• Journal of The Korean Association For Science Education
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• v.33 no.4
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• pp.718-734
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• 2013

The purpose of the study is to investigate high school students' perception and understanding of old metaphorical science terminologies and new metaphorical science terminologies (highly metaphorical science terminologies). For the study, three old metaphorical terminologies and three new metaphorical terminologies have been chosen from the old and new Korean science curricula respectively, and 176 high school students who learned physics based on 7th science curriculum developed in 1997 and 175 highschool students who learned physics based on the science curriculum revised in 2009 were sampled from two high schools in a big city in Korea. The research results are as follows: First, for the old metaphorical terminologies, there are more students who give explanations using scientific terms than those who use the meaning of the metaphors that terminologies had. Second, for the new metaphorical terminologies, there are much less students who give explanations using scientific terms than those who explained using the meaning of the metaphors that the terminologies had. Therefore, it should be emphasized that, for the new metaphorical terminologies, the metaphorical meaning of the terminologies do not mean the concepts themselves in teaching science.

• Journal of the Korean Chemical Society
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• v.60 no.5
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• pp.362-373
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• 2016

In this study, ionic compound in the science textbooks developed under the 2009 revised national curriculum were analyzed in terms of the scientific concept and model description and the student understanding through the questionnaires. Analysis of textbooks was performed for science2 of middle school and chemistry I & II of high school. Questionnaire was carried out with 194 students including middle school 2nd grade and high school 1st-3rd grade. The results are as follows: First, as a result of analysis of textbooks, scientific concepts and models used to explain the ionic compound showed differences depending on the types of textbooks. In addition, scientific models were provided with or without explanation for the scientific concepts. Second, analysis of the questionnaire showed that students didn’t properly understood scientific concepts and models in the ion formation, stoichiometric ratio between ions.

• Journal of the Korean earth science society
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• v.25 no.8
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• pp.684-696
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• 2004

Using six preservice teachers as subjects, this was purpose to research about concepts in understanding carbon cycle, which of concepts were related to the conception of the system, and finally whether or not the systems thinking was sufficiently around carbon cycle. To achieve this study purpose , an instrument related to carbon cycle was developed and administered to the six teachers. The study found that a total of 42 conceptions within the system were concepts related to carbon cycle. The consisted of 15 conceptions in atmosphere, 11 in atmosphere 9 in hydrosphere, and 7 in lithosphere. In aspect of applying the system thinking, 4 subjects who couldn't compose the feedback loop in their causal map failed to apply this type of thinking. The other two who applied systems thinking had 2 and 1 feedback loop each, in their causal maps. But, one of the feedback loop from the subject who made two was based on unscientific reasoning. As a result, the subjects had lower understanding of concepts related to carbon cycle in lithosphere than in atmosphere, atmosphere, and hydrosphere. Futhermore, the subjects' application of the earth systems thinking on carbon was at a low standard.

• Journal of The Korean Association For Science Education
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• v.27 no.5
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• pp.379-393
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• 2007

The purpose of this article is to analyze the conceptual change of nine 11th graders after implementing the model-based instruction of blood circulation by multidimensional framework, and to find some implications about teaching strategies for improving conceptual understanding. The model-based instruction consisted of 4 periods: (1) introduction for inducing students' interests using an episode in the science history of blood circulation, (2) vivisectional experiment on rats, (3) visual-linguistic model instruction using the videotape of heartbeat, and (4) modeling activity on the path of blood flow. Based on the data from pre-test, post-test and interviews, we classified students' models on the path of blood flow, and investigated their ontological features and the conceptual status of blood circulation. Most students could describe the path of blood flow and the changes of substances in blood precisely after the instructions. However, the modeling activity were not sufficient to improve students' understanding of the mechanisms of the blood distribution throughout various organs and the material exchanges between blood and tissues. From the interview of 9 students, we acquired informative results about conceptual status elements that were helpful to, preventing from, or not used for students' understanding. It was also found that conceptual status of students depended on the ontological categories into which students' conceptions of blood circulation fell. The results of this study can help design the effective teaching strategy for the understanding of concept of the equilibrium category.

• 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.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.499-518
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• 2004

This study focused on research that illustrates the important interplay between learners' epistemological beliefs about science knowledge, physics textbook knowledge and knowing physics in the classroom. Also this study investigated learners' conceptual changes on the value of mechanical energy. To explore these topics, six sophomores were chosen as participants. Three categories were introduced to classify how participants' understanding of the nature of science knowledge, physics textbook knowledge has been linked with epistemological beliefs of knowing physics. The three categories were (1)receiving physics knowledge as authority, (2)receiving physics knowledge as the perception of teacher's role and (3)understanding physics knowledge as the perception that science knowledge is a product of a variety of human ideas. These categories were also concerned with construction of individual conceptions of mechanical energy. The participants who understood physics knowledge as the perception that science knowledge is a product of a variety of human ideas naturally used metacognitive strategy in classroom compared to other participants. And they had scientific conceptions about the value of mechanical energy. Others who were passive in classroom had unscientific conceptions about the value of mechanical energy due to definition of energy and epistemological beliefs about the nature of science knowledge. In the process of their conceptual changes on the value of mechanical energy, it was important to understand an instrumental aspect of scientific knowledge and to think about the relation between formulae and physical phenomena.

• Journal of Korean Elementary Science Education
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• v.41 no.1
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• pp.150-161
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• 2022

Matter is a basic concept that students should understand during their science classes. However, many difficulties are associated with understanding the concepts of matter due to its abstraction. In this study, the elementary school students' understanding of the concept of matter and the examples of matter and non-matter are investigated and analyzed by grade. The subjects of this study were 418 students from third grade to sixth grade. The survey was conducted using a free-response questionnaire comprising three questions. The results are as follows. First, the elementary school students' conceptions of matter were "materials that make up objects," "what can be seen and touched," and "solid, liquid, and gas." As the grade increased, the explanations for a material decreased and the explanations for the state of matter increased. Furthermore, only few students explained matter in terms of mass and volume. Second, solids were the most common examples of matter presented by the students, and liquids and gases were included in the upper grades. However, there were many cases in the upper grades where students were unable to distinguish between objects and matter. Third, non-matter was properly presented by the 6th graders as compared to the other graders, and in many cases, objects, liquids, and gases were mentioned as non-matter. Fourth, it was found that the students' conceptions of matter influenced the examples of matter and non-matter that they presented.

• Defense and Technology
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• no.6 s.172
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• pp.14-17
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• 1993

국방과학기술은 불확실한 전략적 미래에 대한 가장 확실한 담보물입니다. 따라서 투자재원, 기반기술 등의 절대빈곤 가운데에서도 군사력전략목표와 개념구현을 위한 기술집약적 군사력 건설이 필수적으로 요구됩니다 총력전 시대의 국방체계 발전 요체는 군사기획가의 과학기술 이해, 활용능력 향상과 당대 최고의 과학기술자가 국방에 다수 참여하여 업적을 쌓을수 있는 내외부 여건이 성숙되어야 합니다

• Journal of The Korean Association For Science Education
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• v.22 no.2
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• pp.215-229
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• 2002

This study is to analyze the contents related to 'state of water', 'state change of water', and 'conditions of state change' in K-12 science textbooks. For this, we analyzed textbooks based on the 5th kindergarten curriculum, the 6th elementary school science curriculum and the 6th middle school science curriculum. Findings show that some of the contents are designed well by topical sequencing or by spiral sequencing. But others have some problems based on topical sequencing and spiral sequencing. Generally, the contents are represented in the order of Perception of phenomena with senses level, Macroscopic understanding level, Understanding of scientific term level, Microscopic understanding level by grade. But the state change contents related to solidification and melting, and conditions of state change contents related to heat, temperature, wind, and humidity are not represented in the level of Microscopic understanding. The contents of state change and conditions related to heat and wind are not represented in the level of scientific term also.

• Journal of the Korean earth science society
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• v.27 no.1
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• pp.32-48
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• 2006

The purposes of this study can divided into three parts: First, to investigate high school science teachers' understanding concerning geologic time; second, to analyze contents related to geologic time in the secondary school science textbooks and teachers' guidebooks; and third, to compare the response type of science teachers using the results of the contents. Forty high school science teachers in the Chungbuk province are chosen to answer to the questionnaire. Many teachers (50%) think that the age of Earth is simply measured by radioisotope. However, most of them do not know the measuring method in detail. The over 50% of the teachers think that the uniformitarianism, law of superposition, law of faunal succession law of unconformity, and law of intrusion are the great five laws of historical geology. Many part of the contents related to geologic time in the textbooks and guidebooks are incorrect and described distinctly from each other. Such content includes the age of Earth, age of the oldest rock in Earth, definition and range of geologic time, measuring method of the Earth's age, and law of historical geology. Many of the science teachers do not have a complete understanding of the contents related to geologic time. This study suggests that the reason lies heavily on the contents described in the textbooks and guidebooks. Therefore, it is necessary to review and revise the contents related to geologic time in the textbooks and guidebooks.