• Journal of The Korean Association For Science Education
• /
• v.37 no.4
• /
• pp.565-575
• /
• 2017

This study analyzes the epistemic considerations and the argumentation level revealed in the discourse of the key concept of natural selection for science-gifted elementary students. The paper analyzes and discusses the results of a three-student focus group, drawn from a cohort of twenty gifted sixth-grade elementary students. Nature, generality, justification, and audience were used to analyze epistemic consideration. Learning progression in scientific argumentation including argument construction and critique was used to analyze students' scientific argumentation level. The findings are as follows: First, Epistemic considerations in discourse varied between key concepts of natural selection discussed. The nature aspect of epistemic considerations is highly expressed in the discourse for all natural selection key concepts. But the level of generality, justification and audience was high or low, and the level was not revealed in the discourse. In the heredity of variation, which is highly expressed in terms of generality of knowledge, the linkage with various phenomena against the acquired character generated a variety of ideas. These ideas were used to facilitate engagement in argumentation, so that all three students showed the level of argumentation of suggestions of counter-critique. Second, students tried to explain the process of speciation by using concepts that were high in practical epistemic considerations level when explaining the concept of speciation, which is the final natural selection key concept. Conversely, the concept of low level of epistemic considerations was not included as an explanation factor. The results of this study suggest that students need to analyze specific factors to understand why epistemological decisions are made by students and how epistemological resources are used according to context through various epistemological resources. Analysis of various factors influencing epistemological decisions can be a mediator of the instructor who can improve the quality and level of the argumentation.

• Journal of KIISE:Computing Practices and Letters
• /
• v.15 no.1
• /
• pp.38-46
• /
• 2009

With the rapid increase in the number of Web documents, the problem of information overload is growing more serious in Internet search. In order to ease the problem, researchers are paying attention to personalization, which creates Web environment fittingly for users' preference, but most of search engines produce results focused on users' queries. Thus, the present study examined the method of producing search results personalized based on a user's understanding level. A characteristic that differentiates this study from previous researches is that it considers users' understanding level and searches documents of difficulty fit for the level first. The difficulty level of a document is adjusted based on the understanding level of users who access the document, and a user's understanding level is updated periodically based on the difficulty of documents accessed by the user. A Web search system based on the results of this study is expected to bring very useful results to Web users of various age groups.

• Journal of Digital Convergence
• /
• v.16 no.12
• /
• pp.51-60
• /
• 2018

This study would like to know the relationship among interpersonal competency based self-understanding and acceptance of others, self leadership, stress-coping and military adjustment. For this, 1289 military trainee in the army training station were surveyed. In results, The first, the acceptance of others did not have a significant effect on the perform-will, but had a significant effect on the job satisfaction and self leadership. The self-understanding had a significant effect on perform-will, job satisfaction and self leadership. The second, self leadership mediated between interpersonal competency and military adjustment. The third, in case of the perform-will, the moderating effect was showed in self leadership when the stress coping level was high. But in case of the job satisfaction, it was showed in both high group and low. Implications of this study is that the interpersonal competency based self-understanding and acceptance of others, self leadership and stress coping can be the positive potential variables on the military adjustment.

• Journal of Educational Research in Mathematics
• /
• v.18 no.1
• /
• pp.123-135
• /
• 2008

This study analysed the schemata which are requisite to understand and prove examples of mathematical induction, and examined students' construction of the schemata. We verified that the construction of implication-valued function schema and modus ponens schema needs function schema and proposition-valued function schema, and needs synthetic coordination for successive mathematical induction schema. Given this background, we establish $1{\sim}4$ levels for students' understanding of the mathematical induction. Further, we analysed cognitive difficulties of students who studying mathematical induction in connection with these understanding levels.

• Journal of the Korean Chemical Society
• /
• v.63 no.4
• /
• pp.280-288
• /
• 2019

The purpose of this study is to draw implication for scientific inquiry study by investigating level of understanding and actual state regarding the elementary school teachers' scientific inquiry. The survey was conducted toward 42 elementary school teachers who work at the D city by using questionnaire of Views About Scientific Inquiry. Actual state of understanding of scientific inquiry was investigated by categorized the responses to the level of understanding of the eight aspects of scientific inquiry in three levels (informed, mixed, naive) based on analysis criteria. And analyze whether the characteristic of the subjects affect to level of understanding about aspect of scientific inquiry. As a result of the analysis, the two aspects among the eights aspects of scientific inquiry; 'Inquiry procedures are guided by the question asked' and 'Research conclusions must be consistent with the data collected' were appeared to have high rates of informed level of understanding. In the remaining six perspectives, most of elementary school teachers had naive and mixed level of understanding, so informed level of understanding took a relatively low proportion. It implies that elementary school teachers who teach inquiry in the field have limit to understand about scientific inquiry. These results indicated that experiences that have taught students and science related training courses that open sofar have a little influence to increase comprehension about scientific inquiry. Therefore, it is required to reinforce the teachers' understanding about scientific inquiry and to formulate different form of plan unlike existing way of teaching for teaching scientific inquiry.

• The Journal of Korean Association of Computer Education
• /
• v.15 no.5
• /
• pp.43-53
• /
• 2012

This study was conducted considering current little research and needs on teacher variables, one of the critical factors, for the government's plan for the 'Smart Education 2015'. Accordingly, the study investigated the effects of teachers' personal backgrounds and understandings on attitudes towards Smart Education. A total of 264 survey responses were analyzed from the participants of middle school teachers in the Metropolitan area. As a results, it was found that the teachers' did not understand Smart Education much and there needed to be improvements on attitudes toward Smart Education as well. Meanwhile, age was a significant variable for attitudes, however, gender and possession of smart devices were not. For successful implementation of Smart Education in the near future, enhancement of understandings and attitudes, professional developments considering ages, and further research on the issue for students and parents were suggested.

• Education of Primary School Mathematics
• /
• v.14 no.1
• /
• pp.69-79
• /
• 2011

The purpose of this study is to analyze 3rd, 4th and 5th graders' probability understanding and raise issues concerning instructional methods and search for the possibility of learning probability. For the purpose, a descriptive study through pencil-and-paper test regarding fairness, sample space, probability of event, probability comparison, independence and conditional probability was conducted. The following conclusions were drawn from the results obtained in this study. First, the 3rd, 4th, and 5th grade students scored the highest in the sample space questions. In descending order of skill, the students scored the highest in sample space following probability of events, fairness and probability comparison. Second, however, the level of independence understanding was low. There was no meaningful differences between grades and the conditional probability was the least understood. The independence is difficult to develop naturally according to cognitive development. The conditional probability recognizing the probability of an event changes in non-replacement situations was very difficult for these students. Third, there were significant differences between the 5th graders and the 3rd and 4th graders in the probability comparison questions. It shows that 5th graders understand the concept of proportion when they compare equal ratio probability of an event. The 3rd graers could do different ratio probability of an event more easily than equal ratio probability of an event after they were instructed on probability comparison.

• School Mathematics
• /
• v.10 no.2
• /
• pp.139-154
• /
• 2008

The primary purpose of this study was to investigate how sixth grade elementary school students react to the types of letters use, what levels of understanding letters students are in and what difficulties are in understanding letters, and to raise issues about instructional methods of algebra. A descriptive study through pencil-and- paper tests was conducted. The test instruments consisted of 18 questions with 6 types of letters use. According to the results of testing, students' types of letter use and the levels of understanding letters were classified. The conclusions from the results of this study were as follows: First, the higher the types of letters use, the more sixth grade elementary school students had low scores on the types. Therefore, teaching methodologies of letters and expressions in the classroom need to encourage for students to improve their ability of using and understanding letter. Second, approximately 40% of students were categorized in level 3. Accordingly it is necessary to have a program of teaching and learning to improve their understanding levels of letters. Third, approximately 15% of students were categorized in level 0. In order to develop understanding of letters, it is important that students use letter evaluated and letter used as an object. Fourth, students had the difficulties in understanding letters. It is informative for teachers to understand these students' difficulties and thinking processes. Finally, we must treat the different uses of letters and introduce them successively according to the student's understanding levels of letters.

• Journal of the Korean Chemical Society
• /
• v.54 no.2
• /
• pp.248-256
• /
• 2010

This study investigated the effects of the level of enrichment for analogies upon students' mapping, conceptual understanding, and the types of mapping errors in concept learning about Boyle's Law. Analogical reasoning ability test was administered and the score was used as a blocking variable. Three types (simple, enriched, and extended analogies) of learning materials according to the level of enrichment for analogies were studied by randomly assigned middle school students, and a conceptions test and a mapping test were administered immediately. The retention tests of both were administered four weeks later. Analyses of the results revealed that there was no main effect in the level of enrichment for analogies, but there was interaction effect with analogical reasoning ability in the post test on mapping. And the score of enriched analogy group was significantly higher than those of simple analogy group, but the score differences among three groups were not significant in the retention test on conceptual understanding. The frequency of the total mapping errors in the simple analogy group was the highest, and the frequencies of most types of mapping errors in the enriched and the extended analogy groups were less than those in the simple analogy group. There were also some differences in the frequencies of mapping errors with respect to the level of analogical reasoning ability. Therefore, these results will help science teachers plan and practice instructions using analogy.

• Journal of the Korea Institute of Information and Communication Engineering
• /
• v.15 no.1
• /
• pp.203-208
• /
• 2011

Most of the online learning systems provide information that is based on the item difficulty what is custumized to learner. And the same learning process is performing to the same learning level learners. But, the degree of understanding of the same learning contents can be different even if the learner's level is same. Therefore, it is difficult to represent an effective learning experience because the learning is progressed by the determined difficulty of learning and the learning process even thought the provided content is difficult to understand. So we can control the learning difficulty during learning in order to escape from a uniform learning that online learning is provided. In this paper, we proposed a contents reorganization method for Self-Directed Learning. In this way, learners can understand their own level and customize the difficulty of learning. And then we expect the higher learning effect and satisfaction degree.