• Journal of the Korean earth science society
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• v.27 no.4
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• pp.353-363
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• 2006

This study investigates how the lunar phases drawing module-applied instruction affects high school students' conceptual changes of the lunar phases. 46 juniors in a high school were given the module instruction on drawing the lunar phases, and then interviews were conducted to verify conceptual changes in subjects' recognition structures. The types of students' misconceptions of the lunar phases change before the instruction were as follows. Type S is that the Earth's shadow covers the moon. Type SR is that one has both misconception of Type S and a scientific concept at the same time according to the positional relationships. The scientific concept means that an observer sees a moon's part which reflects sunlight. Type SB is that the Earth's shadow covers the moon or the moon can be seen or not by the background's brightness according to the positional relationships. The last Type SRB includes all three above-mentioned types, and it explains the lunar phases at each position. As a result of the module-based instruction, 26 out of 36 subjects built up the scientific concept and 10 students did not. 7 out of the 11 Type S and 3 out of the 17 Type SR students did not, either. Especially, type S students did not change their preconception that the phases of moon change were done by the earth's shadow. Here, their preconception is too much strong; as they solve problems, their preconception is more beneficial, comparing to the method which it is presented from the module. This fact supports that it is difficult for students to discard preconception.

• Journal of The Korean Association For Science Education
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• v.23 no.4
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• pp.360-374
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• 2003

The idea that students must experience cognitive conflict before conceptual change can occur is not new. In light of this idea, many teaching strategies have been applied in educational practices. However, there is not much literature about how students are experiencing cognitive conflict, how this experience affects students learning processes, and how we use that knowledge to improve our science instruction. This study aimed to propose possible answers about these questions. In this paper, we conducted the first question as a first part of our research. To do this, we reviewed related literature and analyzed protocols that were produced in previous studies. As a result, a model of cognitive conflict was developed. This study's findings may lead to further understanding and use of students' cognitive conflict, which has a complex role in science instruction.

• Journal of The Korean Association For Science Education
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• v.22 no.5
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• pp.1044-1070
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• 2002

Initial science teacher education in Hong Kong is provided by the Post-graduate Diploma in Education Programme (PGDE) for both pre-service and in-service secondary school teachers. This programme includes a balanced treatment of subject curriculum and teaching in science, general pedagogical knowledge and skills, educational psychology and school administration. The science courses in this programme also have some units that equip science teachers with the knowledge and skills that are essential for teaching a science curriculum that emphasises conceptual change and understanding of the nature and methods of science. This emphasis is illustrated by two studies: (1) Developing a conceptual change model of instruction in Biology teachers, and (2) Constructing understanding of the nature and methods of science.

• Journal of The Korean Association For Science Education
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• v.16 no.4
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• pp.417-428
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• 1996

The purposes of this study were to investigate what kinds of idea the children have after formal instruction in school, and to investigate what is the children's conceptual change on electric current after implementation of drill and practice type CAI program about electric circuit. The CAI program was developed by KEDI research project team the author of this article was joined. The subjects were 20 eleven yaers old(elementary fifth year) children sampled from a elementary school in Seoul, Korea. They had already learnt about electric circuits for two years before implementing this CAI program according to the formal science curriculum. The pretest were accomplished before implementing the CAI program, and posttest were accomplished a week after implementation of the CAI program. The results of this study are as follows: Even though they had studied electric circuits, only 5% of the students had scientific ideas before pretest, and even after drill and practice type CAI program only 30% of the students have changed their misconceptions into scientific conceptions.

• Journal of The Korean Association For Science Education
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• v.28 no.7
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• pp.730-748
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• 2008

Students often have tenacious physics misconceptions and many studies were conducted on engendering conceptual change. Correspondingly, there is much literature on alternative assessment and its role in student learning. This is a comparison study on using alternative assessments to improve common students' misconceptions in GCE Advanced Level Physics. This research also aims to affirm alternative assessment as a valid tool for learning and promote its use. This study involved two classes with 24 students each. For four weeks, electromagnetism was taught to students using the same classroom pedagogies but with different assignments. The control group completeda standard drill-and-practice assignment while the experimental group finished an alternative assessment. From the preliminary results, students who undertook the alternative assessment and the traditional assessment both improved, however, the treatment group did not perform statistically significantly better than the control group. The reasons will be discussed and commented and it is expected to have significant improvement on rectifying misconceptionsupon next batch of experimentation groups.

• Journal of the Korean earth science society
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• v.25 no.8
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• pp.739-747
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• 2004

This study was to promote meaning ways of leaning and observe the influence of concept maps on middle school students' conceptual formation with regards to the topic of the 'sea water'. Concept map is one way to examine a leaner's conceptual formation process. The subjects of this study consisted of four classes within the first grade students of a Busan middle school, which were divided into two groups: the experimental group which applied concept map teaching and the ordinary teaching group. This study was carried out before and after class, examining the science leaning achievement, self-directed leaning characteristics, and awareness change on the concept maps. The result of this study was as follows: First, the leaning achievement of middle school students was positively affected by the use of concept maps. Second, the teaching method with concept map was more effective self-directed leaning characteristics compared to the ordinary one. Third, concept map teaching was a positive reaction to conceptual formation.

• Biomolecules & Therapeutics
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• v.25 no.1
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• pp.1-3
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• 2017

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.621-637
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• 2004

In science education, the research on students' conceptions has been started in early 1970. From the early 1980, the research on students' conceptions stimulated the research on conceptual change. Recently, mental model has been a theoretical background in concrete arguments on "how students' conceptions are constructed or created?" Mental model has been studied early in cognitive psychology, and several researchers have studied it partially in science education area. In this study, we compared different theories that explained students' conceptions in, mainly, physics. Further we discussed the possibility of mental model as a theory that could integrate different explanations about students' conceptions from different theory.

• Journal of Korean Elementary Science Education
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• v.25 no.1
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• pp.70-88
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• 2006

The purpose of this study is to investigate the effect of a multiple cognitive conflict strategy at remedying student's misconceptions. Elementary students have many misconceptions about the brightness of the electric bulb in simple dual circuits. Most of the misconceptions can be summed up as 'the more batteries or the fewer bulbs, the brighter is the output.' The students have learned about the brightness of the electric bulb while connected to a battery in Grade 4 and the brightness of multiple electric bulbs in Grade 5. However, about $50%$ of the students remain with the firm misconception that the brightness of the bulb is related to the number of source batteries. This strong misconception may not lead to a conceptual change in the case of only one cognitive conflict. This study used a multiple conflict strategy while tackling the cognitive conflicts in the students as they solved the problems many times. It involved 160 grade 5 students. The result was they often changed their misconceptions and used more scientific thinking than the same grade students of other schools. It remains to be seen if this success will transfer to other schools and students and we intend on studying further the differences in students regarding this learning process.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.586-594
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• 2002

In this study, the relationships among cognitive conflict, situational interest, and conceptual change in studying boiling point were investigated. The differences in the relationships by gender were also investigate. Students of 7th grade(N=370) participated in this study. First, a preconception test was administered to choose students who possessed the misconception studied. After presenting anomalous data, test of response to anomalous data and state interest test were administered. After the instruction with a CAI program, a conception test was administered immediately. The conception test was administered again as a retention test four weeks later. The scores of both cognitive conflicts and state interest test were found to be significantly correlated with the scores of the conception test and the retention test. The results of multiple regression analysis indicated that state interest was significantly more important than cognitive conflict in prediction the degrees of conceptual change and retention of conception. For male students, state interest was the only significant predictor of conceptual change and retention of conception. In contrast, cognitive conflict was the only significant predictor for female students.