• Journal of Digital Convergence
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• v.15 no.7
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• pp.383-391
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• 2017

The purpose of this study was to examine users' attitude toward likability, understanding level, reliability, satisfaction, and continuous usage intention depending on a difference in a type between card news and straight news. A questionnaire survey was conducted targeting 232 people. As a result of the research, compared to the straight news, the card news was easy for a user to understand, was strong even in a desire to use continuously. Second, a factor of users' attitude toward news was having influence upon the mutually positive(+) direction. Likability, understanding level and reliability had an effect on satisfaction. The satisfaction had an impact again on continuous usage intention. The intensity of this impact was varied, respectively, in card news and straight news. The influential level upon satisfaction in card news was strong in order of likability, understanding level and reliability. The influence in the straight news was strong in order of reliability, likability and understanding level. The outcome of this study will become empirical data in proceeding with seeking a method available for strengthening the function of offering information in news through increasing delivery and impact in information with producing news chosen by consumers.

• Journal of the Korean Chemical Society
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• v.63 no.4
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• pp.280-288
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• 2019

The purpose of this study is to draw implication for scientific inquiry study by investigating level of understanding and actual state regarding the elementary school teachers' scientific inquiry. The survey was conducted toward 42 elementary school teachers who work at the D city by using questionnaire of Views About Scientific Inquiry. Actual state of understanding of scientific inquiry was investigated by categorized the responses to the level of understanding of the eight aspects of scientific inquiry in three levels (informed, mixed, naive) based on analysis criteria. And analyze whether the characteristic of the subjects affect to level of understanding about aspect of scientific inquiry. As a result of the analysis, the two aspects among the eights aspects of scientific inquiry; 'Inquiry procedures are guided by the question asked' and 'Research conclusions must be consistent with the data collected' were appeared to have high rates of informed level of understanding. In the remaining six perspectives, most of elementary school teachers had naive and mixed level of understanding, so informed level of understanding took a relatively low proportion. It implies that elementary school teachers who teach inquiry in the field have limit to understand about scientific inquiry. These results indicated that experiences that have taught students and science related training courses that open sofar have a little influence to increase comprehension about scientific inquiry. Therefore, it is required to reinforce the teachers' understanding about scientific inquiry and to formulate different form of plan unlike existing way of teaching for teaching scientific inquiry.

• Journal of The Korean Association of Information Education
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• v.9 no.3
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• pp.367-376
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• 2005

As computers are recognized as essential tools for our life and society, the use of computers has become increasingly important in education. The propose of this study is to grasp the level of students' understanding on basic terms used in computer textbooks for $4th{\sim}6th$ graders in Chungbuk and to investigate the existence of differences in students' understanding according to personal variables. The result of this study indicates that the level of students' understanding on basic terms in computer textbooks is very low. Also significant differences are found in students' understanding of terms according to location, grade, the possession of computers, computer-related learning experiences, instructional methods used in computer classes, interest in computer classes, participation level in computer classes and grade level.

• Journal of The Korean Association For Science Education
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• v.27 no.8
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• pp.677-692
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• 2007

In this study, university students were provided with repeated opportunities to represent their ideas graphically, and to examined via their drawings the extent to which they could visualize macroscopic phenomena microscopically. These drawings provided insight into the students' basic understanding of solution chemistry, revealing three conceptual models: the Undifferentiated Symbolic Model, the Particulate Model, and the Symbolic Ionic Model. Generally speaking, students who had poor conceptual understanding tended to exhibit the Undifferentiated Symbolic Model, whereas students with deeper understanding tended to employ the Symbolic Ionic Model. Students' conceptual comprehension was predictable from their graphical representations, which better elucidated what they actually comprehended about the phenomena, as opposed to their ambiguous verbal descriptions alone. The results of this study demonstrated a lack of development in university students' conceptions of solutions. Their weakness in understanding at the molecular-level became more obvious when they were asked to represent their ideas in drawings. Few students exhibited expert knowledge, and several common misconceptions were found, which indicated typical difficulties students have perceiving common phenomena at the molecular level. The findings of this study illustrate how eliciting graphical representations can be used to assess students' conceptual understandings.

• Journal of Educational Research in Mathematics
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• v.12 no.4
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• pp.557-579
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• 2002

The purpose of this study is to find out the problems which are caused when the limit concept of sequences is learned through an intuitive definition and to suggest a way of solving those problems. Students in Korea study the limit concept of sequences through an intuitive definition. They fail to apply the intuitive definition properly to the problems and they are apt to have misconception even though the Intuitive definition is applied properly. To solve these problems, this study examined the develop- mental process of the limit concept of sequences from the Intuitive definition to the formal definition, and looked into the way of students' internalization of the process through a field study. In this study, the levels of the limit concept of sequences possessed by the students at ZPD are as follows; level 0 : Students understand the limit concept of sequences through the intuitive definition. level 1 : Students understand the limit concept of sequences as 'The difference between $\alpha$$_{n}$ and $\alpha$ approaches 0' rather than 'The sequence approaches $\alpha$ infinitely.' level 2 : Students understand the limit concept of sequences through the formal definition. The levels of students' limit concept development were analysed by those criteria. Almost of the students who studied the limit concept of sequences through the intuitive defition stayed at level 0, whereas almost of the students who studied through the formal definition stayed at level 1. Through the study, I found that it was difficult for the students to develop the higher level of understanding for themselves but the teachers and peers could help the students to progress to the higher level. Students' learning ability was one of major factors that make the students progress to the higher level of understanding as the concept was developed hierarchically from Level 0 to Level 2. If you want to see your students get to the higher level of understanding in the limit concept, you need to facilitate them to fully develop understanding in lower levels through enough experiences so that they can be promoted to the highest level.

• 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 KIISE:Computing Practices and Letters
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• v.15 no.1
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• pp.38-46
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• 2009

With the rapid increase in the number of Web documents, the problem of information overload is growing more serious in Internet search. In order to ease the problem, researchers are paying attention to personalization, which creates Web environment fittingly for users' preference, but most of search engines produce results focused on users' queries. Thus, the present study examined the method of producing search results personalized based on a user's understanding level. A characteristic that differentiates this study from previous researches is that it considers users' understanding level and searches documents of difficulty fit for the level first. The difficulty level of a document is adjusted based on the understanding level of users who access the document, and a user's understanding level is updated periodically based on the difficulty of documents accessed by the user. A Web search system based on the results of this study is expected to bring very useful results to Web users of various age groups.

• Research in Mathematical Education
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• v.14 no.2
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• pp.143-172
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• 2010

In this paper, we present an analysis of how students understand some statistical terms, mainly from inferential statistics, which are taught at the high school level. We focus our analysis on those terms that present more difficulties and are persistent in spite of having been studied until the college level. This analysis leads us to a hierarchical classification of responses at different levels of understanding using the SOLO theoretical framework.

• Journal of The Korean Association For Science Education
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• v.30 no.7
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• pp.908-919
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• 2010

The objectives of this study were to investigate what kind of background concepts is necessary to help that high school students easily understand meiosis and to find out how these background concepts affect students' understanding of meiosis. To achieve these objectives, first this study surveyed meiosis background concepts that high school teachers think. Based on 8 background concepts - nuclear phases, chromosome, mitosis, reproduction, gamete, gene, mother/daughter cell - of previous survey, the questionnaire was made for the 10th(724) and 11th(862) grade students and then was analyzed for the effect of meiosis background concepts on the high school students' understanding of meiosis. Results of the analysis revealed that the influential background concepts are as follow; cell cycle, chromosome in the advanced level, mother/daughter cell, mitosis, chromosome, nuclear phases in the intermediate level, mother/daughter cell, nuclear phases, gene in the low level. And the achievement according to item types was differed not by meiosis achievement, but by each background concepts.

• Journal of Elementary Mathematics Education in Korea
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• v.13 no.2
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• pp.141-161
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• 2009

Mathematical Communication ability can be more developed through sharing thoughts with others. Therefore when we instruct students in math, it is very important for teachers to provide them with opportunity to communicate mathematically. So this study provided open-ended problems in small-group collaborative learning. And we analyzed students' mathematical communication focused on the student's level of understanding. Furthermore, to improve students' mathematical communication ability, this study tries to attract the factors that we should consider the exact date for inserting the open-ended problems into a course of math and the student's level of understanding for selecting suitable open-ended problems.