• Journal of The Korean Association For Science Education
• /
• v.22 no.1
• /
• pp.141-157
• /
• 2002

The purpose of this study was to analyze teacher's teaching-learning strategies and young children's concepts related to mathematics and science in integrated mathematics and science education activities. To achieve this purpose, actual class episodes were analyzed. The episodes were derived from 7 sessions of interaction between teacher and 4 kindergartners in integrated mathematics and science education activities. As a result of the study, children's concepts related to mathematics and science in integrated mathematics and science education activities occurred three factors: the relationship between weight, shape and movement, the relationship between weight and size, and the concept of measurement. In teacher's teaching-learning strategies, three factors were revealed: teacher's questioning, use of teaching materials, and children grouping.

• Journal of The Korean Association For Science Education
• /
• v.21 no.1
• /
• pp.59-75
• /
• 2001

While previous studies have recognized and have researched the resistance of students' scientific conception to change and the difficulty of the change of a conception's status, few have investigated the idea of conceptual ecology as a context of conceptual change learning, including the role that affective and motivational aspects might play when students are exposed to conceptual change learning, The present study was conducted to describe in detail high school students' views about learning and knowing science by summarizing of students' conceptual ecologies. The study was interpretive, using multiple data sources to achieve a triangulation of data. Three students from a public high school for boys serve as cases representative of students' views about learning and knowing science. Students' enthusiasm to pursue science was closely connected to their views about learning and knowing science. Students' views about learning and knowing science are influenced by their views regarding science and science class including the nature of knowledge, learning, and their epistemological commitments, They influence students' self-efficacy and motivation on learning science.

• Journal of The Korean Association For Science Education
• /
• v.27 no.5
• /
• pp.412-420
• /
• 2007

In this study, we investigated the influences of the epistemological beliefs on the conceptual change processes in respects of cognitive conflict, situational interest, attention and state learning strategies. After administering epistemological belief questionnaire as a pretest, 218 seventh graders possessing misconceptions about density were selected from the results of a preconception test. The questionnaires of responses to a discrepant event and situational interest were administered. After learning with a CAI program, attention test, state learning strategy test and conception test were also administered as post-tests. Analysis of the results revealed that fixed ability, quick learning and certain knowledge, which are epistemological factors, were highly related, but only certain knowledge exerted a direct effect on conceptual understanding negatively. It also had positive effects on attention directly as well as via situational interest, and thus increased conceptual understanding, even if the effects were relatively smaller than the direct effect. However, epistemological beliefs had little influence on conceptual understanding through cognitive conflict and/or state learning strategies.

• Journal of the Korean earth science society
• /
• v.21 no.6
• /
• pp.647-654
• /
• 2000

The purpose of this study is to investigate the types of concepts about atmospheric pressure of middle school students and to design a new method to improve students' understandings on atmospheric pressure. The second grade students of the middle school has been selected and examined their pre-concepts on atmospheric pressure through questionnaires and interviews. Two groups of students have been taught using the second grade science textbooks and experimental methods designed from this study, respectively. The results suggest that we need to develope various teaching methods that can improve alternative concept as well as experimental tools that can help students understand difficult scientific concepts. The reason is that once alternative concept is occupied, it is extremely difficult to fix it. In addition, the proposed experimental methods are effective in establishing the concept and understanding on atmospheric pressure.

• Journal of the Korean earth science society
• /
• v.24 no.7
• /
• pp.595-603
• /
• 2003

The study investigated the effect of a social constructivist model on changes of concept on 103 4th graders in three elementary schools. In particular, it analyzed whether the application of a concept circle map developed student understanding of the concept. After a one month study period, the 103 students took a pencil and paper test on changes of concepts learned. The results indicated that the social constructivist model positively influenced student concept development. In conclusion, a concept circle map used on a social constructivist model may be employed as a tool for diagnostic or formative evaluation.

• Journal of The Korean Association For Science Education
• /
• v.31 no.2
• /
• pp.164-180
• /
• 2011

In this study, pre-service elementary teachers (n=68) participated in an inquiry of exploring children's science ideas as group work. After conducting interviews with children, the pre-service teachers analyzed their science ideas on specific concept and propose a teaching plan based on their findings. This paper aimed to find the positive learning experiences of the pre-service teachers by looking into their inquiry process. Questionnaire, researcher's journal, classroom videos and final reports were collected and analyzed for this multiple case study. Four representative groups were chosen and interviewed after submitting their final reports for in-depth understanding of their inquiry process. The positive learning experiences found in the process of their inquiry into children's science ideas were as follows: (1) exploring children's ideas have brought the opportunity for enhancing pre-service teachers' science content knowledge. (2) the pre-service teachers developed their ability in creating questions that probe into children's understanding. (3) the pre-service teachers recognized that children have various incomplete and unstable science ideas. (4) the pre-service teachers could suggest teaching strategy based on their findings.

• Journal of The Korean Association For Science Education
• /
• v.37 no.1
• /
• pp.77-85
• /
• 2017

The goal of the study was to examine undergraduate students' perception of the importance of the concept of system in science. The participants are six undergraduate students in the department of science education. Data sources included interviews and interview notes. Results showed that students understood the concept of system as a group of objects, space, and boundaries, which differed from a previous research study about its details. The students also were able to explain the concept of system related with the process of problem solving. The students recognized as well the selection of system for analysis of natural phenomenon, explaining that the selection of system was determined by purpose of the observer. Lastly, the students explained that the concept of system was useful for science learning because it was strongly related with other science concepts, understanding of interactions, and learner's cognitive development.

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

• Journal of the Korean Society of Earth Science Education
• /
• v.11 no.3
• /
• pp.203-211
• /
• 2018

The purpose of this study is to investigate the effects of Project-Based Learning on Science Concepts and Science Learning Motivation. This particular study was proceeded to 4th grader at S elementary school, there was a mutual agreement with a homeroom teacher about assigning a research group and comparison group and it was agreed to students by explaining the reason and purpose of the study. There searcher visited in person to pick 22 students for research group and another 20 students for comparison group. For a research group, an experimental group, homeroom teacher, proceeded a science class with the application of Project-Based Learning. The experimental period was set up as a 40 minutes class unit for 12 weeks. After an experimental group, Science Concepts and Science Learning Motivation were examined, data collection and data analysis were proceeded by order. The following experimental results are as below. First, the application of Project-Based Learning method in a class was effective in improvement of Science Concepts acquisition. Second, the application of Project-Based Learning method in a class was effective in cultivation of Science Learning Motivation. Third, the application of Project-Based Learning method in a class had a positive cognition from the learners in the experimental group. Based on the discussions and implications of the results of this study, some suggestions in the follow - up study are as follows. First, applying Project-Base Learning to various science lessons and learning effects can be suggested as one of the new teaching methods. Second, the use of the Project-Based Learning to test the effects of elementary school students' different grades may be regarded as another teaching method for science class.

• 한국지구과학회:학술대회논문집
• /
• 2006.02a
• /
• pp.167-168
• /
• 2006