• Journal of the Korean Society of Earth Science Education
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• v.7 no.3
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• pp.358-370
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• 2014

The purpose of this study is to analyze the relationship between the mental model and the depictive gestures observed in the explanations of elementary school students about the reason why seasons change. As a result of analysis in gestures of each mental model, mental model was remembered as "motion" in case of CM-type, and showed more "Exphoric" gestures that expressed gesture as a language. CF type is remembered in "writings or pictures," and metaphoric gestures were used when explaining some alternative concepts. CF-UM type explained with language in detail, and showed a number of gestures with "Lexical." Analyzing depictive gestures, even with sub-categories such as rotation, revolution and meridian altitude, etc., a great many types of gestures were expressed such as indicating with fingers, palms, arms, ball-point pens, and fists, etc., or drawing, spinning and indicating them. We could check up concept understandings of the students through this. In addition, as we analyzed inconsistencies among external representations such as verbal language and gesture, writing and gesture, and picture and gesture, we realized that gestures can help understanding mental models of the students, and sometimes, we could know that information that cannot be shown by linguistic explanations or pictures was expressed in gestures. Additionally, we looked into two research participants that showed conspicuous differences. One participant seemed to be wrong as he used his own expressions, but he expressed with gestures precisely, while the other participant seemed to be accurate, but when he analyzed gestures, he had whimsical concepts.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.2
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• pp.161-172
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• 2017

The purpose of this study is to characterize students' conceptions on causes of the phases of the moon. For this purpose, students were given a worksheet for argumentative writing activity where in they need to choose the right answer between five statements and provide reasonable evidences about causes of the phases of the moon. Written arguments collected were used as analysis data and TAP(Toulmin's argument pattern) including conceptual analysis of TAP elements were utilized to figure out logical structures and subordinate conceptions. The result showed that students had various alternative concepts about causes of the phases of the moon and associated with celestial. Also 70.5% of subjects had incomplete argument structures, and error types of concepts had difference according to types of alternative concepts as well as TAP. These results mean that importance of checking students' preconceptions, need of scientific argumentation, and appropriate instructional strategies considering alternative conception types and fallacy types that students had.

• Journal of Educational Research in Mathematics
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• v.17 no.1
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• pp.51-66
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• 2007

The purpose of this study is to analyse the cases of the posed problems while the mathematically gifted students are playing the NIM game. The findings of a qualitative case study have led to the conclusions as follows. Most of all mathematically gifted students in the elementary school are not intend to suggest the solutions of the posed problem unless the teacher or the 'problem is requested. But a higher level of promising children were changing each data components of a problem in a consistent way and restructuring the problems while controlling their cognitive process. This is compared to that a relatively lower level of promising children tends to modify one or two data components instantly without trying to look at the whole structure. And we gave 2 suggestions to teach the mathematically gifted students in the problem posing.

• The Journal of the Korea Contents Association
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• v.14 no.2
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• pp.205-222
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• 2014

This study analyzed the effects of interactivity on the learning attitude in the tablet PC-based digital textbook environment. Most of digital textbook studies focused on comparison of learning effect between digital textbook and paper textbook. This study, instead, focused on the interaction between students and digital textbook, and examined the hypothesis that, in the digital textbook-based learning environment, interactivity factors affect learning attitude. The results showed that active control, two-way communication, and synchronicity have significant effects on the learning attitude. Those findings indicate that it's necessary to effectively realize interactivity in the process of developing digital textbooks. Also, important implication is not the fixed interactivity but how students perceive the digital textbook and make use of it. Therefore, for the interactive digital textbook, perceived user control, two-way communication, and synchronicity should be realized properly.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.3
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• pp.196-206
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• 2013

The purpose of this study was to analyze perfectism, interpersonal characteristic between the gifted & talented students and the general. The subject of this study were 112 the gifted students and 120 the general. They answered the questions about perfectism and interpersonal characteristic. To compare the gifted and general students' tendency, collected data was classified by their gender and grade. And correlation analysis was done in oder to analyze the relation between the gifted students' perfectism and interpersonal characteristic. The important results of this study were as follows. First, the grade gap of perfectism was not meaningful in both groups. Otherwise, the gender gap of perfectism was meaningful in both groups. Female's perfectism was higher than male's. And the gifted students' perfectism was higher than the general students'. Second, Differently, the gender gap of interpersonal characteristic was meaningful in the same group. Female had higher positive social-relationship, expression tendency than male. But female had lower competition-aggressiveness propensity than male. In the general group, the 6th grade students showed more positive role, social-relationship than 5th grade. And male showed more competition-aggressiveness propensity than female. Comparing the gifted and the general, the gifted had more dominant-superior, exhibitionistic-narcissistic propensity. It could be a reason of the gifted students' social problem. Third, among self-oriented perfectism and dominant-superior, independent-responsible propensity had meaningful correlation. Also socially-prescribed perfectism had influenced on dominant-superior, sociability-friendliness, exhibitionistic-narcissistic propensity.

• Journal of The Korean Association For Science Education
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• v.19 no.4
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• pp.570-584
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• 1999

The units about electricity in 5th and 6th science curriculum for elementary school was analyzed and the elementary students' understanding of related concepts was investigated. This study was to make connection between the research about alternative concepts and writing textbooks. It was found that students' response had following characteristics. They had strong belief that the + and - ends of battery should be connected. However this belief was not complete because students did not understand that the other circuit elements had to be connected properly. When the circuit involve more than one bulbs or batteries, they counted the number of batteries or bulbs only and paid little attention to the connection of them. In explaining circuits and the brightness of the bulbs in the circuits. students tried to explains the circuit using scientific terms but failed to used them properly. Although the concept of resistance was not dealt explicitly. student had reasonable qualitative understanding about resistance. According to response of students, several suggestions might be made for the curriculum. The structure and the circuit elements and the proper connection needs to be taught. Also more emphasis is necessary to pay attention to the connection in addition to the numbers of bulbs or batteries. Finally, it needs to be investigated carefully if it is better to introduce some qualitative model to explain the amount of current through bulb depending on the connection and the number of bulbs. It might also be better to introduce some terms, such as current and resistance with the model.

• Journal of the Korean School Mathematics Society
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• v.11 no.2
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• pp.177-199
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• 2008

In the Netherlands, Streefland(Elbers, 2003) gave a solution on how teachers can help students to participate in the process of knowledge construction by investigating constructions and activities of a community of inquiry for a primary school students(between 11 and 13 years of age). In Australia, Goos(2004) analyzed the teacher's role in creating a classroom culture of inquiry, which appeared to be taken for granted by the Grade 12 group, for the Grade 11 students by classroom observation and interviews. In Korea, because of diverse obstacles with a university entrance examination, a study about teacher's role in inquiry-oriented instruction for high school mathematics schooling has rarely appeared in the literature. The purpose of this study is to investigate teacher's role for promoting and managing inquiry-oriented mathematics instruction effectively by a case study. To fulfill this purpose, we develop inquiry-oriented instruction model by investigating teacher's role as an assistant for helping students to do mathematical activity.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.1
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• pp.28-39
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• 2013

The purpose of this study is to investigate the conceptions about altitude of the Sun of elementary students according to differences by the spatial ability. In this study through the qualitative analysis, 4 students who were similar understanding levels of concepts to altitude of the Sun and differences by the spatial ability were selected out of 75 in 6th grade elementary located in Sunchang, Jellabuk-do Province. 4 students for the qualitative analysis were selected by the test instrument of spatial ability and altitude of the Sun. The results of study was students with higher spatial ability were higher understanding levels of concepts to altitude of the Sun. However, both of student with higher and lower spatial ability showed a false concept to the expanded concepts into outer space like a cause of seasonal change, change of altitude of the Sun by latitude unlike the intution. Students with lower spatial ability didn't form the scientific concepts, not only a cause of seasonal change and change of altitude of the Sun but also difference of energy density by altitude of the Sun. A student of two with lower spatial ability has been impediment strongly to form the scientific concept by the false concepts to the distance. The findings were as follows; Learning to altitude of the Sun regardless of the difference of spatial ability should be learned to interact to the intution, celestial movement and model experiment. To students with lower spatial ability should be developed teaching methods to understand the relation between the Sun and celestial movement.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.1
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• pp.69-77
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• 2013

The study aims to figure out pre-service elementary teachers' knowledge understanding on 'stratum and rock' as well as teaching-learning types on the same topic. A total of 65 seniors in an advanced science education course at B University of Education joined the research to fulfill the purpose above. With PCK classification framework, the study examined pre-service teachers' knowledge understanding on 'stratum and rock' while it analyzed how the teachers would teach the given topic to students. The results of the study are presented as follows. First, it was observed that the pre-service elementary teachers have a great understanding on 'stratum and rock' that would be taught via a science textbook for elementary fourth graders. However, regarding terms in 'shale and limestone', they appeared to have a relatively short understanding. Second, PCK elements of the pre-service teachers related to 'stratum and rock' were analyzed and according to the results, the teachers would be interested in teaching model selecting in the teaching-learning strategy field while they would be well aware of how important it is for them to perform an experiment in a teaching process. The teachers also appeared to understand that the teacher question can be mutual complementary during class. However, it turned out that the teachers would have a very much low understanding on learners' prior knowledge as they particularly believe that learning could be significantly affected by the learners' perception level as well as their learning interest and motive. Third, the pre-service elementary teachers were told to design teaching plans on 'stratum and rock' so that the study could find out what learning-teaching methods the teachers would adopt to teach the topic. It was learned that the teachers would proceed with the class basically by giving the learners a descriptive explanation on the topic and also by using pictures and drawings to enhance the learners' understanding during the class.

• Journal of the Korean Society of Earth Science Education
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• v.1 no.1
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• pp.14-27
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• 2008

This study examined the illustrations in the elementary school textbooks which was followed by identifying the parts that displayed gender-discriminating elements or traditional gender roles. The research results are as follows: 1) The ratio of man and woman in the figures appearing in those illustrations was 1.33:1, which means there were more men than women in the illustrations and that there was no balance in the gender distribution among the figures. 2) Male figures were presented as the protagonists in 39.7% of the illustrations, female figures in 25.5%, and both male and female figures in 34.8%. The results indicate that there were much more illustrations in which men were the protagonists than those in which women were. 3) The occupations of the adults in the illustrations were analyzed. As a result, the ratio of man and woman with a job was about 2:1, which implies that there were twice as many male professionals than female ones. Men had over 60 kinds of occupations and women had only 45 kinds of occupations with 59.5% of them concentrated in four jobs including teaching, farming and fishing, doing artistic works, and selling things. 4) The case analysis results of the illustrations in the textbooks demonstrate that the traditional gender roles of a father and mother were followed and that there were gender stereotypes in describing the characteristics of man and woman. Gender dichotomy was observed in the vocations. Men were the leading players in economic, political, and cultural activities, and most of the historical figures were men. Meanwhile, women were depicted as the subjects of economic activities and completely isolated and alienated from political, historical, and cultural activities. It turned out that the figures of the illustrations in the current elementary school textbooks had gender discriminating elements and profoundly reflected the stereotypes for gender roles.