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This study examines inservice elementary school teachers' beliefs, attitudes, and practical knowledge toward inquiry-based science instruction and the influence of an inquiry-based elementary science course on teachers' beliefs, attitudes, and practical knowledge regarding inquiry. Both surveys and a case study were administered to the 14 elementary school teachers before and after completing a three-credit elementary science methods course that was inquiry-based. The findings showed that the teachers' beliefs, attitudes, and practical knowledge about inquiry were clearly influenced by the course. Through this course, the teachers developed fairly positive beliefs and attitudes that promoted inquiry instruction. The majority of participants also improved their knowledge and skills of conducting inquiry as they successfully practiced inquiry-instruction in their science teachings. (Contains 4 tables and 1 figure.)

A bibliometric analysis of author keywords in articles from nine Korean theological journals published from 2000 to 2008 found 10 clusters that represent the intellectual structure of Korean theology. Three main streams of Korean theology studies were identified: Reformed theology, general theology, and evangelicalism. The intellectual structures of the representative journal for each stream were examined in depth. To visualize these intellectual structures, we used co-word analysis and a Pathfinder network (PFnet) algorithm. The Pathfinder network was constructed by two approaches: first-order cosine coefficients and second-order correlation coefficients. Semantic review of the results suggests that second-order correlation coefficients more effectively present the intellectual structure of a domain by PFnet. [ABSTRACT FROM PUBLISHER]