• Journal of the Korean Chemical Society
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• v.61 no.1
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• pp.34-44
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• 2017

The purpose of this study was to analyze the conception type change and to investigate the effect of understanding on concepts in electrochemistry after general chemistry lessons. The significant differences in concept understanding of electrochemistry were shown in both groups. Statistically significant gains in both groups were as shown in distinguishing the chemical cell, in identifying the anode and cathode, and in understanding current formation and flow, while, significant achievements in understanding the role of the salt bridge, and the need for a standard half-cell were not found. Taking elective chemistry II in high school had an effect on understanding related concepts of electrochemistry in general chemistry lessons. It was shown that many freshmen had difficulties in understanding exact related concepts in several kinds after general chemistry lessons. In order to solve these problems, it is necessary to teach contents of the basic concepts in electrochemistry exactly and to hold supplementary lessons.

• Journal of the Korean Chemical Society
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• v.50 no.6
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• pp.486-493
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• 2006

study investigated the relationship between conceptual understanding and mapping errors induced in learning chemistry concept with two analogies presented in current science textbooks. Each of the two groups from 7th graders (N=260) in three middle schools studied with one of the analogies, and then a conception test and a mapping test were administered. Analyses of the results indicated that students conceptual understanding has a significant relationship with their understanding about the mapping. The scores of the conception test and the mapping test for the unshared attributes were lower than those for the shared attributes. Five types of mapping errors were also identified: overmapping, mismapping, failure to map, rash mapping, and artificial mapping. Many representative misconceptions were found to be associated with their mapping errors. Educational implications are discussed.

• Journal of the Korean Chemical Society
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• v.46 no.3
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• pp.279-286
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• 2002

The purpose of this study was to investigate undergraduate students' preconception about the needed knowledge to understand organic reactions based on electron flow and undergraduate students' ability that understand fundamental chemical reaction based on electron flow, and was to offer pertinent teaching and learning method. For this study, 18 sophomores that majored in chemistry education of H University, were sampled. Test papers were newly developed that based on previous research. Undergraduate students' response was classified and reasons of the response were qualitatively analyzed by interview. According to the results of this study, it was found that undergraduate students had good understanding on the concept about the electron configuration of atoms and on the concepts about the needed knowledge to understand chemical reactions based on electron flow. But they didn't apply the concepts to the fundamental chemical reaction. Therefore, teaching and learning strategy that apply the needed concepts to understand chemical reactions based on electron flow to chemical reactions should be developed.

• Journal of the Korean Chemical Society
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• v.58 no.1
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• pp.126-129
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• 2014

Concerning the difficulty of learning science and reduced interest in science, the authors of this study searched for potential threshold concepts which are portals or gateways in the field of science (particularly chemistry). The nature of these concepts and how to overcome their troublesomeness were further questioned. For this study, 239 high school students completed chemistry II provided information about what difficult concepts and potential threshold concepts in high school chemistry are and how they affect learning chemistry. In particular, the mastery experience of the threshold concepts was explored in detail. Two, "mole and atomic structure" were selected as threshold concepts in chemistry. Not only as important but also as threshold, this study emphasized the importance of the two concepts in terms of features characterizing them as threshold concepts. In particular, the features objectify subjective experiences of students and provide information describing the scientific meaning and distinctive nature of threshold concepts in science. Along with the data from teachers, this study shows the integrative feature as key criteria for students to make meaningful understanding of the two threshold concepts.

• Journal of The Korean Association For Science Education
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• v.31 no.8
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• pp.1077-1091
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• 2011

The purpose of this study was to examine the effects of argumentation-based general chemistry laboratory on preservice science teachers' chemistry concepts understanding and writing. Five topics about argumentation-based general chemistry laboratory activities were developed using Science Writing Heuristic (SWH) approach. Summary Writing Test, and Chemistry Concepts Test were developed as tools to examine the effects of this approach. Both Argumentation-based general chemistry laboratory activities and traditional general chemistry laboratory activities were implemented for the experimental group (23 students), and traditional general chemistry laboratory activities were implemented for the comparative group (16 students). Results of this study indicated that there were significant differences in both groups' chemistry concepts understanding and summary writing. The experimental group showed significantly higher mean score than comparative group in chemistry concepts understanding and summary writing. In the analysis of the sub-component of Summary Writing, there were no significant difference between both groups in 'Big Idea.' However, the experimental group gained significantly higher mean score in 'argumentation,' 'understanding of science concepts,' and 'rhetoric structure.' The results showed that argumentation-based general chemistry laboratory programs were effective in achieving chemistry concepts understanding and writing in general chemistry laboratory.

• Journal of the Korean Chemical Society
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• v.67 no.4
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• pp.253-270
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• 2023

The purpose of this study was to examine the effect of student-led assessment on achievement emotions and science concept understanding in middle school science classes. For this purpose, 4 of the 7 classes in the third grade of mid- dle school in small and medium-sized cities were selected as the experimental group and conducted student-led assessment, while the comparative group (3 classes) conducted teacher-led assessment. The student-led assessment consisted of 4 stages in which learners took initiative to set learning goals and develop assessment criteria, conduct self assessment and peer assess- ment, and carry out seven assessment activities. Student-led assessment was effective in improving positive achievement emotions and relieving negative achievement emotions and increasing students' science concept understanding in middle school students. Students perform student-led assessment, grasp their reach, and repeatedly go through reflective thinking to compensate for deficiencies in the learning process. Therefore, student-led assessment can be used as a tool to increase science concept understanding by continuously checking the level of science concept understanding.

• Proceedings of the Korean Society of Computer Information Conference
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• 2017.07a
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• pp.384-385
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• 2017

과학 모델은 복잡한 자연현상을 단순화하고 패턴화한 것이다. 따라서 과학 모델은 특정한 알고리즘을 가지며, 과학 모델에 대한 이해는 모델이 갖는 특정한 알고리즘에 대한 이해와 직접적으로 관련되어있다. 본 연구에서는 많은 학생들이 대안 개념을 가지고 있는 산-염기를 주제로 하여, 이 모델이 가지는 알고리즘을 학습하기 위한 프로그램을 설계하고, 알고리즘을 학습 하였을 때 과학 학습에 미치는 효과를 확인하였다. 고등학생 3학년을 대상으로 4차시로 수업을 진행하였으며, 수업의 사전과 사후 검사를 실시하여, 학생들의 모델에 대한 이해를 분석하였다. 수업 결과, 학생들은 모델의 정의와 화학반응 및 화학평형의 정성적인 부분에서는 이해의 향상을 보였으나, 정량적인 부분에는 효과를 보이지 못하였다. 이는 화학이 많은 수의 입자를 고려해야 하는 독특한 과목의 특성에 기인하며, 이를 보완하기 위하여 추후 컴퓨터프로그램을 교육 도구로 사용하는 수업을 통해 후속연구를 진행하고자 한다.

• Journal of the Korean Chemical Society
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• v.51 no.4
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• pp.365-374
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• 2007

The purpose of this study is to investigate the students' conceptions about the reaction rate changes during the chemical equilibrium shifts and also whether the questions about basic concepts of the reaction rate are helpful for the students' understanding of reaction rate changes during the chemical equilibrium shifts. The subjects were 100 students in the 12th grade. The questionnaires were composed of A, B, and A' set, which had to be answered sequentially. The A set consisted of questions asking the change of reaction rate when chemical equilibrium was shifted, the B set was to testify the basic concepts of the reaction rate, and the A' set was the same as the A set. The results showed that the students' understanding of the reverse reaction rate change was lower than that of the forward reaction rate change during the equilibrium shift. Also it was found that students' understanding of the reaction rate change caused by adding the reactant was fairly good while their understanding of the reaction rate change caused by temperature increment was very poor. Since the students marked very high scores in the B set questions, their poor understanding for the reaction rate changes during the equilibrium shifts was not seemed to be due to the lacks of the basic knowledge of reaction rate. Instead, it was due to the failure of applying the basic knowledge of reaction rate to the changes of reaction conditions. It was also found that the average scores of A' set were statistically higher than those of A set. It means the B set items were helpful for the students to solve the A' set items. These results evidenced the possibility of set questionnaires could help the students to connect the related concepts in solving the problems.

• Journal of the Korean Chemical Society
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• v.50 no.3
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• pp.247-255
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• 2006

The purpose of this study was to investigate the correlation between concepts on chemical reaction rates and concepts on chemical equilibrium in high school students. The subjects of the investigation consisted of 120 third grade students attending high school in K city of Kyunggi province. For this study, questionnaire relevant to the subject of chemical reaction rates and chemical equilibrium was developed and the answers were analyzed. As a result of the study, a large percentage of high school students answered questions on reaction rates correctly, but only a small percentage of the students could give explanations. Many high school students answered questions on the rates of forward reactions correctly, but not the questions on the rates of reverse reactions. For the concepts on chemical equilibrium, many high school students gave correct answers when faced with equilibrium questions that only required the understanding of one side of the reaction. But the students could not answer the questions requiring understanding of both forward and reverse reactions as well. Overall, there was a little high correlation between concepts on chemical reaction rates and concepts on chemical equilibrium in high school students. Especially, high school students with little understanding of reverse reaction rates did not understand that chemical equilibrium is a dynamic equilibrium. Also, high school students with little understanding of the collision mechanism regarding chemical reaction rates did not understand the effect of concentration and catalyst factors on chemical equilibrium. And the correlation between concepts on chemical reaction rates and concepts on chemical equilibrium related to concentration and catalyst factors was low. In conclusion, the formation of scientific concepts on chemical reactions rates can decrease misconceptions on chemical equilibrium. Also the teaching-learning method limited to one side of a reaction can cause difficulty in forming the concepts on chemical dynamic equilibrium. Therefore, the development of a teaching-learning method which covers both the forward and reverse reactions can be effective in helping students form the concepts on chemical equilibrium.

• Journal of The Korean Association For Science Education
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• v.24 no.2
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• pp.287-297
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• 2004

In this study, students' understanding of the analogies used for chemical concepts in science textbooks, misconceptions induced by the analogy, and the factors affecting conceptual understanding were investigated. In addition to the tests of field independency and logical thinking ability, tests of students' understanding of concepts and analogies on three states of matter, pressure-volume relation, molecular motion, and changing state depending upon energy were administered. The results revealed that half of the subjects understood the analogies differently from the textbook writers' intention and that students' conceptual understanding was significantly correlated with the degree of understanding on corresponding analogies, field independency, logical thinking ability, and prior achievement of science. The results of analyzing the direct and indirect effects of each variable on conceptual understanding showed that the direct effect of prior achievement was significant and that field independency and logical thinking ability had indirect effects through understanding of analogies and prior achievement of science. The limitations and implications of using analogies in science education were discussed on the basis of the results.