• Journal of The Korean Association For Science Education
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• v.13 no.3
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• pp.310-316
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• 1993

One of the major characteristics in misconceptions is the stability over time. However, the concept of stability has not been defined clearly yet even though some trials to quantify the stability has been done. In this study, the researcher tried to establish a stability index of students' misconception for the quantification. In this study, the stability of a misconception was defined using mean correct choice (MC), the slope of correct choice (C), mean incorrent choice(MI) and the slope of incorrect choice(I) as follows; I=1/3 (1-C) (1+I)(1-MC)(1+MI). The index developed in the study was examined using artificial data. In this study, the index seemed to represent the charicteristics of the stability inferred by theoretically. This means the index developed in this study has some validity for the time being. Howerever, since artificial data were used to exame the index, it showed be reexamined using real data in the future study.

• School Mathematics
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• v.7 no.3
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• pp.221-235
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• 2005

This study intends to examine the Korean students' responses on mathematics items in PISA 2003(Programme for International Student Assessment 2003). In particular, we study the mathematics items with low percentage of correct answers, and discuss the reasons of low percentage of correct answers of Korean students. In addition to we investigate the students' misconceptions in mathematics. Finally, we suggest the implications for improving the teaching and learning of the relevant mathematics con-tents.

• Journal of The Korean Association For Science Education
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• v.10 no.1
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• pp.47-55
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• 1990

The purposes of this study are to investigate Korean middle school students' conceptions related to electric current, and to analyze their changes in explanations about current after their observations of the related phenomena The subjects of the study were 20 students from one middle school in Seoul The conclusions of the studty are as follows: 1, Korean middle school students have various misconceptions such as current consumption model, sequential model, monopole model, non-various current model, the most students have sequential model' 2. When an evidence is introduced, some students do not perceive the phenomena as the teacher attempts. 3. When an evidence was introduced, after observation of the evidence some of the students who had misconceptions changed their explanatios, which were not always correct explanations, and the others did not change their expanations, which their observations were mostly incorrect.

• Journal of Information Technology Services
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• v.9 no.2
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• pp.107-127
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• 2010

Typical misconceptions on Enterprise Resource Planning (ERP) among practitioners and researchers are reviewed. Companies can make, buy, or rent ERP solutions, but typically, ERP is conceived as ready-made, off the shelf application software package. The benefits of ERP adoption are frequently generalized without proper clarification of the requisite conditions. The specific outcomes of ERP adoption are not adequately differentiated from those of general computerization. To avoid the side-effects caused by those misconceptions, we 1) clarify the concept of ERP and the methods of sourcing it, 2) specify the requisite conditions for the benefits from packaged ERP solutions, and 3) explain the generic characteristics of ERP, direct effects and resultant possible outcomes of the adoption of ERP.

• Research in Mathematical Education
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• v.21 no.1
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• pp.1-13
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• 2018

While the utility of the number line is considerable, articulating its conceptual foundation is often neglected in school mathematics. We suggest that it is important to build up strong conceptual foundations in the earlier grades so that number lines can be used in a more meaningful way and that any misconceptions associated with the number line can be prevented or intervened. This paper addresses unit, direction, and origin as the key elements of number lines and presents activities from Davydov's curriculum for early grades that promote exploration of those key elements and may resolve some students' misconceptions. As shown in sample activities from Davydov's curriculum, this paper suggests that students can broaden their perspectives on the number line and use it versatilely in various areas of mathematics learning when they deeply engage in the construction of a number line and have flexibility in interpreting the relationships between key number line elements.

• 축산식품과학과 산업
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• v.3 no.2
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• pp.2-14
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• 2014

• Journal of Korean Elementary Science Education
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• v.31 no.2
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• pp.253-268
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• 2012

The purpose of this study is to investigate the elementary pre-service teachers' conceptions of 'color of gases' focusing on the survey from freshmen at a National University of Education. For the study, the views about 'color of gases' were surveyed from the pre-service teachers. And the responses were analyzed based on the patterns. The results from the study are as follows: First, the conceptions about 'color of gases' were divided into 2 top-level, 5 mid-level and 7 sub-level categories. Second, the number of students who answered 'certain gas has color' was significantly greater than those who answered 'every gas has no color'. However, only a small number of students who answered former understand the scientific meaning of color and the color of gases correctly. Third, out of 5 misconception categories, greater number of students answered with 'inaccurate scientific knowledge (Ma1)', so the category was classified again into five detailed sub-categories. Fourth, most of the students, who answered 'every gas has no color', stated "they have not seen any color gases through their lives" based on their own experience. Fifth, the distribution percentage for scientific conceptions vs misconceptions was not related with the students' gender but highly related with students' academic area and their science courses taken at high school. Sixth, the pre-service teachers have various types of misconceptions regarding the 'color of gases' and when they have to explain visibility of gases to other people they tend to pass on their misconceptions. Based on the results from the study, some educational guidelines were suggested.

• Journal of Educational Research in Mathematics
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• v.20 no.1
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• pp.1-20
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• 2010

Conditional probability may look simple but it raises various misconceptions. Preceding studies are mostly about such misconceptions. However, instead of focusing on those misconceptions, this paper focused on what the mathematical essence of conditional probability which can be applied to various situations and how good teachers' understanding on that is. In view of this purpose, this paper classified conditional probability which have different ways of defining into two-relative conditional probability which can be get by relative ratio and if-conditional probability which can be get by the inference of the situation change of conditional event. Yet, this is just a superficial classification of resolving ways of conditional probability. The purpose of this paper is in finding the mathematical essence implied in those, and by doing that, tried to find out how well teachers understand about conditional probability which is one integrated concept.

• Journal of Korean Elementary Science Education
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• v.25 no.spc5
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• pp.485-494
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• 2007

The aims of this study were to investigate the differences of the proportion of misconceptions and the reasons for selecting responses related to questions about small living things between talented and average students. The study subjects were made up of three groups. They were a class of 37 talented elementary students in science attending J National University of Education, a class of 37 talented students in science attending J City Office of Education, and a class of 33 average students attending J City. A questionnaire was composed of 20 test questions for examination of concepts related to small living things. The data obtained in this study was analyzed using a statistical program. The major results were as follows: In general, the level of the scientific concepts possessed by the talented students was much higher than that of the average students, especially in question 14. The reasons for the misconceptions which were revealed through this study were classified into vagueness of the language used, hasty decision and deduction making, using the wrong analogical inference, mass communications (TV or internet) and experimental differences between individuals. In terms of the reasons for the selection of a given response, the talented students had also a higher frequency in the 'science books for children' category than the average students, indicating that various kinds of science books for children have an influence on the formation of concepts on small living things. The misconception proportion of male students was 5.4% higher than that of female students in mean frequencies of all questions, although the difference was not statistically significant except for question 4. Data from this study may help teachers involved in education for gifted students to reconsider their conceptions on small living things.

• School Mathematics
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• v.5 no.1
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• pp.115-133
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• 2003

Investigation of the students' mathematical misconceptions is very important for improvement in the school mathematics teach]ng and basis of curriculum. In this study, we categorize second-grade middle school students' misconceptions on the learning of linear function and make a comparative study of the error-remedial effect of students' collaborative learning vs explanatory leaching. We also investigate how to change and advance students' self-diagnosis and treatment of the milton ceptions through the collaborative learning about linear function. The result of the study shows that there are three main kinds of students' misconceptions in algebraic setting like this: (1) linear function misconception in relation with number concept, (2) misconception of the variables, (3) tenacity of specific perspective. Types of misconception in graphical setting are classified into misconception of graph Interpretation and prediction and that of variables as the objects of function. Two different remedies have a distinctive effect on treatment of the students' misconception under the each category. We also find that a misconception can develop into a correct conception as a result of interaction with other students.