• Journal of Korean Elementary Science Education
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• v.23 no.3
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• pp.208-218
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• 2004

Many elementary school students have misconception related to dissolution and solution. Moreover, they usually fail to apply the results of the experiments in their science classes to their everyday life, and also have low science achievement. Therefore, they are not interested in science, and sometimes some of them are even afraid of it. The purposes of this study is to investigate the effects of concept mapping activity on science achievement and attitude. In addition, this study also aims at presenting the teaching and learning method of utilizing concept maps in order to have the students form correct concepts. The subjects were classified into two groups one group is composed of thirty-seven students (experimental group) who were participated in concept mapping activity, and the other is composed of thirty-eight students (comparison group) who were participated in the traditional teaching method. The major findings of this study are as follows: First, the concept mapping activity has a positive effect on improving students＇ science achievement. Second, the classes using concept maps have a good influence on forming students＇ science attitude. Third, the concept mapping activity is more effective in improving science achievement of mid and low level students. In conclusion, the loaming by concept mapping activity positively influence students＇ science achievement and attitude. Particularly for the students in mid and high levels, the effect is more remarkable.

• Journal of Korean Academy of Nursing
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• v.28 no.1
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• pp.37-46
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• 1998

Recently the concept of 'empowerment' not only attracts attention in the area of management but also is considered as an useful concept in the areas of nursing theory. practice, education, and research. The purpose of this paper is to clarify the meaning of the concept 'empowerment'. More concretely, it is to find the concept that can be applied appropriately to the area of nursing management. This study uses Walter & Avant's(1983) process of concept analysis. The attributes of empowerment based on the concept can be defined concisely as follows : 1. a dynamic and interaction process 2. a partnership which values self and others : power shaving 3. mutual decision-making using resources, opportunities, and authority 4. accept autonomy and responsibility Antecedents of empowerment consist of 1) mutual trust and respect, 2) education and support, 3) participation and commitment. In regard to the consequences of empowerment, it is expected to 1) positive self-esteem, 2) ability to set and reach goals, 3) the promotion of organization's effectiveness and productivity, 4) provide effective and high quality health-care, 5) a sense of hope for the future. The concept of empowerment is certainly believed that it will help future nurses since they needs an integrated technique that can treat acute and chronic patients' nursing, individuals, families, and communities. Therefore. it is necessary to develop the instrument including the defining attributes identified in this study. Also, it is need follow up study of this concept.

• The Journal of Korean Association of Computer Education
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• v.9 no.3
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• pp.109-119
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• 2006

Algorithm is a fundamental concept for all related research areas in computer science. Though many researches have paid attention to computer algorithm in solving applied problems, few researches have been conducted on how to effectively instruct the computer algorithm concept. This paper proposed the instructional method for the computer algorithm concept by using mathematics problems of the fourth grade, elementary school. We have applied our the instructional methodology to classroom, and empirically tested the effectiveness of our methodology. The results show that the effectiveness of instructional method, compared to the traditional instructional methodology.

• Journal of Korean Elementary Science Education
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• v.29 no.4
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• pp.427-440
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• 2010

The purpose of this study is to develop a science writing teaching strategy, and to apply it to the fourth-graders in elementary science classes. We examined its effect on their motivation, attitude, and understanding of science concept. For the research fourth grade children were grouped into three classes: an experimental class A of 27 children, an experimental class B of 24 and a comparative class of 27. All of them are from H elementary school in Seoul, Korea. Experimental class A learned science writing with a newly developed strategy while experimental class B learned science writing in a traditional method. Comparative class did not learn science writing. As a result, class A showed positive changes on students' science motivation, attitude, and understanding of science concept. In addition, class B with even one science writing task for a chapter had higher achievement in the understanding of science concept than the comparative class had.

• Journal of Korean Physical Therapy Science
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• v.2 no.3
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• pp.633-643
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• 1995

A longitudinal study of self-concept and functional independence in 22 adolescents with progressive muscular dystrophy is reported. 30 adolescents with progressive muscular dystrophy completed Korean Self-Concept Scale, Modified Barthel Index, and a questionnaire examining demographic and medical factors. Functional independence was measured by Modified Barthel Index. Two years later, 22 of the 30 adolescents with progressive muscular dystrophy completed same Korean Self-Concept Scale and Modified Barthel Index. Adolescents with progressive muscular dystrophy were not changed on self -concept scores between test and retest. At retest adolescents with progressive muscular dystrophy scored significantly lower than at test on Modified Barthel Index. Compared to scale norms, subjects had significantly lower Total Self, Physical Self, Social Self, Self Satisfaction, Self Behavior scores. Age, years of education, and functional independence were significantly related self-concept. Functional independence was significantly related years of education.

• Journal of The Korean Association For Science Education
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• v.8 no.1
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• pp.23-32
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• 1988

This paper was made for the purpose of analyging primary school child's concept formation about Euclidian space. Using clinical method, this research was executed to 360 children at a primary school in Inchon city. Research results according to the problem were as following: (1) The concept formation about Euclidion space is later than that of Piaget's research. (2) The vertical concept formation is faster than the horizontal that. (3) Sex Difference of concept formation about Euclidian space is as follews; boy's concept formation is almost three time as fast as girl's

• Journal of Educational Research in Mathematics
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• v.12 no.1
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• pp.125-143
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• 2002

The concept of "set" in school mathematics has undergone many changes according to the revision of curriculum and the transition of the paradigm in mathematics education. In the discipline-centered curriculum, a set was a representative concept which reflected the spirit of New Math. After the Back to Basics period, the significance of a set concept in school mathematics has been diminished. First, this paper elaborated several controversial aspects of the terms related to set, such as a collection and a set, a subset, and an empty set. In addition, the changes of the significance imposed to a set concept in school mathematics were investigated. Finally, this paper provided two alternative approaches to introduce and explain a set concept which emphasized both mathematical rigor and learner's psychology.

• The Mathematical Education
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• v.42 no.3
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• pp.303-325
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• 2003

This study sought to provide an explanation of university students' concept understanding on the infinity and infinite process and utilized a psychological constructivist perspective to examine the differences in transitions that students make from static concept of limit to actualized infinity stage in context of problems. Open-ended questions were used to gather data that were used to develop an explanation concerning student understanding. 47 university students answered individually and were asked to solve 16 tasks developed by Petty(1996). Microgenetic method with two cases from the expert-novice perspective were used to develop and substantiate an explanation regarding students' transitions from static concept of limit to actualized infinity stage. The protocols were analyzed to document student conceptions. Cifarelli(1988)'s levels of reflective abstraction and Robert(1982) and Sierpinska(1985)'s three-stage concept development model of infinity and infinite process provided a framework for this explanation. Students who completed a transition to actualized infinity operated higher levels of reflective abstraction than students who was unable to complete such a transition. Developing this ability was found to be critical in achieving about understanding the concept of infinity and infinite process.

• Proceedings of The Korean Society of Health Promotion Conference
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• 1998.07a
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• pp.51-69
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• 1998

In general, the applications of health education in Thailand have developed from efforts to solve the health problems of rural people, who have been under- served by the health services delivery system of the government. The concept of community oriented health education is a basic one and it provides the key to success of the health care program. Community self-reliance is another concept which the program seeks to foster in its many development strategies.(omitted)

• Journal of Korean Elementary Science Education
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• v.29 no.3
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• pp.341-349
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• 2010

In this study, the effects of concept mapping with feedbacks providing explanatory comments on students' achievement, science learning anxiety, and science learning motivation were investigated in the undergraduate general chemistry course. The aptitude-treatment interactions between students' level of mastery goal orientation and the concept mapping with explanation feedback treatment were also examined. Sixty-seven freshmen from an university of education were assigned to a control group and a treatment group. The tests of mastery goal orientation, science anxiety, and science learning motivation were administered as pretests. For the treatment group, feedback providing students with explanatory comments through whole class discussion was presented after each concept mapping. Whereas the control group students were presented with opportunities solving excercise problems followed by explanation feedback. The intervention was lasted for 10 weeks (30 class periods). After the instructions, a researcher-made achievement test, the science learning anxiety test, and the science learning motivation test were administered. The results indicated that no statistically significant difference was found in students' achievement. In the science learning anxiety, however, the scores of the treatment group was significantly lower than those of the control group. The scores of the treatment group also tended to be higher, though not significant, than those of the control group in the science learning motivation. However, no significant aptitude-treatment interactions were found in all dependent variables.