• Journal of the Korean Chemical Society
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• v.64 no.6
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• pp.416-428
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• 2020

This study analyzed the uses of external representations presented in the matter units of the 7th-grade science digital textbooks developed under the 2015 revised national curriculum. The level, form, presentation, and interactivity of external representations presented in 5 types of digital textbooks were analyzed. As for the level, the macroscopic level of representations was mainly presented. The macroscopic level and microscopic level of representations were presented together in the particle description. As for the form, visual-verbal and visual-nonverbal representations were usually presented across the board. Very few audial-verbal and audial-nonverbal representations were presented. Visual-verbal and audial-verbal representations were mostly presented in formal form, and visual-nonverbal representations were mostly presented in illustration without movement. The presentation of representations was analyzed in three aspects. First, visual-verbal and visual-nonverbal representations were mainly presented together and none of audial-verbal and visual-nonverbal representations were presented together. When the representations of the audial-verbal, visual-nonverbal, and visual-verbal were presented together, some of the information presented in audial-verbal representations was repeatedly presented in the visual-verbal representations. Second, audial-nonverbal representations not related to learning content were presented along with other representations. Third, there were few cases of arranging visual-verbal and visual-nonverbal representations on the next pages. Audialverbal and visual-nonverbal representations were always presented synchronized. As for the interactivity, the manipulation level was mainly presented in the main area, and the feedback level was mainly presented in the activity area. The adaptation level and the communication level of interactivity were presented very few. Based on the results, the implications for the direction of constructing digital textbooks were discussed.

• Journal of The Korean Association For Science Education
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• v.28 no.5
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• pp.471-481
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• 2008

This study investigated connecting errors by students' field independence-dependence in learning chemistry concepts with multiple external representations in current science textbooks. Seventh graders (N=196) at a middle school were assigned to the BL and CL groups, which were respectively taught "Boyle's Law" and "Charles's Law." A field independence-dependence test was administered. After learning the target concept with text and picture emphasizing the particulate nature of matter, a connecting test was also administered. Five types of connecting errors were identified: Insufficient connection, misconnection, rash connection, impossible connection, and failing to connect. 'Failing to connect,' 'Misconnection,' and 'Rash connection' were found to be the frequent types of connecting errors regardless of the target concepts. The frequencies and percentages of the types of connecting errors were not significantly different between the field independent and field dependent students. Educational implications of these findings are discussed.

• Journal of the Korean Geographical Society
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• v.36 no.2
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• pp.177-190
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• 2001

As standardized test and current perfomance assessment have some problems in the aspects of contextuality, authenticity and intelligence faimess, the aim of this study is to propose an 'intelligence-fair and authentic assessment(IFAA)as an appropriate altemative and to make sure of the probability of its application. In geographical education, an idealistic assessment can be realized when the tasks bear authenticity, multiple intelligence of students are accepted and the objective are confirming with general purpose. IFAA model consists of 5 elements. They are the selecting for strategic ideas, the developing a real-life task, the constructive instructing with teacher, the offering opportunity of multiple representation and the allotting of marks for each items, IFAA model proposed in this study is worth considering in educational validity and realistic adaptability.

• Journal of The Korean Association For Science Education
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• v.29 no.2
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• pp.156-167
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• 2009

This study investigated the effects of dynamic visual on students' field independence-dependence on connecting errors and conceptual understanding in learning chemistry concepts with multiple representations. Seventh graders (N=123) at a co-ed middle school were assigned to a static visual (SV) group learning with text and static visual, and a dynamic visual (DV) group learning with text and dynamic visual. The students then learned 'Boyle's Law' and 'Charles's Law' for two class periods. Results revealed that the percentages of the DV group were lower than those of the SV group on connecting errors. However, the percentages of the students' connecting errors were still high regardless of their field independence-dependence. There was a little different tendency in the percentages of connecting errors between the two groups by students' field independence-dependence according to the types of connecting errors. The scores of the DV group were significantly higher than those of the SV group in a test on conceptual understanding. However, there was no significant interaction between the instruction and the students' field independence-dependence. Educational implications of these findings are discussed.

• Journal of The Korean Association For Science Education
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• v.25 no.4
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• pp.533-540
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• 2005

This study investigated the effects of drawing and writing as methods to assist students in connecting and integrating multiple external representations provided in learning the particulate nature of matter. Seventh graders (N=224) at a coed middle school were assigned to a control group, a drawing group, and a writing group. The students were taught about "Boyle's Law" and "Charles's Law" for two class periods. Students observed macroscopic phenomena through experiments. After this observation, students in the control group learned the topic with both external visual and verbal representations simultaneously. Students in the drawing group drew their mental model from the external verbal representation provided, and then compared their drawing with external visual representation. Students in the writing group wrote their mental model from the external visual representation provided, and then compared their writing to the external verbal representation. The two-way ANCOVA results revealed that the scores of a conception test for the writing group were significantly higher than those for the control group. While the drawing group performed better than the control group, the difference is relatively smaller. There were no significant interactions between the instruction and spatial visualization ability in the scores of the conception test. Most students perceived the writing or drawing activities helpful in understanding the concepts, and a few students responded that the writing or drawing activity was interesting. Educational implications were discussed.

• Journal of The Korean Association For Science Education
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• v.27 no.1
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• pp.28-36
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• 2007

This study investigated the influences of small group discussion and students' visual learning style in learning chemical concepts with drawing and writing as methods to assist students in connecting and integrating multiple external representations. Seventh graders (N=449) at a coed middle school were assigned to individual drawing (ID), pair drawing (PD), individual writing (IW), and pair writing (PW) groups. All students learned "Boyle's Law" and "Charles's Law" for two class periods. Analyses of the results revealed that the students in the PD group, regardless of students' visual learning style, scored significantly higher than those in the ID group in a conception test. The scores of the students with strong visual learning preference in the PW group were significantly higher than those in the IW group in the conception test, while the scores of the students with weak visual learning preference were not significantly different between the two groups. Although the conception test scores of the PD group were higher than those of the PW group, the difference was relatively small. It was found that most students in both PD and PW groups perceived pair drawing and pair writing positively upon cognitive and motivational aspects.

• Communications of Mathematical Education
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• v.9
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• pp.317-325
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• 1999

수식에 의한 컴퓨터 그래픽의 입력과 출력에 관한 프로그램의 개발은 수학의 역동화, 인간화, 보편화에 기여하고 있다. 현실적으로 해결해야할 문제와 수식에 의한 해답이 전부인 현재의 수학을 소프트웨어를 활용하여 그래픽 기능을 첨부하면 움직이는 수학을 가시화 할 수 있다. 컴퓨터 프로그램에 의한 수학의 실현은 수학자들 모두의 염원으로 전세계적으로 활발한 연구가 진행되고 이는 것이다. 수학의 원리와 응용성을 가미한 수학적 그래픽의 발전은 새로운 천년을 장식할 새로운 학문분야로 등장하고 있다. 기초과학의 여러 자료를 분석, 검토하여 그래픽으로 조립하는 작업은 수학적 그래픽의 힘으로 가능하며, 실험과 실습의 양상을 바꾸어 놓고 있다. 건축이나 토목 또는 전기전자 학과의 응용수학은 새로운 소프트웨어의 출현으로 컴퓨터 강의로 전환되고 있으며 수학 그 자체로 전산기능을 강화하는 방향으로 개편되고 있다. 수학 교과 내용의 전산 프로그램화와 컴퓨터 활용 수학 학습은 거부할 수 없는 시대적 요구이다. 이 연구에서는 새로운 천년의 시작은 컴퓨터 프로그램에 의한 완성된 그래픽의 연출이라는 시각에서 수식에 의한 컴퓨터 그래픽의 기본 방향을 제시하고 있다. 2차원 평면이나 3차원 공간에 이와 같은 다변수함수의 역할을 구현함으로써 다양한 그래픽을 영상화할 수 있다. 다중화면의 연출, 다단계화면의 조합, 다단계다중화면의 영상화 등은 수학에 의한 애니메이션의 기초가 된다. 평면도형의 기본동작을 화면에 구체화시키는 Table 기능을 실제로 구현한다. 연습과 실행 그리고 재구성을 반복하여 조형미를 갖춘 수학적 그래픽을 실현한다. 수학의 학습에 적용할 가치가 있는 학습조형물을 개발하고, 프로그램의 단순화에 노력한다. 미분기하학의 여러 공식을 이용하여 숨어 있는 그림을 표출하며 미분방정식의 해가 갖는 그래픽의 묘미를 형상화한다. 수식에 의하여 출력된 그래픽의 여러 효과를 응용수학에 활용할 수 있도록 재조립하는 과정을 걸쳐 완성하는데 이 연구의 참된 의미가 있다.

• Journal of The Korean Association For Science Education
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• v.26 no.2
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• pp.191-199
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• 2006

This study investigated the influence of time to draw students' mental models and students' field dependence-independence on learning the particulate nature of matter with multiple representations. Seventh graders (N=295) at two middle schools were assigned to control, after-drawing, and before-drawing groups. The students learned "Boyle's Law" and "Charles's Law" for two class periods. Results revealed that the scores of a test on conceptual understanding for the two drawing groups were significantly higher than those for the control group. However, there was no significant interaction between the instruction and students' field dependence-independence in the scores of the test on conceptual understanding. In 'novelty' on a situational interest test, field independent students in the two drawing groups scored significantly higher than those in the control group. The scores for field independent students in each group were similar, while field dependent students in the before-drawing group scored lower than those in the control and after-drawing groups in 'attention demand' on the situational interest test. It was found that most students positively perceived after-drawing or before-drawing, but field independent students in the before-drawing group were more apprehensive about the activities than those in the after-drawing group.

• Journal of The Korean Association For Science Education
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• v.26 no.3
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• pp.367-375
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• 2006

This study investigated the effects of varying visuals in drawing and writing as methods to assist students in connecting and integrating multiple external representations provided in learning the particulate nature of matter. Seventh graders (N=233) at a coed middle school were assigned to control, static drawing (SO), dynamic drawing (DD), static writing (SW), and dynamic writing (DW) groups. The students were taught about "Boyle's Law" and "Charles's Law" for two class periods. Two-way ANCOVA results revealed that the scores of a conception test for the two drawing (SD, DD) groups and the two writing (SW, DW) groups were significantly higher than those for the control group. Within the writing groups, students of lower spatial visualization ability in the DW group scored significantly higher than those in the SW group. However, no significant differences were found in the scores of the conception test for the two drawing (SD, DD) groups regardless of students' visualization ability. Researchers also found that most students in both DD and DW groups had respectively positive perceptions of dynamic visuals in drawing or writing.

• Journal of the Korean earth science society
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• v.30 no.7
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• pp.897-908
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• 2009

Inscriptions are integral parts of the current science textbooks, and become medium that makes sense of scientific concepts effectively. This study analyzed the inscriptions from five science textbooks at the secondary level in terms of its type, function, and structures. Analyzing types of inscriptions resulted that the ratio of frequently used photographs and illustrations were much higher than that of graphs and tables used. In case of function analysis, illustrative and complementary functions were dominant in terms of frequency and ratio, whereas explanatory, decorative and inquisitive functions were relatively rare. Inscriptions of single structure was much more than multiple structure. Multiple structure of pair and series were mainly used for representing contrast and sequence, respectively. The proportion of inscriptions in type, function and structure across the textbooks was significantly different. Based on the results, it was suggested that semiotic study about the function and the structure of inscriptions need to be carried out in earth science area to better understand the pedagogical implications of inscriptions in school science.