• Journal of Science Education
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• v.37 no.1
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• pp.157-169
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• 2013

The purpose of this study is to analyze carbon cycle concepts based on earth systems from the perspective of high school students. The subjects for this study were seven students who have completed Earth-science I curriculum. to analyze of carbon cycle concepts based on earth systems perspective, the methods of word association, casual map and drawing were used. The results of this study were as follows: first, 5 out of 7 students have suggested carbon cycle concepts less than three. Second, the carbon cycle concepts on the change of state were 2. Also, the carbon cycle concets on process were 8. Third, 2 out of 7 students present 2 feedback loops, 3 out of 7 students 1 feedback loops, but 2 out of 7 students couldn't present the feedback loops associated with carbon cycle. Finally, As for carbon cycle concepts through drawing, 1 out of 7 students drew 9 concepts, 3 out of 9 students drew 7 concepts and the rest of them drew 5, 4, 3 concepts respectively. These results suggest that concept and feedback loop thinking skills on carbon cycle are a low level. Therefore, It is suggested that more educational programs be developed on various topics in order for high school students to improve their system thinking skills as well as knowledge integration of earth systems.

• Journal of the Korean Chemical Society
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• v.50 no.6
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• pp.477-485
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• 2006

study investigated the influences of the forms of verbal external representations and students' verbal learning style in learning chemical concepts with drawing as a method to assist students in connecting and integrating multiple external representations. Seventh graders (N=133) at a coed middle school were assigned to formal drawing (FD) and personalized drawing (PD) groups. Students in the PD group were provided words at personalized style as verbal external representations for drawing, while those in the FD group were provided words at formal style. All students were taught about Boyles Law and Charless Law for two class hours. Results revealed that the scores of a conception test for the PD group were significantly higher than those for the FD group. In a situational interest test, students with strong verbal learning style preference scored significantly higher than students with weak verbal learning style preference in the two groups. Most PD group students were found to prefer to read verbal external representations at personalized style for drawing rather than at formal style, and perceived their activities positively upon cognitive, affective and motivational aspects. Students with strong verbal learning style preference had more positive perceptions about their activities than students with weak verbal learning style preference especially upon affective and motivational aspects.

• Journal of the Korean School Mathematics Society
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• v.15 no.2
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• pp.299-316
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• 2012

In this paper, we examine high school in order to know their ability for understanding about fundamental functions, such as polynomial, trigonometric, logarithm and exponential functions which have learned from high school. The result of this study shows as follows. More than half students are not able to draw shape of given functions, except polynomial. More students do not fully understand about function properties such as domain, codomain, range, maximum and minimum value.

• Journal of The Korean Association For Science Education
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• v.23 no.6
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• pp.609-616
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• 2003

This study investigated the effects of 3-level systematic drawing upon students' achievement, conceptions, learning motivation, perceptions of involvement and attitudes toward science instruction. Two classes of 7th grade at a coed middle school were assigned to the control and the treatment groups. They were taught about change of states and motion of molecules for 8 class periods. Two-way ANCOVA results revealed that the scores of achievement test, a conceptions test, motivation and attitudes toward science instruction tests for the treatment group were significantly higher than those for the control group. But there was no difference in the scores of the perceptions of involvement test.

• Journal of Digital Convergence
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• v.17 no.1
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• pp.433-442
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• 2019

We have developed art and career convergence class for career recognition through drawing a neighborhood job map. Thus, we want to expand the students' career recognition. 3 Classes were conducted in 16 elementary school students from 5th to 6th. Through pre & post-questionnaire, and the interviews with the students' work, job recognition with job value and job prejudice, self-understanding and career attitude were analyzed. As follows. First, students' job recognition was expanded. The ability to identify the needs, values and purposes of jobs has improved. Changes in job values that all jobs are worth have occurred and job bias has changed. Second, the career attitude changed on the basis of self-understanding. Thus, in the context of deciding the job demanded by the society rather than the student's will, art and career convergence class was effective in career recognition.

• Journal of KIISE:Software and Applications
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• v.36 no.3
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• pp.217-225
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• 2009

In case of sketching a conceptual model in 3D space, it's not easy for designer to recognize the depth cue accurately and to draw a model correctly in short time. In this paper, multi-strokes based sketch is adopted not only to reduce the error of input point but to substantiate the shape o) the conceptual design effectively. The designer can see the drawing result immediately after stroking some curves. The shape can also be modified by stroking curves repeatedly and be confirmed the modified shape in real time. However, the multi-strokes based sketch needs to manage the great amount of input data. Therefore, the drawing space is divided into the limited spatial cubical grids and the movable infernal vertex in each spatial grid is implemented and used to define the surface by the multi-strokes. We implemented the spatial sketching system which allows the concept designer's intention to 3D model data efficiently.

• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.161-177
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• 2023

Scientific explanation is composed of various representations such as texts, diagrams, and graphs, and each representation contributes to expanding scientific meaning by connecting similar but slightly different meanings as a 'mode'. Based on this perspective of social semiotics, we aimed to identify the characteristics of meaning formation demonstrated in students' science writing (verbal mode) and science drawing (visual mode) and to discuss the pedagogical use of multimodal representations. To that end, 18 science drawings and 18 scientific writings constructed by science-gifted elementary students on air pressure were collected. The characteristics of the drawn and written explanations were then analyzed from the affordance perspective in social semiotics. In science drawing, students showed a tendency to use the affordance of the visual mode to infer concrete changes from the particle view, such as the movement of air particles, the number of air particles, and the collision of particles. In science writing, students used the affordance of the verbal mode mainly to infer the causal relationship between the concept of air pressure and other related factors at an abstract level. Based on those results, we discuss the educational implications and provide concrete examples of how to use the unique affordances of each form to complement one another.

• Journal of The Korean Association For Science Education
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• v.29 no.6
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• pp.712-729
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• 2009

This study aims to research high school students' misconception of botanic photosynthesis and respiration, and as the measure of rectifying the misconception, to develop the teaching program based on Driver's conceptual change model, applying it to classes and observing the effect. Selected as the research subject was sixty-six students in 1st year of a highschool located in Busan who had chosen Biology Learning as discretionary subject, with their conceptual level on botanic photosynthesis and respiration researched through tests in drawing and descriptive writing. As a consequence of applying drawing as a way of classifying the levels of students' misconception on photosynthesis and respiration, many students' drawings included their misconception caused by textbooks or scientists, but after application of Driver's conceptual change model, they drew scientific drawings including the fundamental factors of botanic photosynthesis and respiration such as light, carbon dioxide, water, glucose, oxygen, leaf, chloroplast, mitochondria, stoma, and energy. Likewise, as a result of the descriptive writing test implemented for researching the students' conception on the various aspects of botanic photosynthesis and respiration, many students in the pretest showed misconception on the point of time and location at which botanic photosynthesis and respiration occur, botanic nutrient, the role of a leaf in photosynthesis, and the relation between botanic photosynthesis and respiration, but after teaching based on Driver's conceptual change model, their misconceptions on photosynthesis and respiration were rectified to a high degree.

• Communications of Mathematical Education
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• v.19 no.2 s.22
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• pp.363-378
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• 2005

본 연구는 객체지향형 교육용 프로그래밍 언어인 두리틀(Dolittlee)을 수학교수-학습에 활용하기 위한 연구의 일부이다. 본 논문에서는 세 명의 고등학교 1학년 학생을 대상으로 7차 교육과정상의 중등 함수단원을 중심으로 함수의 그래프에 대한 두리틀 프로그래밍 활동을 안내적 교수법으로 진행하고 그 결과를 분석하여, 두리틀 프로그래밍 활동이 함수의 개념 형성에 미치는 영향을 관찰하고 컴퓨터 친밀도와 수학적 성향이 프로그래밍 학습에 어떠한 영향을 주는지에 관하여 고찰하였다. 연구 결과, 두리틀을 이용한 함수의 그래프 그리기 활동은 학생들에게 함수의 기본 개념과 그래프의 성질을 이해하는데 효과적이었으며, 두리틀 프로그래밍 탐구 활동에 있어 학생들의 수학 성취도보다는 수학에 대한 긍정적인 성향과 컴퓨터와의 높은 친밀도가 긍정적인 영향을 미친다는 사실을 확인하였다.

• The Journal of Korean Institute for Practical Engineering Education
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• v.2 no.2
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• pp.49-54
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• 2010

The functions and their graphs are very important parts in mathematical educations. But there seems be a lot of students studying the functions and their graphs without grasping the meaning of them and without interest with them. We present a learning method of how to match functions and their graphs with outlines of various shapes. That is, outlines of the shapes are assumed to be the graphs of the functions and the graphs will be plotted on the screen of a computer with help of the computer algebra system.