• The Journal of Korean Association of Computer Education
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• v.5 no.3
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• pp.117-126
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• 2002

Many students have some misconception on electric current, and they are not corrected easily by traditional instruction. In this paper, a multimedia title was developed for misconception correction on electric current, and applied to the students and investigated its effects. The subject of this study consists of 32 students of a middle school. The group is divided into two subgroups. the applied group and the compared group. each of which has 16 students. The achievement is estimated by t-test using SPSS. The result shows that current consumption concept was corrected easily and it had no relation with instruction methods. Educational multimedia title was especially effective in the class to correct the misconception of current distribution concept. It was difficult to correct current independent of resistance concept by the multimedia title.

• Journal of the Korean association of regional geographers
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• v.20 no.1
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• pp.141-151
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• 2014

This study is to explain understanding types about the concept of a 'Region' in the 3rd grade high school students(39) through open-ended questionnaires and describe the pedagogical utilizations for this. Students' understanding types about the concept of a 'Region' are compared and then determined through two meaning agreement and association between meaning of students' understanding which is collected through open-ended questionnaires and meaning of a 'Region' which is described in high school curriculum. The results are as in the following. First, Students' understanding types about the concept of a 'Region' were divided into four categories: full, partial, ambiguous, and converted understanding. Second, The degree of right meaning agreement and association existing between two meanings is rising steadily by converted, ambiguous, partial, and full understanding. For this reason, This result can make sure the understanding degree about the concept of a 'Region' is different depending on the students. Third, Students' partial understanding, ambiguous understanding and converted understanding on region concept could be judged as misconception not fully corresponded to region concept in the curriculum explanation. Fourth, Teachers can achieve conceptual change through this misconception as a subject matter of educational dialogue for meaning change.

• School Mathematics
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• v.5 no.1
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• pp.135-149
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• 2003

We present an understanding about students' conceptual model of differential equations, based on the discourse data that were collected in a differential equations course at a university in Korea. An interpretive approach is taken to analyze classroom discourse. This paper consists of three main parts. First, we completely analyze the students' use of conceptual metaphor in a university differential equations class. Secondly, we identify conceptual metaphors representing students' conceptual model of differential equations. Finally, we describe the mathematical characteristics of the conceptual metaphors identified in detail. Among other things, this paper reveals that there exists dual aspects of the students' conceptual model of differential equations. In other words, in the differential equations course observed we found that the students very often used two kinds of conceptual metaphor,“machine metaphor”and“fictive motion metaphor”, that have contrastingly different mathematical characteristics. In order to interpret the duality, we take a sociocultural perspective, and this perspective suggests and helps us to realize the significance of understanding of cognitive diversity in mathematics classroom.

• The Journal of the Korea Contents Association
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• v.7 no.1
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• pp.10-20
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• 2007

This paper describes a concept-based question analysis to analyze concept which is more important than keyword for the accurate answer extraction. Our idea is that we can extract correct answers from various paragraphs with different structures when we use well-defined concepts because concepts occurred in questions of same answer type are similar. That is, we will analyze the syntactic and semantic role of each word or phrase in a question in order to extract more relevant documents and more accurate answer in them. For each answer type, we define a concept frame which is composed of concepts commonly occurred in that type of questions and analyze user's question by filling a concept frame with a word or phrase. Empirical results show that our concept-based question analysis can extract more accurate answer than any other conventional approach. Also, concept-based approach has additional merits that it is language universal model, and can be combined with arbitrary conventional approaches.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.583-595
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• 2004

The purpose of this study was to identify whether the elementary school students force conceptions may influence on designing tools experiments. Four questions with multiple choices and reasons for those choices were asked to identify scientific/alternative force conception. Also four tasks for tools experiments matched to each force conceptions were developed into open questions in hypothesizing. controlling variables and methods of experiments. Forty elementary students were selected from 4 classes in sixth grade of a school in Daegu city. The major findings of this study were that the types of force conceptions can be classified into scientific and alternative conceptions. The patterns of designing experiments could be identified with types of hypothesis, controlling variables and methods of experiments in each four tools experiments. But students those who had scientific force conception did not better in hypothesis, methods of controlling variables and results for simple experiment than those who had alternative force conceptions. These results imply that students' force conception did not influence on designing tools experiments. The assumption that scientific conception could improve designing experiments was not guaranteed by this results.

• Education of Primary School Mathematics
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• v.15 no.3
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• pp.201-218
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• 2012

In this study, the following topics were investigated targeting elementary school students: Schema formed through precise notion of cognitive and the connection of the concepts when studying common divisor, common multiple, and the lowest common multiple, configuration ability and problem solving of the students when learning using a modified schema, how the schema of the student to advance to a higher level, and how the deformation of the schema is carried out student's configuration of concept and problem solving ability. As a result, it was found out that cognition about precise concept, schema and the modified schema are important factors when a primary concept was developed into a secondary concept, and play important roles when the connection and the formation of the modified schema created by cognition about the precise primary concept rather than by the formation of the secondary concept (formation of the secondary schema) created by the connection between the primary concept.

• Journal of Science Education
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• v.38 no.2
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• pp.331-343
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• 2014

The types of misconceptions and their consistencies of the elementary school teachers about the characteristics of currents according to the connection methods of batteries in simple electric circuits were investigated. The misconceptions of the elementary school teachers about them could be divided into three types. Among the respondents of the 96 elementary school teachers for this study, the 2 elementary school teachers consistently understood the characteristics of currents on the basis of the misconception type of focusing only the number of batteries connected regardless of the connection methods of batteries, the 8 elementary school teachers did on the basis of the misconception type of confusing the series connection and the parallel connection of batteries, and the 4 elementary school teachers did on the basis of the misconception type of confusing the series and parallel connection of batteries with those of resistors. Also, they consistently applied these misconception types to not only the situations to use the learned concepts but the situations to use the differentiated concepts about the connection methods of batteries.

• School Mathematics
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• v.12 no.4
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• pp.547-561
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• 2010

Even though statistics is considered as one of the areas of mathematical science in the school curriculum, it has been well documented that statistics has distinct features compared to mathematics. However, there is little empirical educational research showing distinct features of statistics, especially research into the understanding of statistical concepts which are different from other areas in school mathematics. In addition, there is little discussion of a relationship between the ability of mathematical thinking and the ability of understanding statistical concepts. This study extracted some important concepts which consist of the fundamental statistical reasoning and investigated how mathematically high achieving students understood these concepts. As a result, there were both kinds of concepts that mathematically high achieving students developed well or not. There is a weak correlation between mathematical ability and the level of understanding statistical concepts.

• Journal of the Korean earth science society
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• v.21 no.4
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• pp.369-379
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• 2000

The purposes of this study is to identify the misconceptions on atmospheric pressure and to investigate the effect of conceptual change of the cognitive conflict teaching models. The subjects are 184 students in girls' high school and divided into the controlled and test group. Before instruction on atmospheric pressure concept, their concept types were identified and their conceptual changes were compared after instruction by the traditional and the cognitive conflict teaching models. The results of this study are as follows; 1 ) The students' understanding level on the atmospheric pressure was low before instruction and they had some misconceptions. But the concept levels related to their everyday life experieces and memorized concept were high. 2) The cognitive conflict teaching model were more effective than the traditional teaching model in the formation of atmospheric pressure concept. 3) Though there were some differences among the test items, the cognitive conflict teaching model was identified to be more effective than the traditional teaching model in terms of the durability of atmospheric pressure concept.

• The Journal of Korean Association of Computer Education
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• v.9 no.2
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• pp.79-88
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• 2006

This study investigated the effects of computer-assisted instruction adapting to the level of students' conceptual understanding upon students' conceptual understanding, retention of conceptions, learning motivation, and perception about computer-assisted instruction in concept learning. 94 seventh grade students from a coed middle school in Seoul were randomly assigned to control, CAI, adaptive CAI groups, and were taught about 'motion of molecules' for 7 class periods. Two-way ANCOVA results revealed that the scores of a conception test and a learning motivation test for the adaptive CAI group were significantly higher than those for the control group. The scores of a retention test of conceptions for the adaptive CAI group were significantly higher than those for other two groups. There were no significant interactions between the instruction and the level of previous achievement in the scores of the conception test, the learning motivation test, and the retention test of conceptions. The perception about computer-assisted instruction for the students of the adaptive CAI group were more positive than those for the students of the CAI group.