] Ministry of Education of Korea (2024). "Guidelines for the Implementation of Localized Junior High School Physics Curriculum." 

[4] Park, J. H. (2024). Task-Driven Learning in Physics: Evidence from Seoul Middle Schools. Journal of Korean Science Education, 18(2), 112-130.

[5] Lee, M. K. (2023). Enhancing Argumentation Skills through Situational Experiments. Asia-Pacific Science Education, 9(1), 78-95.