• Journal of the Korean Chemical Society
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• v.54 no.6
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• pp.809-817
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• 2010

The primary purpose of this study was to investigate high school students' conceptual understanding of density for solids and liquids in pure and mixed substances who had preceded formal school science instruction on density and related topics. A concept assessment on density was developed and administered by demonstrative experiments accompanied by a written assessment test method to 120 general high school students in a metropolitan city. The scientific conceptions and alternative conceptions from students' responses were identified and the percentages of them were calculated. Then, their alternative conceptions and implicit theories on density were analyzed. About half of the students couldn't differentiate weight-volume-density and regarded density as an innate property of matter. Furthermore, the greater the number of variables involved in an experimental condition of the question, the more complicated and undifferentiated students' density concepts were. Students employed more improper variables such as particle size, intermolecular distance, surface tension, polarity of the solvent, etc. in explaining counter-intuitive observations. The implications for school science instruction were discussed.

• Journal of Korean Elementary Science Education
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• v.43 no.1
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• pp.170-184
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• 2024

This study focused on the practical research needed to improve elementary school science lesson plans. Specifically, a video clip-based pedagogical reasoning activity that included elementary student misconceptions was presented and the influences of this activity on preservice teachers' science lesson planning were assessed. First, the eight preservice teacher participants were asked to write a lesson plan for a dissolution and solution unit, after which a first semi-structured interview was conducted. Then, the participants participated in a video clip-based pedagogical reasoning activity. Based on the activity results, the participants revised their previously planned lessons, and second semi-structured interviews were conducted. The data from the preservice teachers' lesson plans and interview transcripts were analyzed using a constant comparative method to investigate the lesson plan changes. It was found that after the video clip-based pedagogical reasoning activity, the preservice teacher tightened the activity or changed the material to understand the students' thinking processes. In addition, they supplemented their goals and assessment criteria to accommodate the diverse students' thinking. Some also specified motivational strategies that considered student interests, motivation, and possible misconceptions. However, some preservice teachers still set goals that did not sufficiently account for student misconceptions and some planned the student assessments based only on the learning goals rather than the students' thinking. The few preservice teachers were able to develop motivational strategies that considered interest, motivation, and misconceptions. The preservice teachers claimed that they had difficulty predicting the misconceptions and connecting these to the lesson content. Discussions were then held to assist the preservice teachers to consider possible student misconceptions when planning their lessons.

• 한국지구과학회:학술대회논문집
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• 2006.02a
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• pp.169-174
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• 2006

현대 교육은 단순한 암기 위주가 아닌 첨단 컴퓨터를 이용한 실험 실습 위주의 직접 보고 듣고 느끼는 방향으로 진보하고 있다. 실험 실습에 의한 과학교육은 사용자의 탐구능력 향상과 과학적 태도 향상에 중요한 역할을 하게 될 것이며 기존의 암기위주나 단순한 수치에 의한 개념 학습을 탈피하여 Data collection 기술과 분석의 활용을 통해 사용자가 과학을 좀 더 이해하고 사용할 수 있도록 하는 능력을 증진하게 한다. 이를 위한 과학교육의 한 방법으로 MBL(Microcomputer Based Laboratory)은 실험자가 실험실이나 야외에서 각종 기구를 사용해 데이터를 습득할 수 있도록 도와주는 컴퓨터 기반 과학 실험 시스템으로서 미국, 영국 등 과학 교육 분야에서 추구하고 있는 세계적인 추세라고 할 수 있다. 이러한 MBL 시스템의 구성은 센서를 통해 얻어지는 자료를 컴퓨터에 전달하는 매개체인 인터페이스, 과학 실험에서 발생하는 데이터를 직접 전기적 신호로 변환하여 인터페이스에 전달하는 센서, 인터페이스에서 전달되는 전기적 신호를 컴퓨터 화면에 나타내어 주는 컴퓨터용 전용 프로그램으로 구성된다. 이러한 MBL을 과학교육에 활용한다면 학생들이 스스로 과학적으로 탐구하고 문제를 해결할 수 있는 능력을 배양하는 데 많은 도움이 될 것이다.

• Journal of The Korean Association For Science Education
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• v.33 no.1
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• pp.193-207
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• 2013

The purpose of this study was to investigate middle school and science-gifted students' conceptions about motion of objects on the surface of the earth and the moon. The subjects were 61 first-, 51 second-, 51 third-year students, for a total of 163 in a middle school and 32 science-gifted students from a university-affiliated sciencegifted education center for secondary school students. The research contents were conceptions about motion of objects by the vertical direction, an inclined plane and horizontal plane on the surface of the earth and the moon. The questions were as follows: If two balls, same size but different mass, were put on, thrown over, by the vertical direction, an inclined plane and a horizontal plane on the surface of the earth and the moon at the same time and speed, which one would arrive faster than the other?; In the same mass in the earth and the moon, how fast could the object reach to which location, the earth or the moon? The results showed that science-gifted students offer meaningful difference on the concept of objects in motion at the vertical direction, an inclined plane and a horizontal plane on the earth and at the vertical direction on the moon than general middle school students. There were meaningful difference on the vertical up direction, an inclined plane and a horizontal plane in the same situation in the earth and the moon. Finally, based on the results of our study, we discuss possible educational implications for teaching the concept of objects in motion.

• Journal of Korea Technology Innovation Society
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• v.20 no.4
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• pp.1015-1035
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• 2017

This paper analyzes how the concept of 'technological innovation' has changed in South Korea. We conducted keyword co-occurrence network analysis on articles in Science and Technology, a magazine published by the Korean Federation of Science and Technology Societies since 1968. With writers and readership from professional science and technology communities, government officers, as well as citizens, Science and Technology is a suitable archival source to represent discourses relating to South Korean use of the term 'technological innovation'. We used all the articles from 1968 to 2017 that include the term 'technological innovation' in their title. Also, we analyzed the keywords that co-occur with 'technological innovation' by the frame divided into three periods. The following conclusions were elicited: The term 'technological innovation' has been understood as a leading factor for government-driven industrial development since the 1960s. Nevertheless, the meaning of the term evolved over time. In the 1960s and 70s, 'technological innovation' referred to the introduction, assimilation, and transfer of technology. However, since the 1980s it has acquired a more multilateral meaning, connecting various industrial sectors and interest groups. This conclusion reveals that the meaning of 'technological innovation' is not static, but rather it is constructed over time. This study is expected to contribute to research on the direction of the technological innovation policy of Korea.

• Journal of Korean Elementary Science Education
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• v.27 no.4
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• pp.385-398
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• 2008

The purpose of this study is to understand the effect of The Model of Phases of the Moon on conception changes for preservice teachers. The researcher interviewed two preservice teachers under the agreement with them on their participation in the research just before he performed a class using The New Model of Phases of the Moon. The post-interview with the same content as the pre-interview was preformed one month later. The main content of the interview is as follows; 'Explain the shape of the Moon by drawing it.', 'Explain the relative different position among the Sun, Earth, and Moon depending on phases of the Moon by drawing them.', 'What do you think of the cause of phases of the Moon?', 'Draw a picture to explain why we always see only one side of the moon.' The results of the research are as follows. First, the class with New Model of Phases of the Moon was able to perceive the relationship of Sun, Earth, and Moon in three-dimensions rather than in two-dimensions and it helped to change their misconception that the Moon's shadow causes the Moon's shape. Secondly, the class with New Model of Phases of the Moon helped preservice teachers understand better the different positional relationships among the Sun, Earth, and Moon depending on the Moon shapes. Third, the class adopting the New Model of Phases of the Moon help preservice teachers form scientific conceptions on the causes of phase change of the Moon. Fourth, the class with the New Model of Phases of the Moon is not appropriate for explaining the reason why only one face of the Moon is seen. Based upon the results above, the researcher realized the limitation of this model and suggested that this model would help learners understand phase change of the Moon and increase space perception ability.

• Journal of The Korean Association For Science Education
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• v.36 no.2
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• pp.303-315
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• 2016

Socioscientific issues (SSI), by their nature, are conceptually embedded in technology. Previous research reported that nature of technology (NOT), unlike nature of science, was quite explicitly manifested in SSI decision-making, and NOT could be a promising construct for promoting SSI reasoning. In this study, authors introduced an integrated conceptual framework for NOT, which consisted of four dimensions (i.e., artifacts, knowledge, practice and system) as diverse modes of technology. We adapted the framework to investigate students' conceptualizations of NOT in the context of various SSIs. Data was collected from 45 college students enrolled in a liberal arts course on science and technology. The students participated in a team project, where they prepared and led discussions for SSI topics in class. Seven topics concerning SSIs were selected by students themselves. The preparation and class discussion of each student group were audio-recorded, and final reports were also analyzed. As a result, NOT sub-components in the dimensions of artifacts and system were explicitly represented in most contexts of SSI with various ranges of understanding. Other sub-components under the dimensions of knowledge and practice were rarely or implicitly shown in the discussion. The depth of students' understanding on NOT varied. Implications for science education were discussed.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.477-485
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• 2015

In this study, we tried to find the effects of carrying out infographics instruction based on visual thinking with the infographics materials presented in physics textbooks targeting specialized vocational high school students. Thus, 60 students were divided into the experimental group and the control group, the experimental group had 25 classes composed of 'infographics concept formation, infographics understanding activity, and infographics configuration activity', on the other hand, the control group were instructed by lecture-type class. The results of this study are as follows: First, features of the infographics created by the students include changes in types of presentation from 'simple arrangement' to 'simple reconfiguration' and from 'illustration' to 'comparative analysis', which were made by the visual thinking of the students activated in accordance with the increase of their configuration times. Second, instruction by using infographics, visual thinking significantly improved in the level of understanding, visibility, usability, and communicability. Third, after instruction using infographics, the mean score of the experimental group's achievement significantly improved. Fourth, there was a significant improvement in the area of 'normality of scientist, attitude on scientific inquiry, and scientific attitude' in the test of attitudes toward science. From the analysis results, we could conclude that instruction using infographics enhance students' understanding of scientific concepts and communication capability by improving visual thinking abilities, which have a positive impact on academic achievement and attitudes toward science.

• Journal of The Korean Association For Science Education
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• v.19 no.1
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• pp.128-136
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• 1999

The effects of computer-assisted instruction (CAl) using molecular-level animation and worksheet upon students' achievement, conceptual understanding, and learning motivation were investigated. Treatment and control groups (2 classes) were selected from a girls' high school in Seoul, and taught about dissolution for 3 class hours. Before the instructions, the Patterns of Adaptive Learning Survey (PALS) was administered, and the grade for a previous science course was obtained. The PALS score was used as a covariate, and the other as a blocking variable. After the instructions, the achievement test, the conceptions test, and the Instructional Materials Motivation Scale (lMMS) were administered. Two-way ANCOVA results revealed that the scores of the CAl group in the achievement and the conceptions tests were significantly higher than those of the control group. The CAl group also performed better in all subtests of the IMMS except the subtest of relevance.

• Journal of The Korean Association For Science Education
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• v.25 no.2
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• pp.79-87
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• 2005

We compared algorithmic problem solving and conceptual understanding of chemistry with three types (algorithmic, pictorial- and wordy-formatted conceptual) of problems. The familiarity, confidence, and preference to the three type of problems were also examined. The chemistry problem solving ability test was administered to 228 students from two top high schools in the province of Gyeonggi who were preparing the chemistry examination among the four optional subjects (biology, chemistry, earth science, physics) for enter university. After administrating the chemistry problem solving ability test, the degree of familiarity to some problems and the degree of confidence of their answers in a Likert scale were asked to the students. Besides, the students were asked to place preference to the type of problems in order. The students scored better on the algorithmic problems than on the conceptual problems (pictorial and wordy problems), and were also most familiar with the algorithmic problems. The students were more confident of their answers on both of types pictorial and algorithmic problems, and preferred pictorial problems rather than both of types algorithmic and wordy problems.