• 한국정보교육학회:학술대회논문집
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• 2004.08a
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• pp.55-62
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• 2004

다가올 21세기를 한 마디로 규정짓는다면 정보화 사회라고 말할 수 있다. 이러한 정보화 사회는 국가의 힘과 부, 개인의 삶의 수준이 기술, 정보, 지식, 문화 등 지식 자산의 수준에 의하여 결정된다. 지적 자산의 수준은 본질적으로 개개인의 학습 능력과 창의력에 의존하고, 더 구체적으로는 정보를 획득하고 평가하는 능력, 정보를 조직하고 관리하는 능력, 정보를 해석하고 유통 활용하는 능력 등의 함양 여부에 달려 있다. 우리나라의 교육에서도 정보화 교육이 이루어지고는 있지만, 아직까지 초보적인 수준을 벗어나지 못하고 있다. 특히 각 교과 활동에서 정보를 수집, 분석, 유통, 활용하는 능력을 신장시키기 위한 다각적인 노력을 기울이고 있다. 이 논문에서는 초등학교에서 데이터베이스 개념활동을 통해 정보소양능력을 기르는 방안을 제안하고자 한다. 정보소양 능력을 향상하는 방안으로 기존의 컴퓨터를 통한 데이터베이스의 사전 지식이나 이론의 도입 없이 데이터베이스 개념을 통한 활동 중심적인 프로젝트를 수행함에 따라 자연스럽게 정보소양능력이 향상되는지 알아보고자 한다.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.1
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• pp.179-198
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• 2011

The understanding of mathematical concepts should be backed up on a constant basis in oder to grow problem-solving skills which is one of the ultimate goals of math education. The purpose of the study was to provide readers with the information which could be considered valuably for the math educators trying both to prevent mathematical misconceptions and to develop curricular program by estimating the actual conditions and developing backgrounds of the mathematical misconceptions held by the gifted education learners. Accordingly, this study, as the first step, theoretically examined the meaning and the developing background of mathematical misconception. As the second step, this study examined the actual conditions of mathematical misconceptions held by the participant students who were enrolled in the CTY(Center for Talented Youth) program run by a university. The results showed that the percentage of the correct statements made by participant students is only 35%. The results also showed that most of the participant students belonged either to the level 2 requiring students to distinguish examples from non-examples of the mathematical concepts or the level 3 requiring students to recognize and describe the common nature of the mathematical concepts with their own expressions based on the four-level of concept formulation. The causes could be traced to the presentation of limited example, wrong preconcept, the imbalance of conceptual definition and conceptual image. Based on the estimation, this study summarized a general plan preventing the mathematical misconceptions in a math classroom.

• Journal of Korean Elementary Science Education
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• v.18 no.2
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• pp.65-77
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• 1999

The purpose of this study was to find out the effectiveness of metacognitive instruction model on the changes of science concepts, when it was applied to 6th grade students. To do this, students were tested with the achievement of molecules and molecular motion concepts and metacognitive self-regulation test as a pretest Based upon metacognitive instruction model and student's conception, instruction program were developed. This metacognitive strategy Program was applied to the experimental group and expository teaching was applied to the comparison group (followed the order and method in authorized science textbook and teachers handbook). When planned lessons were finished, students were given a post-test to find conceptual change. After six months students were given a test again to find retention effect. There was a significant difference in conceptual change and retention between comparison group and experimental group by treatment at p< .05 level, The difference between comparison group and experimental group was especially significant, when the situation of test item wasn't similar to that of the textbook Metacognitive instruction model was more effective to high group than low group in metacognitive self-regulation level on conceptual change and retention. So the metacognitive strategy Played an important role in conceptual change and retention. And we can recognize that the students who take part in the metacognitive lesson can apply the corrected concept to the other concrete situation because they can understand new concept accurately by metacognitive strategies. And we can guess that high group in metacognitive self-regulation level can team metacognitive strategy easily but relatively low group student have some trouble in learning new strategy.

• Journal of Science Education
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• v.34 no.1
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• pp.47-57
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• 2010

The purpose of this study was to investigate how the lesson using the newly developed Phase Change Model of Venus can change ninth graders' geocentrical concept related to the progression of the phase of Venus. In order to know students' concept change of the progression of the phases of Venus, test sheets and a questionnaire regarding solar systems were developed and used pre and post test. The results showed that many students have an astronomical preconception of geocentricism, and some students have an especially poor scientific understanding of the solar system. However, there were significant changes in students' conceptual levels (p<.05) after teaching with the Venus's Phase Change Model. Therefore, teaching with the Phase Change Model of Venus was effective on students' scientific conceptual change from geocentricism to heliocentricism.

• The Journal of Korean Association of Computer Education
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• v.14 no.5
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• pp.1-8
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• 2011

The purpose of this study is to explore vocational high school students' understanding levels and misconceptions regarding the time-efficiency of algorithms. In this study, a questionnaire with nine questions was developed. The questionnaire is base on three misconceptions about the time-efficiency of algorithms that are examined through prior studies. The questionnaire was applied to 51 students who completed a programming course. The result shows that the students didn't sufficiently understand the concept of time-efficiency of algorithms and several common misconceptions appeared repeatedly. Finally, teaching strategies using simulation and assesment framework for algorithm's time-efficiency were presented and some recommendations were suggested for refining the curriculum relating computer programming and algorithms.

• The Journal of the Korea Contents Association
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• v.16 no.2
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• pp.200-210
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• 2016

This study was performed to reveal the factors determine self-rated health status between middle aged and elderly living in community. The subjects for this study consisted of 142 middle aged and 201 elders who lived in 3 cities of convenience sampling method. The Data was collected through personal interviews with questionnaires from March to July, 2014. For the data analysis, descriptive statistics, Pearson's correlation coefficient and multiple regression were used with SPSS Statistics program. The determinants on self-rated health status were present illness, stress management, health responsibility, fatigue, anger, tension, and social support among the middle-aged persons and physical activity, present illness, confusion, and exercise among elderly persons. On the basis of the results in this study, we should develop differentiated health promotion programs through education, counselling and health examination for the middle-aged adults and elderly.

• Journal of The Korean Association For Science Education
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• v.20 no.4
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• pp.527-541
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• 2000

The purpose of this study was to find out the characteristics of learning contents structure of K-12 science textbooks. The characteristics are related to 7 main concepts of matter properties; reaction rate, other reaction, density, solution, state change, absorption, and surface property. The contects are analyzed into 5 types of characteristics; type of concept extension, type of concept deepness, type of same level concept, type of confusion with other concepts, and type of concept interruption. First two types are positive content structures, but the others are negative structures. The findings are as follows. First, a lot of learning contents have the characteristic of 'type of same level concept'. There are few which have the characteristic of 'type of concept deepness'. Second, there are a lot of concepts related to 'properties of matter' which are not represented any more in middle and high school science textbooks. Those concepts are importantly taught in early childhood education and elementary school science. Most of the learning contents don't represent 'type of concept deepness'. Therefore the science textbooks needs to be restructuring.

• Journal of The Korean Association For Science Education
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• v.32 no.10
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• pp.1524-1536
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• 2012

Science attitudes affect the quality of learning, and they are considered as one of the major concerns in science education. It is necessary to analyze the proximity between concepts with science attitudes. Accordingly, this study was designed to analyze the proximity of the concept related to photosynthesis as it changed after class according to the levels of science attitudes. A survey on the concept of photosynthesis and science attitudes before and after class was conducted on 270 7th-grade students. The concept of photosynthesis was composed of 'the place of photosynthesis,' 'products of photosynthesis,' 'reactants of photosynthesis,' and 'environmental factors.' The proximity of the concept of photosynthesis was analyzed through the utilization of multidimensional scaling (MDS). The research results were as follows: (1) Students changed the proximity between concepts by acquiring concrete concepts through class. (2) The upper group in science attitudes tends to be closer to the proximity between scientific concepts through class, compared to the intermediate and lower groups. (3) In all students with entire levels of science attitudes, non-scientific concepts continued to exist even after class, and the non-scientific concepts were deemed to interfere with the proximity between scientific concepts related to photosynthesis. (4) Students turned out to be aware of the concepts related to each other in four areas associated with photosynthesis. That is, it can be said that students are closely aware of the place where photosynthesis can occur and the materials needed as well as materials generated as a result of photosynthesis and the materials needed in terms of concepts related to photosynthesis.

• Journal of the Korean Society of Earth Science Education
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• v.14 no.3
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• pp.236-247
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• 2021

This study is to investigate the effect of pre-primary teachers' gender and earth science completion while attending high school on the diversity of concepts, the level of conceptual understanding, and misconceptions about seasonal changes. This study was conducted with 71 pre-primary teachers. The conclusion of this study is as follows. First, the area of concepts used by pre-primary teachers to explain seasonal changes showed a greater difference depending on whether or not they completed earth science while attending high school, rather than depending on gender. Second, although there was no significant gender difference in the conceptual level of pre-primary teachers for seasonal change, the group who completed earth science while attending high school had a statistically significantly higher level of conceptual understanding than the group that did not complete it. Third, the ratio of misconceptions related to seasonal change of pre-primary teachers by gender was not significant, but the group who did not complete earth science while attending high school had a statistically significantly higher percentage of misconceptions than the group that completed it. As a result of the above examination, it is judged that the area of concepts, the level of conceptual understanding, and the misconceptions about seasonal changes of pre-primary teachers are more affected by the completion of earth science courses during high school than by gender differences.

• Journal of the Korean Chemical Society
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• v.46 no.4
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• pp.377-384
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• 2002

In this study, the effect of cooperative computer-assisted instruction upon students' conceptual under-standing,application ability, and learning motivation were investigated by a previous achievement level. The treatment and the control groups (2 classes) were selected from a middle school in Seoul, and taught about the motion of molecule for 5 class periods. Prior to the instructions, a learning motivation test was administered and used as covariate. The scores of a previous achievement test were also used as covariate. The scores of the mid-term science examination were used as blocking variable. After the instructions, the conceptions test, the application test, and the learning motivation test were administered. Two-way ANCOVA results revealed that there were no significant differences in the scores of the con-ceptions test and the application test. However, the scores of the treatment group were found to be significantly higher than those of the control group in the learning motivation test.