• Journal of the Korean School Mathematics Society
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• v.10 no.2
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• pp.263-288
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• 2007

The purpose of this study is to search the effective teaching-learning program by considering how affect on formation of the process-object perspective of linear function using Excel. In this study we analyzed function units in textbook and examined how Excel affect on the formation of the process-object perspective of linear function. Teaching experiment was based on qualitative case study and performed for five classes with five 8th graders. Data were gathered through observations, audio-taped interviews, video recording of the students 'work, students' worksheets, and detailed field notes. Findings indicate that exploration learning environment using Excel could supplement paper-and-pencil environment. We found that intuitive, dynamic, explorative, feedback skills via Excel can play the role of scaffolding supporting formation of process perspective object perspective of linear function.

• Journal of Educational Research in Mathematics
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• v.14 no.1
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• pp.39-69
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• 2004

This paper investigates the teaching and learning of Linear function relating functional contexts and suggests the improved methods of representation-shift through this analysis. The methods emphasize the link between students' preacquired knowledge of mathematical representations and the way of using those. This methods are explanatory teaching, teaching and teaming based on modelling perspectives or tasks (interpretation, prediction, translation and scaling). We categorize the 8th grade middle school students' errors on the linear function relating real contexts and make a comparative study of the error-remedial effects and the teaching and teaming methods. We present the results of a study in which representation-shift methods based on modelling perspectives and tasks are more effective in terms of flexible connection of representations and error remediation. Also, We describe how students used modelling perspective-taking to explain and justify their conceptual models, to assess the quality of their models and to make connection to other mathematical representation during the problem solving focusing on the students' self-diagnosis.

• Journal of The Korean Association For Science Education
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• v.31 no.6
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• pp.998-1008
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• 2011

The purpose of this study is to develop the criteria for measuring the observation abilities of elementary school students. Object, viewpoint and mental demand constitute the evaluation criteria of observation abilities. Object domain was classified into two- and three-dimensional figures, while viewpoint was classified into constancy and variety of views. Mental demand covered 2 through 5. The assesment tool based on the threedimensional criteria was developed for the lower, middle and upper grades of 166 elementary school students. Results from this study were as follows. These students' scores were significantly different in the classification by each dimension and distinguishable between the grades. They scored high on two-dimensional figures, constancy of view and lower mental demand, and the upper grade students' scores were higher than the lower ones in all dimensions. Therefore, the evaluation criteria developed in this study can be used effectively for measuring the observation abilities of elementary school students. Implication for this study was determined to be the development of a valid and reliable test for observation abilities of elementary school students.

• Communications of Mathematical Education
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• v.33 no.3
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• pp.319-334
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• 2019

In this study, using the tasks related trigonometric functions, the degree of high school students' understanding of the function concept was examined through the level of Hitt(1998). First, the degree of the students' understanding was classified by level, then the concept understanding was reclassified by the process or the object. As a result, high school students' concept understanding showed incompleteness in three stages. It was possible to know that the process in the interpretation of the graph is the main perspective, and the operation of algebraic representation is regarded as important. Based on these results, it seems necessary to study the teaching-learning method which can understand trigonometric functions from various perspectives. It seems necessary to study a lesson model that can reach function concept's understanding level 5 that maintains consistency between problem solving and representation system.

• Journal of the Korean earth science society
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• v.29 no.7
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• pp.602-616
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• 2008

The purpose of this study is to investigate the influence of global science literacy-oriented instruction on students' views of the nature of science. The participants were 65 male students in 8th grade, and they were taught for five weeks about the Unit of "Earth and Star" that was designed based on global science literacy. Survey was conducted to determine the students' views of the nature of science before and after the instruction. Results revealed that it was hard to change students' views of the nature of science during the short period of time; however, in the sociological aspect, the students acquired relatively more improved students' views of the nature of science than the other aspects including philosophical, psychological, and historical aspects.

• Journal of Korea Multimedia Society
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• v.7 no.4
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• pp.542-549
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• 2004

As a promising alternative for the traditional educational system, the cyber education is in the spotlight of both educators and computer scientists. There are many advantages of online education to the students and to the institution such as easy and random accessibility, low cost, saving spaces in the institutions, and so on. or a successful online education, some important factors would be considered in constructing cyber lectures. The purposes of this paper are to investigate students'viewpoints, called factors, of the cyber class and analyze these factors to be an effective cyber class. Once factors are identified, we trace the change of the student assessments on the identified factors during the class. Using these factors, we also examine if there are any differences on the assessment of the cyber class according to student background, such as gender. major, and class.

• Journal of The Korean Association For Science Education
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• v.28 no.8
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• pp.955-963
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• 2008

This study was conducted to assess any change in students' views on the nature of science (NOS) after lessons through the activities of model construction and pattern identification. The instrument used to examine NOS views was the Views of Nature of Science questionnaire (VNOS). Four students' responses on VNOS before and after instruction were analyzed. The two levels of their views, novice and expert, were judged by the authors based on criteria set by several science educators. The instruction consisted of six hours of the so-called black box and cube activities developed for model construction and pattern identification, respectively. Students' views were at the novice level in definition of scientific theory, tentativeness of scientific knowledge, difference of hypotheses, theories and laws, model construction, and creativity and imagination in experiments and investigations. Students' views on NOS knowledge such as model and theory have improved for two students after instruction. The improvement seemed to be due to an explicit approach using the activities of model construction and pattern identification. The factors of changes and no-changes of views on NOS were identified and discussed in terms of improvement of the views.

• Journal of Science Education
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• v.37 no.1
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• pp.157-169
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• 2013

The purpose of this study is to analyze carbon cycle concepts based on earth systems from the perspective of high school students. The subjects for this study were seven students who have completed Earth-science I curriculum. to analyze of carbon cycle concepts based on earth systems perspective, the methods of word association, casual map and drawing were used. The results of this study were as follows: first, 5 out of 7 students have suggested carbon cycle concepts less than three. Second, the carbon cycle concepts on the change of state were 2. Also, the carbon cycle concets on process were 8. Third, 2 out of 7 students present 2 feedback loops, 3 out of 7 students 1 feedback loops, but 2 out of 7 students couldn't present the feedback loops associated with carbon cycle. Finally, As for carbon cycle concepts through drawing, 1 out of 7 students drew 9 concepts, 3 out of 9 students drew 7 concepts and the rest of them drew 5, 4, 3 concepts respectively. These results suggest that concept and feedback loop thinking skills on carbon cycle are a low level. Therefore, It is suggested that more educational programs be developed on various topics in order for high school students to improve their system thinking skills as well as knowledge integration of earth systems.

• Education of Primary School Mathematics
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• v.20 no.1
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• pp.53-68
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• 2017

Although the table, as one of the representations for helping mathematics understanding, steadily has been shown in the mathematics textbooks, there have been little studies that focus on the table and analyze how the table may be used in understanding students' functional thinking. This study investigated the elementary school 5th graders' abilities to design function tables. The results showed that about 75% of the students were able to create tables for themselves, which shaped horizontal and included information only from the problem contexts. And the students had more difficulties in solving geometric growing pattern problems than story problems. Building on these results, this paper is expected to provide implications of instructional directions of how to use the table as 'function table'.

• Journal of The Korean Association For Science Education
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• v.26 no.3
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• pp.317-329
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• 2006

In this research, a questionnaire was developed to investigate high school students' viewpoints, originating from science history, on 'motion of on object', the subjects were seventy- five 10th grade students and sixty-five 11th grade students. Results found that the highest percentage among the types of 10th grade students' thoughts was related to the Middle Ages 'Impetus' viewpoints. Percentages of 11th grade students' thoughts were highest for Middle Ages and Newton views. These results provided proof that the development of student thoughts' based on science history' are consistent with school year. Furthermore, student thought regarding 'object motion' under the conditions of no force, vacuum, or air under a weightless stage were related to progressive viewpoints on science history. However, the percentage of thoughts related to earlier viewpoints were considerable. Student thoughts on parabolic motion, circle motion, and conservation amount of motion were found to be highly significant in similarity to the viewpoints of Galilei, Descartes, and Huygens; view cultivated before Newton. Consequently, this study determined that educational efficiency could be raised by providing historically more progressive views to cope with conflictory student thoughts-thoughts related to past views in science history.