A fraction is one of the most important concepts that students have to learn in elementary school. But it is a challenge for students to understand fraction concept because of its conceptual complexity. The focus of fraction learning is understanding the concept. Then the problem is how we can facilitate the conceptual understanding and estimate it. In this study, Moore's concept understanding scheme(concept definition, concept image, concept usage) was adopted as an theoretical framework to investigate students' fraction understanding. The questions of this study were a) what concept image do students have\ulcorner b) How well do students solve fraction problems\ulcorner c) How do students use fraction concept to generate fraction word problem\ulcorner By analyzing the data gathered from three elementary school, several conclusion was drawn. 1) The students' concept image of fraction is restricted to part-whole sub-construct. So is students' fraction understanding. 2) Students can solve part-whole fraction problems well but others less. This also imply that students' fraction understanding is partial. 3) Half of the subject(N=98) cannot pose problems that involve fraction and fraction operation. And some succeeded applied the concept mistakenly. To understand fraction, various fraction subconstructs have to be integrated as whole one. To facilitate this integration, fraction program should focus on unit, partitioning and quantity. This may be achieved by following activities: * Building on informal knowledge of fraction * Focusing on meaning other than symbol * Various partitioning activities * Facing various representation * Emphasizing quantitative aspects of fraction * Understanding the meanings of fraction operation Through these activities, teacher must help students construct various faction concept image and apply it to meaningful situation. Especially, to help students to construct various concept image and to use fraction meaningfully to pose problems, much time should be spent to problem posing using fraction.
Mathematics was the main domain of PISA 2012, and both paper-based and computer-based assessment of mathematics (CBAM) were conducted. PISA 2012 was the first large-scale computer-based mathematics assessment in Korea, and it is meaningful in that it evaluated students' mathematical literacy in problem situations using dynamic geometry, graph, and spreadsheet. Although Korea ranked third in CBAM, the use of ICT in mathematics lessons appeared to be low. On the other hand, this study focused on Singapore, which ranked first in CBAM. The Singapore Ministry of Education developed online programs such as AlgeTools and AlgeDisc, and implemented the programs in classes by specifying them in mathematics curriculum and textbooks. Thus, this study investigated influential factors on computer-based assessment of mathematics by comparing the results of Korea and Singapore, and aimed to provide meaningful evidence on the direction of Korea's ICT-based mathematics education. The results showed that ICT use at home for school related tasks, attitudes towards computers as a tool for school learning, and openness and perseverance of problem solving were positively associated with computer-based mathematics performance, whereas the use of ICT in mathematics class by teacher demonstration was negatively related. Efforts are needed to improve computer use and enhance teaching techniques related to ICT use in Korean math classes. Future research is recommended to examine how effectively teachers use ICT in mathematics class in Singapore.
Journal of Korean Home Economics Education Association
/
v.16
no.4
s.34
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pp.81-94
/
2004
The purpose of this study was to research middle school students' interest and practice about the housing education contents in Technology and Home Economics Subject(classify them into three units, application of living space, indoor environment and equipments. support and repair of housing) in their real life. This was the investigation of which 529 middle school students have lived in Jeonbuk province, SPSS program was utilized to analyze percentage. mean and standard deviation. as well as t-test, One-Way ANOVA and Pearson's correlation coefficients. The results of this research were as follows: Middle school students' interest and practice of the housing education contents appeared to the middle level. Middle school students was consider that the order of interest parts of housing contents were indoor environment and equipments. application of living space, support and repair of housing. And the order of practice parts of housing contents were application of living space. indoor environment and equipments. support and repair of housing. There were significant differences in interest and practice of contents according to demographic variables such as sex, educational level of parents, social status of home. school record. Interest about the housing education contents had significant positive relationships with practices of contents of housing education. Therefore. it would be necessary to develop teaching materials and housing education contents promoting interest of students.
Journal of The Korean Association For Science Education
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v.22
no.3
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pp.490-498
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2002
This study investigated the effects of the 'Meeting With Scientists' program on children's stereotypical images of scientist. To do those, 36 children of a fifth grade class participated in the program for one month. The program consisted of two main activities:(l) participating in scientists' lectures and exchanging e-mail with them; and (2) visiting web sites about scientist and science, and exchanging e-mail with scientists at the sites. The results of the study can be summarized as follows: First, after participating in the program, children showed the significant decrease of several stereotypical items, such as facial growth of hair(bald hair beard), symbols of research, and age of the scientist. Second, the most popular source of the images was the visual media at the pretest but the source was changed to the visiting and participating scientist's lecture, and internet at the posttest. The latter items appeared a significant difference between the pretest and the posttest, The results indicate that the program is effective to decrease of children's stereotypical physical image of scientist.
Journal of The Korean Association For Science Education
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v.22
no.3
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pp.466-477
/
2002
It was proposed that proper problem solving practice should improve students' questioning in physics. In the previous researches, improvement in students' questioning was observed after practice of making questions given the examples of desirable questions. In this study, the problem solving strategies used by experts were introduced to students in the form of step-by-step guide to follow in problem solving practice. The directions in the guide were concrete and operational for students to understand the expected behaviors explicitly. It was assumed that students could pinpoint the difficulty specifically through this guide, which would result in positive effects on students' recognition and expression of their own questions. The subjects in this study were college freshmen enrolled in the introductory physics for science or engineering major. The physics problems from the textbook were solved and practiced in the traditional way for controlled group. Worksheets designed to follow experts' problem solving strategies were used for the experimental group. Two groups were taught in the same way during lecture part of the class. Students were asked to describe the difficulties they had during homeworks or tests. Questions in this study means these descriptions written by students although they were not necessarily in the form of interrogative sentences. The questions were analyzed both in quantity and quality. Quantitatively, more students spontaneously turned in their questions in the experimental group than in the controlled group. Regarding the quality, there were more students in the experimental group than in the controlled group who described their difficulties in detail or recognized the need for the procedural knowledge.
Journal of The Korean Association For Science Education
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v.26
no.1
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pp.58-67
/
2006
Student understanding of the nature of science is necessary not only because it is helpful for solving everyday problems with growing science literacy, but also because it influences students' science learning. Therefore, it was necessary to investigate student views on the nature of science under the 7th national curriculum and compare with those before the 7th national curriculum in order to probe the elements which contribute to changes in student views on the nature of science. A significant number of differences were found between subdimensions of views on the nature of science through the comparison. High school students under the 7th national curriculum had more relativistic, instrumental, and deductive but less process-oriented views than high school students before the 7th national curriculum. The differences between mean values which showed high school student views on the nature of science under and before the 7th national curriculum were significant, except for the subdimension of instrumentanlism/realism. In particular, high school students under the 7th national curriculum possessed a contextual view, whereas those before the 7th national curriculum possessed a decontextual view. Although other factors might be the cause for differences found in this study, we argued by discussion that differences among textbook contents seemed to be the major factor.
Journal of The Korean Association For Science Education
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v.25
no.2
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pp.98-110
/
2005
This study aims to explore the usefulness and the way of practical use of dilemma episodes in science teacher education by the responses of teachers on the given dilemma episodes and connected discussions. The research based on the idea of constructivist teacher education, the assumption that dilemmas can provide teachers with an open investigation context, an understanding of nature of science education. The dilemmas episodes in Wallace and Louden(2002) were introduced and discussed in order during graduate course to 11 elementary teachers. Perception on the reality and importance of given dilemmas differed by topics, but many of them were very similar to their experiences, brought active discussion on the issues. Some could not arouse sympathy because of cultural differences. The teachers recognized the dilemma episodes provided thoughtful reflection on their own teaching, opportunity of sharing experience and knowledge with peers, overall view for science education. Most of them gave positive opinion on the use of dilemma episodes in teacher education. Upon these teachers' responses and exploratory research experiences, some practical suggestion were made for science teacher educators.
Journal of The Korean Association For Science Education
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v.14
no.1
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pp.58-69
/
1994
In this study, with the problem of "What is the desirable illustrations?", the problem points of the existing textbooks were analyzed, and the opinions of experts concerning desirable illustrations were examined through questionaire survey, and by developing 'Analysis Framework of Illustrations', and Korean-Japanese 'science' textbooks were analyzed and compared with. The conclusions for the direction of korean 'science' textbooks are summarized as follows : 1) The numbers of korean illustrations should be more about two than one of per one page of the existing textbooks. 2) The korean illustrations for the 6th grade should be more largely inserted. 3) The more econmic space utilizing measure should be groped for looking at from the such side. 4) Though the kinds of Korean illustrations are mostly composed of photographs, pictures, illustrations, cartoons, etc. should be positively utilized. and the shapes of photographs should be diversified by such as square, round shape,omissions of background and others. 5) The distribution of players by sex should be considered envenly for male and female from the ascendency of male (1.5: 1). 6) It was found that it is desirable for the formation of role of illustrations of 20% for motive inducement, 45% for guidance for experimentation, 30% for presentation of data, and 5% for presentation of the results of experimentation. 7) The illustrations for guidance for experimentation should present important stages of experimentation process regardless the number of illustration. 8) It would be advantageous for motive induction to find the subject matters as possible as from the children's close actual life. 9) It is necessary to induce more freely method in utilizing Printing plate for inserting illustrations. 10) It is the result of research that the existing Korean textbooks are not suitable in inducing interest, and the positive strategy to induce interest is demanded. 11) It is required to select their location freely in accordance with the content regardless the. 12) In order to develop such illustrations, it is required to cultivate expert illustrators, and more economic investment is required for development of illustrations. The emphasis matters of revision of the 6th educational process of 'Inducement of study motive and emphasis on interest' is the change of presenting form and method of illustrations, which is expected to be rewarded with much good fruits.
Journal of The Korean Association For Science Education
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v.24
no.5
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pp.946-958
/
2004
The purpose of this study was to investigate factors in school science influencing students' attitudes toward science. In order to achieve the purpose, a total of 1,002 students at 5th, 7th, and 10th grade levels was sampled and surveys were carried out to examine attitudes toward science and reasons that students liked and disliked science. According to the results, male students liked science more than female students did at all grade levels and 10th graders liked science less than 5th and 7th graders did. The main reason that students liked science was experiments. And the main reason that students disliked science was science teaching methods including science activities, instructional materials, science textbooks and science teachers. Among the reasons that students liked science, factors that affected attitudes toward science were contents and characteristics of science subjects and experiments. Among the reasons that students disliked science, factors that affected attitudes toward science were experiments and science teaching methods. The results suggest that it is desirable to apply appropriate methods according to students' interests in science to develop positive attitudes toward science effectively.
Journal of The Korean Association For Science Education
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v.35
no.2
/
pp.267-275
/
2015
This research purports to find out the characteristics of Korean students cognitive attributes and compare it with that of high-achieving countries who took TIMSS 2011 based on the Cognitive Diagnostic Theory. Based on TIMSS 2011 Science framework, nine cognitive attributes were extracted and the researcher analyzed that 216 of the TIMSS 2011 science items require these attributes. This analysis was conducted to come up with a Q-matrix. After producing the Q-matrix, multi-level IRT was used to figure out each countries' characteristics for each of the cognitive attribute. According to the study results, four attributes, such as 'Use Models,' 'Interpret Information,' 'Draw Conclusions,' and 'Evaluate and justify' were easier attributes for Korean middle school students. However, the other five attributes such as 'Recall/Recognize', 'Explain', 'Classify', 'Integrate', 'Hypothesize and Design' were considered as harder attributes compared to other countries. Korean students also considered 'Interpret Information' as the easiest attributes, and 'Explain' as the hardest attributes of all. For Korean students, those attributes considered to be easy were the easiest and hard attributes as the hardest compared to other countries, showing very extreme cases. Therefore, to give students more meaningful learning experience, it is better to use all the attributes altogether rather than use specific attributes while constructing Science curriculum or textbooks.
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