• Journal of The Korean Association For Science Education
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• v.31 no.6
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• pp.942-957
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• 2011

The purpose of this research was to examine the concept of elementary school teachers of combustion. The participants were selected from the elementary school teachers who had various career experiences, 6th grade science teaching experiences, and academic backgrounds on science. For the purpose of this study, 12 elementary school teachers took the concept-test formed five questions on combustion and were interviewed. The concept-test was composed with 'The definition of combustion', 'The reason that the candle was blown out when glass was closed.', 'The existence of oxygen and carbon dioxide of before and after combustion in glass', 'Combustion of iron', 'Combustion products'. And the collected data by semi-structured interviews based on responses to the concept-test. During the analysis of the data, additional interviews by phone, e-mail and Internet messenger were conducted if necessary. The answers to each question were classified into three levels: (Scientific-concept(S), Partial-concept(P), Misconcept(M)). The research results showed that all teachers had misconceptions or partial-concept of more than 50 percent of each question. Teachers who had the 6th grade science teaching experience acquired scientific concepts of the combustion more than teachers who did not have the 6th grade science teaching experience. We should develop visualization materials about the change of gases during combustion and use these materials for implementation of the scientific concept.

• Journal of Elementary Mathematics Education in Korea
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• v.12 no.1
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• pp.59-78
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• 2008

The purpose of this study was to research and analyze students' informal knowledge before they learned formal knowledge about fraction concepts and to see how to apply this informal knowledge to teach fraction concepts. According to this purpose, research questions were follows. 1) What is the students' informal knowledge about dividing into equal parts, the equivalent fraction, and comparing size of fractions among important and primary concepts of fraction? 2) What are the contents to can lead bad concepts among students' informal knowledge? 3) How will students' informal knowledge be used when teachers give lessons in fraction concepts? To perform this study, I asked interview questions that constructed a form of drawing expression, a form of story telling, and a form of activity with figure. The interview questions included questions related to dividing into equal parts, the equivalent fraction, and comparing size of fractions. The conclusions are as follows: First, when students before they learned formal knowledge about fraction concepts solve the problem, they use the informal knowledge. And a form of informal knowledge is vary various. Second, among students' informal knowledge related to important and primary concepts of fraction, there are contents to lead bad concepts. Third, it is necessary to use students' various informal knowledge to instruct fraction concepts so that students can understand clearly about fraction concepts.

• Journal of Educational Research in Mathematics
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• v.23 no.2
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• pp.117-133
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• 2013

Mathematical misconception is one of the big obstacles of the underachieving students to learn mathematics correctly. This study aims to develop the instruction materials for secondary school students who are underachieving in mathematics to reduce the occurrence of the misconception and to help them to build the correct concept in the mathematical learning. Before developing the material, we tried to collect the misconception cases occurring in common mathematics lesson. This materials tries to provide key educational contents for mathematics teachers who is responsible for teaching underachieving student and help them to creative interesting ideas for lessons. The materials could be used not only as an teaching materials for underachieving students or students with the misconceptions, but also could be used as training materials for mathematics teachers.

• Proceedings of the Korea Water Resources Association Conference
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• 2021.06a
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• pp.239-239
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• 2021

최근 기후변화로 인해 국지성 집중호우와 태풍의 발생빈도가 증가하고 있다. 특히 우리나라 국토는 전체면적 중 산지면적이 63%에 해당하여 산지에서 발생하는 산사태와 토석류에 취약한 실정이다. 이러한 피해를 사전에 예방·대비하기 위해 국내·외에서는 재해지도를 제작하여 관리하고 있지만 대부분의 재해지도는 격자형식으로 제작되어 있어 실무자들이 활용하기에는 다소 어려움이 있다. 따라서 본 연구에서는 산지재해에 취약한 강원도 강릉시 지방도를 대상으로 산림청에서 개발한 산사태위험지도와 토석류 위험지도를 중첩하여 복합재해지도를 제작하였다. 먼저 산사태위험지도에 유역의 개념을 도로에 적용하고서 지방도로를 200m 간격으로 분할하여 도로 중심으로 유역을 제작하였으며, 해당 유역에 산사태위험면적과 토석류위험면적 값을 이용하여 도로의 등급을 1등급(매우 위험) ~ 5등급(매우 안전)으로 분류하였다. 또한 복합재해지도 결과의 검증을 위해 SINMAP모형을 이용하여 오차율을 비교분석한 결과 15% 이내인 것으로로 나타났다. 본 연구는 복합재해에 대비 할 수 있는 유역의 개념을 적용한 재해지도를 제작하며 도로관리자의 숙련도에 상관없이 재해지도를 쉽게 이해하고 활용 할 수 있을 것으로 판단된다.

• Journal of The Korean Association For Science Education
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• v.41 no.1
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• pp.11-18
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• 2021

The purpose of this study is to analyze the questions generated by elementary school pre-service teachers when reading the teacher's guide for the refraction of light, and to analyze the difficulties in understanding the concept and in making instructional plans. A total of 592 meaningful questions were generated by 283 elementary school pre-service teachers after reading the teacher's guide of 'light and lens' unit in the 6th grade of the 2015 revised curriculum. Of these, 306 questions are for understanding the concept of physics and 286 are pedagogical questions. As a result of the analysis, in terms of understanding the concept of physics, the elementary school pre-service teachers encounter difficulties in understanding the concept of the 'cause' of the phenomenon suggested in the textbook, such as the cause of refraction, the reason for scattering light, and the cause of the image change depending on the focal length of the convex lens. In terms of instructional planning, it was followed by questions about how to explain concepts, questions about not being able to explain concepts to elementary school students and having to teach only phenomena, specific explanation methods for specific concepts, and experimental methods. Although the teacher's guide contains various explanations and supplementary materials to help teachers understand the concept, it can be seen that there are many elementary pre-service teachers who cannot answer questions about some concepts even after reading the guide. For concepts with a high frequency of questions, it is necessary to prepare a tutorial that is more understandable. In the instructional plan, there were many questions about teaching methods and experimental methods, so it is necessary to provide more examples and specific experimental methods for explaining concepts in the teacher's guide.

• Journal of Korea Entertainment Industry Association
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• v.14 no.4
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• pp.349-354
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• 2020

This paper, firstly, propose a new Clustering scheme Based on Conceptual graphs (CBC) that can describe objects freely and can perform clustering efficiently. The conceptual clustering is one of machine learning technique. The similarity among the objects in conceptual clustering are decided on the bases of concept membership, unlike the general clustering scheme which decide the similarity without considering the context or environment of the objects. A new conceptual clustering scheme, CBC, which can perform efficient conceptual clustering by describing various objects freely with conceptual graphs is introduced in this paper.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.3
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• pp.475-492
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• 2014

The purpose of this study is to analyze the United States Elementary Mathematics textbooks "Everyday Mathematics", focused on area of the probability. The concept of probability as qualitative probability is taught from Kindergarten in EM curricula for progressive mathematising. EM have reflected both perspectives in probability which are a frequency perspective and a classical perspective. And EM includes abundant activities for remedying the misconceptions of probability. On the basis of the results from this analysis, we have five suggestions which are helpful for the revision of the Korean national curriculum.

• School Mathematics
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• v.14 no.4
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• pp.469-493
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• 2012

The purpose of this study is find the relation between students' concept and types of proof construction. For this, four undergraduate students majored in mathematics education were evaluated to examine how they understand mathematical concepts and apply their concepts to their proving. Investigating students' proof with their concepts would be important to find implications for how students have to understand formal concepts to success in proving. The participants' proof productions were classified into syntactic proof productions and semantic proof productions. By comparing syntactic provers and semantic provers, we could reveal that the approaches to find idea for proof were different for two groups. The syntactic provers utilized procedural knowledges which had been accumulated from their proving experiences. On the other hand, the semantic provers made use of their concept images to understand why the given statements were true and to get a key idea for proof during this process. The distinctions of approaches to proving between two groups were related to students' concepts. Both two types of provers had accurate formal concepts. But the syntactic provers also knew how they applied formal concepts in proving. On the other hand, the semantic provers had concept images which contained the details and meaning of formal concept well. So they were able to use their concept images to get an idea of proving and to express their idea in formal mathematical language. This study leads us to two suggestions for helping students prove. First, undergraduate students should develop their concept images which contain meanings and details of formal concepts in order to produce a meaningful proof. Second, formal concepts with procedural knowledge could be essential to develop informal reasoning into mathematical proof.

• Journal of Science Education
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• v.38 no.2
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• pp.430-442
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• 2014

The purpose of this study is to investigate the Preconception about the causes and consequences of climate change. Participants were 196 High school students who live in Seoul and Gyeong-gi Province. And data was collected through questionnaire to confirm preconception about the causes and consequences of Climate Change. After confirming with students preconceptions, 10 people randomly selected and Semi-structured interview were conducted. The findings is students did not know exactly about Ozone depletion, global warming, the greenhouse effect factors and causal relationships. And we can confirm that the student's preconception is affecting.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.1
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• pp.37-62
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• 2014

In this thesis, we inquire into teaching method of decimal fraction concept in elementary mathematics education based on measurement activity. For this purpose, our research tasks are as follows: First, we design a experimental learning-teaching plan of 'decimal fraction' unit in 4th grade textbook and verify its effect. Second, after teaching experiment using experimental learning-teaching plan, we analyze the student's status of understanding about decimal fraction concept. As stated above, we have performed teaching experiment which is ruled by new lesson design and analysed the effects of teaching experiment. Through this study, we obtained the following results. First, introduction of decimal fraction based on measurement activity promotes student's understanding of measuring number and decimal notation. Second, operator concept of decimal fraction is widely used in daily life. Its usage is suitable for elementary mathematics education within the decimal notation system. Third, a teaching method of times concepts using place value expansion of decimal fraction is more meaningful and has less possibility of misunderstanding than mechanical shift of decimal point. Fourth, teaching decimal fraction through the decimal expansion helps students with understanding of digit 0 contained in decimal fraction, comparing of size and place value. Fifth, students have difficulties in understanding conversion process of decimal fraction into decimal notation system using measurement activity. It can be done easily when fraction is used. However, that is breach to curriculum. It is necessary to succeed research for this.