• Journal of The Korean Association For Science Education
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• v.34 no.5
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• pp.449-457
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• 2014

Recent studies have shown that teachers should have be aware of and understand students' misconceptions, which is one of the major components of PCK. However, teachers often have difficulties in understanding misconceptions and in applying appropriate instructional strategies to change misconceptions. Thus, we designed a method course for pre-service teachers (PSTs) adapting the concept of "teacher as researcher". In the course, PSTs conducted research to investigate students' misconceptions in physics. Twenty-five female PSTs participated in the study. They went through the research process including creating question items, administering items to their target populations, collecting and analyzing student responses, and writing a research paper. Data source included individual interviews with the PSTs, field notes during classroom observation and PSTs' research papers. The results were as follows. First, the PSTs confirmed students' misconceptions and learning difficulties in physics. They experienced discrepancies between their conjecture and research findings. Second, PSTs developed the sophisticated understanding of students' misconceptions and appropriate teaching strategies. Third, the research experience provided the PSTs opportunities to reexamine their physics content knowledge while creating items and explaining scientific concepts. They realized that physics teachers should develop sound understanding of physics concepts for guiding students to have less misconception. Lastly, they realized the necessity of being a teacher as a researcher.

• Journal of Korean Elementary Science Education
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• v.25 no.spc5
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• pp.476-484
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• 2007

The purpose of this study is to examine the misconception profiles of the scientifically-gifted and non-gifted children in terms of basic physics concepts and to compare them in terms of the types of differences in misconception as well as in their understanding of the concepts themselves. The subjects of this study were 75 scientifically-gifted children attending the Educational Center of Gifted Children in DNUE and 148 non-gifted children in elementary schools in Daegu city. For the purposes of this study, the basic concepts of physics (heat, electromagnetism, force, and light) which should be learned in an elementary school were selected with a review of related previous research and with an analysis of the 7th science curriculum. Next, a questionnaire was made which was made up of 20 multiple choice statement based items. Analysis of the results of the statement sections in the test, it was hoped, would reveal the difference between the scientifically-gifted and the non-gifted children's understanding, while the responses in the multiple choice items would suggest the differences between the two groups in terms of the misconceptions regarding physics concepts. The results of this study are as follows: First, although both the gifted and non-gifted children showed a low level of understanding of the concepts of heat, electromagnetism, force, and light, the gifted children' level of understanding of those physics concepts was proved to be significantly higher than the non-gifted, so it seems that the scientifically-gifted children have fundamentally understood the concepts in physics and have a higher level of understanding of them. Additionally, both the scientifically-gifted and non-gifted children' level of understanding of all the concepts was lower in the order of electromagnetism, heat, force, and light. This shows that both the scientifically-gifted and the non-gifted children have no difference in the level of understanding of any specific physics concept, but have similar levels of difficulty in every concept. Second, both the scientifically-gifted and non-gifted children showed similar types of misconceptions. However, the scientifically-gifted children had fewer misconceptions than the non-gifted. We suggest that scientifically-gifted children's misconceptions were not fixed yet, so there remained a possibility of them being corrected easily with appropriate instruction.

• TTA Journal
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• s.140
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• pp.26-27
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• 2012

과학사를 살펴보면 아리스토텔레스만큼 엉터리 물리학으로 사람들의 믿음에 절대적인 영향을 준 인물도 드물 것이다. 그는 무거운 물체가 가벼운 물체보다 더 빨리 떨어진다고 주장했는데. 그의 이러한 생각은 거의 2천년 동안 진리처럼 받아들여졌다. 갈릴레이가 사고실험(思考實驗)으로 그의 생각이 틀렸다는 것을 증명하고, 뉴턴이 물리학의 틀을 확고히 세웠지만 오늘날에도 이러한 생각을 가진 사람들은 많다. 이는 아리스토텔레스의 영향력이 오늘날까지 이어지고 있는 것이 아니라 자신의 경험에서 유추한 물리에 대한 잘못된 선개념(preconception)을 가진 사람들이 많기 때문이다. 이러한 엉터리 물리학을 물리 오개념(misconception)이라고 부르는데 이러한 물리 선개념은 쉽게 고쳐지지 않으며, 심지어 과학전공자나 과학책에도 이러한 것들이 종종 발견된다.

• Journal of The Korean Association For Science Education
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• v.20 no.1
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• pp.77-87
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• 2000

The purpose of the study is to understand the change process of middle school students' physics conceptions by the presented types of conflict situations. 274 middle school students were selected from one school in Pusan, however 257 students were participated in all the procedure of the study. After we classified students' physics conceptions into scientific and unscientific conceptions, presented three types of conflict situations. In this study three different cognitive conflict strategies were adopted; the first one is logical arguments(LCS: logical conflict situation), the second is actual demonstration(DCS: demonstrational conflict situation), and the third is two strategies together(DLCS). In this study, first, we investigated the change process of students' physics conceptions by three types of conflict situations. Second, we compared the effect of three conflict situations presentation, which includes positive effect by conceptual change from misconception to scientific conception and negative effect by conceptual change from scientific conception to misconception. Third, we studied characteristics of conceptual change by characteristics of conflict situations. In result, DLCS group and DCS group were more positive effect than LCS group in mechanics, DLCS group and LCS group were more positive effect than DCS group in electricity. It seems that mechanics are closely related to physical experiences, while electricity are more abstract.

• Journal of The Korean Association For Science Education
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• v.23 no.2
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• pp.155-164
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• 2003

The purpose of the current study was to investigate the effects of explanations about physical phenomena given in non-physics textbooks on the formation of student physical conceptions. Two classes, 39 students in each, were sampled from two middle schools in Pusan, Korea, and two kinds of test tools for investigating student conceptions were developed for the study. The first test tool(a) investigated student conceptions after reading explanations about physical phenomena in non-physics textbooks, while the second(b) investigated student conceptions after reading explanations revised by physics education experts about the same physical phenomena. The two test tools were applied to each class, and for a fair invetigation, test(a) followed by test(b) was applied to one class, while test(b) followed by test(a) was applied to the other class. The results were as follows: In both classes, the students' level of understanding from explanations revised by physics education experts was significantly (p < .01) higher than that from explanations in non-physics textbooks. As such, it is feasible that false or inappropriate explanations in non-physics textbooks can cause student misconceptions. Moreover, the improper expression of physical science concepts, improper choice of scientific terms, and incorrect grammatical structures, along with the use of unsuitable examples and improper model pictures can make it difficult for students to understand physics concepts. Furthermore, differences in the terms used in physics textbook and those used in other textbooks can also confuse students' learning.

• Journal of The Korean Association For Science Education
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• v.23 no.5
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• pp.592-598
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• 2003

The purpose of this study is to analyze the tenth grade science textbooks as an origin of misconception on greenhouse effect concept and find incorrect descriptions on that concept and then suggest some improved schemes. Some incorrect descriptions, pictures. tables and experiments related to misconceptions on greenhouse effect were found in textbooks. They are considered to contribute to form and reinforce misconceptions on that concept : the most important gas of greenhouse effect, the role of $CO_2$ on the change of greenhouse effect. global warming. energy sources, greenhouse experiments and the physical processes of greenhouse effect. So some improved schemes were suggested

• Journal of the Korean Chemical Society
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• v.54 no.6
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• pp.799-808
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• 2010

In this study, we conducted a textbook analysis and a conceptual test in order to investigate misconceptions of preservice chemistry teachers in understanding motions of molecular gases. As a result, we found out that many of the general chemistry textbooks not only introduce motions of molecular gases by explaining basic conceptions and using simple models, but also omit the explanation on center of mass when dealing with rotational motion. The physical chemistry textbooks, however, mainly approach motions of molecular gases in terms of spectroscopy and use various models to explain more intensified concepts, referring the center of mass in rotational motions. Meanwhile, pre-service chemistry teachers' confidence and understanding in the motions of molecular gases were very low and pre-service teachers also had many misconceptions about them. We believe this is because they had a tendency to depend largely on their intuition based on the pre-conceptions and the visual materials in the textbooks.

• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.910-922
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• 2009

The purpose of the study was to investigate the professional level of the Korean non-physics major middle-school science teachers in 'force and motion' content knowledge. For the study, nine science teachers who majored in chemistry, biology, or earth science were sampled from middle-schools in a big city in Korea. The physics concept test-tool (subjective type), which the authors developed, were administered, and then followed by in-depth interviews. The research findings are as follows: Firstly, non-physics major science teachers' correct answer rate in physics knowledge test of secondary school level was not so high that they may have difficulty in teaching correct concepts in physics to middle-school students. Secondly, some teachers show that they can not apply some physics concepts from one to another situation. That means that they may have difficulty in teaching physics conceptual application in various situations to students.

• Journal of the Korean earth science society
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• v.23 no.6
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• pp.455-460
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• 2002

The purpose of this study is to analyze the sixth curriculum textbooks of high school science courses in relation to the greenhouse effect concept and find the incorrect descriptions of that concept and then suggest some improved schemes. Some incorrect descriptions, pictures and tables on the greenhouse effect concept were found in texts. They might contribute to forming and/or reinforcing misconceptions about that concept: the important greenhouse gases, the changes caused by the greenhouse effect, global warming, energy sources, greenhouse experiments and physical processes. Therefore some improved schemes were suggested

• Journal of The Korean Association For Science Education
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• v.19 no.1
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• pp.8-18
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• 1999

The purpose of this study is to investigate middle school student's conceptual change about Force and Motion by the courseware based on constructivism. It is well known to science educators that misconcrptions about physics concepts are hardly changed into scientific ones. So as to change student's misconceptions about force and motion, the courseware was developed through the analysis of students' conceptions. 20 students were tested before and after learning through the courseware. One of the questions was about the direction of force acting on the ball thrown in the air when it is rising, at the top, and falling. The other was about the magnitudes and directions of forces acting on a car when it is accelerating, in uniform velocity, and decelerating. The results are as follows: In case of vertical motion, all students had misconceptions before learning, but after learning 5 students(25%) have changed their ideas into scientific ones. In case of horizontal motion, 9(45%) out of 20 students who had misconceptions about force and motion have changed their ideas into scientific ones.