• Journal of Korean Elementary Science Education
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• v.29 no.4
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• pp.474-483
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• 2010

In this study, we investigated preservice elementary school teachers' awareness of students' misconceptions about several science topics, and the variables influencing their awareness. Seniors (N=106) from an university of education were asked to predict elementary school students' misconceptions on science topics such as phase changes and dissolution. Their conceptions about teaching and learning were also measured. The results indicated that the preservice teachers' predictions about the kinds and/or the ratios of students' misconceptions were different from those reported in previous studies. The low level preservice teachers in terms of the degrees of possessing traditional conception about teaching and learning predicted more students' common misconceptions. The degrees of preservice teachers' constructivist conception about teaching and learning and their major, however, did not significantly influence the numbers of common misconceptions predicted.

• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.289-301
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• 2015

This study noted that elementary school students were unable to accurately comprehend the principles of moon phase changes and that teachers themselves lacked a full understanding of it as well. Therefore, this study classifies conception types through 161 5th grade respondents and suggests how to change students' conception types through the use of reconstructed teaching and learning materials (that have been developed in existing studies). It verified the changes in the learning achievement of 129 5th grade respondents and analyzed how to think about reconstructed teaching and learning materials through four teacher respondents and four 5th grade respondents from the same study. The results of this study are as follows: First, the conception types on moon phase changes were classified into C and W types. W types consisted of W1, W2, W3, W4, and W5 types. Students had difficulty in understanding the principles of a waxing crescent moon and first quarter phase changes. Second, the group taking classes, which implemented reconstructed teaching and learning materials, showed greater improvement in learning achievement posttest and long-term tests compared to those who have not. Finally, teachers and students reacted positively to the reconstructed teaching and learning materials as shown in exit survey results. In conclusion, it is suggested that teachers are better off utilizing reconstructed teaching and learning materials so that elementary school students may fully understand the principles of moon phase changes rather than just memorizing the results.

• International Journal of Computer Science & Network Security
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• v.23 no.6
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• pp.35-48
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• 2023

The study aimed to provide a proposed conception of technical solutions to address the educational loss in mathematics in the fifth grade of primary school, and the study adopted the descriptive approach. male and female teachers, and to achieve the study objective, the researcher built a tool for the study, a "questionnaire", in which he used the comprehensive inventory method, and the results of the study showed: identifying the learning outcomes that represent an educational loss, and identifying the learning outcomes that are considered essential in teaching and learning mathematics for the fifth grade of primary school. In the event that it is not achieved by students, it is considered an educational loss that may affect the future of students' education and learning. Because it is a basis for later experiences in mathematics in other classes, and the study also found the effectiveness of the proposed visualization of technical solutions provided to address the educational loss in mathematics for the fifth grade: (short electronic tests, YouTube channel, homework, educational platform, electronic worksheets, and communication channels).

• School Mathematics
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• v.4 no.4
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• pp.643-655
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• 2002

In this paper we emphasize the introduction of ‘incommensurability’ on the teaching and learning the irrational number because we think of the origin of number as ‘ratio’. According to Greek classification of continuity as a ‘never ending’ divisibility, discrete number and continuous magnitude belong to another classes. That is, those components were dealt with respectively in category of arithmetic and that of geometry. But the comparison between magnitudes in terms of their ratios took the opportunity to relate ratios of magnitudes with numerical ratios. And at last Stevin coped with discrete and continuous quantity at the same time, using his instrumental decimal notation. We pay attention to the fact that Stevin constructed his number conception in reflecting the practice of measurement : He substituted ‘subdivision of units’ for ‘divisibility of quantities’. Number was the result of such a reflective abstraction. In other words, number was invented by regulation of measurement. Therefore, we suggest decimal representation from the point of measurement, considering the foregoing historical development of number. From the perspective that the conception of real number originated from measurement of ‘continuum’ and infinite decimals played a significant role in the ‘representation’ of measurement, decimal expression of real number should be introduced through contexts of measurement instead of being introduced as a result of algorithm.

• Journal of Korean Elementary Science Education
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• v.34 no.4
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• pp.419-433
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• 2015

Analogical reasoning is a central component of human cognition and contributes to scientific discovery and to develop science education. In this study, we investigated the process features of lower elementary school students' analogical reasoning to explain mixture concept. The subjects are 24 lower elementary students. And the research design includes three phases instruction to investigate the features of students' self generated analogy. Phase 1 is the introduction of analogy in which student learn to use analogy. Phase 2 is a POE class about mixture conception. Piaget and Inhelder studied the conception of mixing among children in relation to cognitive development. In phase 2, we taught the student with Piaget and Inhelder's the experiment and observed the features of learning process about mixture conception. Phase 3 is students' generation of analogy (self generated analogy) for the experienced phenomena in phase 2. We analyzed the students' responses through the three phases in the view of Gentner's Structure Mapping Theory. The results showed that many lower elementary school students even before formal operation stage understood the mixture conception and made well their self generated analogy to explain the mixture conception in spite of the difficulty of making self generated analogy.

• Journal of Gifted/Talented Education
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• v.5 no.2
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• pp.1-15
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• 1995

The latest researchs show that students have their own preconceptions about scientific phenomena or theory before they learn about it in school. The preconceptions exert a great influence on the teaching and learning science. The purpose of this study is to find out the effect of intelligence and attitude to science on elementary school students were sampled from 4th and 6th grade. Data were obtained by IQ test and the questionnaires on scientific conception and attitude toward science. The result was analyzed by t-test, Correlation and ANOVA in the statistical packages SPSS/PC+. The major findings of this study are as follows : 1. The mean score of scientific conception of elementary school students was 12.89. The mean score of attitude to science was 247.29. The mean score of intelligence was 109.93. 2. The correlation coefficient between scientific conception and intelligence (r=.5098)was relatively high(p<.001). The correlation coefficient between attitude to science and scientific conception(r=.2364) was low(p<.001). 3. Significant difference on science conception was found among grade levels(p<.001). Significant difference on science conception was not found between sex (p>.05). 4. The subjects were divided into 4 groups by intelligence and attitude toward science. These 4 groups show the significant difference (p<.01) in the scientific conception. The groups of high of high intelligence showed high scientific conception.

• Journal of The Korean Association For Science Education
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• v.16 no.4
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• pp.340-350
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• 1996

Knowledge is composed through the interaction between the concept structure already held by students and their experience, and learning can be said to be the active process of solving the cognitive conflict caused by this interaction. Therefore, this study consists in showing the effective learning method and finding out the elements which the teacher has to own, through examining several forms of pre-conception or mis-conception of the inertia, the force-equilibrium, the action and reaction, the heat, and the electric current, and then finding out their solution and studying student's change in science concepts. For this study, the types of concept on the five above-mentioned materials which students have were examined through the concept-classifying question paper, and the classes to which the class mode for the change of concepts applied, were practised in each different classroom by each different instructor - a professor, a scientist, a teacher, and two students, respectively. And the effect of the teaching strategy based on these classes, and each different instructor' influence on the change of concept in students. were examined. The result of my study is as follows; 1. Students have various types of pre-conception which are different from science concept, and these types of pre-conception tend to last even after learning in class. 2. The thoughts on the correct science concept of the high school third-grade students who learned the physics in the traditional teaching method, and the second grade students who don't learn the physics yet, were nearly equal those of the second grade students by receiving the physics class through the cognitive conflict course were greatly changed especially that students showed the distinct change on mechanics and electric current. 3. Students didn't show the remarkable change of the science concept on the five materials in the four kinds of experimental classes by each different instructor but in the part of mechanics, there was the distinct change between the class by professor and those by the students. This was due to the difference of the authority and the attitude of the concept demonstrator. 1) The authority, the kind attitude, and the responsibility of the expert played an important role in the correct concept-formation of mechanics part - especially in the case of the mis-conception caused by the intuitive belief. 2) In the class by instructor with the democratic teaching method, the change of concept took place more easily, because in his class students could discuss the subject freely, so that they might experience the thought course to give them the confidence on the science concept.

• Journal of the Korean School Mathematics Society
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• v.17 no.3
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• pp.321-335
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• 2014

This study aimed to investigate beliefs of secondary pre-service teachers in mathematics. In particular, conceptions of teaching and learning were examined, For the purpose of this study, using an instrument, Teaching and Learning Conceptions Questionnaire, developed by Chan & Elliot(2004), a survey was conducted for 86 secondary mathematics pre-service teachers in Incheon area. The results showed that the mathematics pre-service teachers strongly agreed with the constructivist perspectives. In addition, compared to the juniors, the seniors responded more positive in the questions relative to the traditionalist view and the male students agreed more with the traditional conceptions, as comparing to the female students in this study. This study had limitations on the extent of the research site and participant. However, it would provide foundational information about pre-service teachers for teacher educators.

• Research in Mathematical Education
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• v.16 no.3
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• pp.177-194
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• 2012

What strategies are used to help students understand quadratic functions in mathematics classroom? In specific, how does Chinese teacher highlight a connection between algebraic representation and graphic representation? From October to November 2009, an experienced teacher classroom was observed. It was found that when students started learning a new type of quadratic function in lessons, the teacher used two different teaching strategies for their learning: (1) Eliciting students to plot the graphs of quadratic functions with pointwise approaches, and then construct the function image in their minds with global approaches; and (2) Presenting a specific mathematical problem, or introducing conception to elicit students to conjecture, and then encouraging them to verify it with appoint approaches.

• Journal of Korean Elementary Science Education
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• v.23 no.2
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• pp.116-122
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• 2004

The purpose of this study is to investigate effects of computer animations using particulate model in elementary science classes related to air pressure. To do those, four classes of 5th grade in an elementary school located in a city were selected. As an experiment group, two classes were applied the teaching materials of computer animations developed for this study based on particulate model. The other classes as a control group were not applied these materials in science classes. The total scores of experiment group in which computer animation using particulate model was applied in science classes are higher than those of the control group in the conception test. Only in one conception related to high and low atmospheric air pressure, the scores of the two groups are not significantly different at 0.05 significance level.