• 한국초등과학교육학회지:초등과학교육
• /
• 제19권2호
• /
• pp.57-74
• /
• 2000

Students' concepts of scientific phenomena have become a point of focus in science education research. This study investigated into developmental process and mechanism of the students' respiration concept through a cross-age study. This study utilized the 1st, 3rd, 6th grade elementary students to find out changes in student's understanding of the concept of respiration. The 1st and 3rd grade level students were interviewed what the respiration mean and whether each of living things respires, etc. The 6th grade students were interviewed and tested. Respiration is a word that students come across often in everyday life. It was found that they were more likely to associate respiration with its more common concept of breathing or gas exchange as opposed to its more scientific definition as the process in which nutrients are oxidized to provide energy. This trend didn't improve as they advanced grade. This is an indication that the knowledge system of student is split into a generic knowledge system and scientific knowledge system. Understanding of concept increased and differentiated across grade levels but that understanding was limited. They overcome their tendency to base their understanding of respiration on their understanding of human phenomena and learn to integrate their understanding of biological phenomena through a one organ - one role type of logic. They also intuitively explain everything based on their own experience.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제48권3호
• /
• pp.235-263
• /
• 2009

The purpose of the study was to investigate the influence of children's understanding of fractions in mathematics problem solving. Kieren has claimed that the concept of fractions is not a single construct, but consists of several interrelated subconstructs(i.e., part-whole, ratio, operator, quotient and measure). Later on, in the early 1980s, Behr et al. built on Kieren's conceptualization and suggested a theoretical model linking the five subconstructs of fractions to the operations of fractions, fraction equivalence and problem solving. In the present study we utilized this theoretical model as a reference to investigate children's understanding of fractions. The case study has been conducted with 6 children consisted of 4th to 5th graders to detect how they understand factions, and how their understanding influence problem solving of subconstructs, operations of fractions and equivalence. Children's understanding of fractions was categorized into "part-whole", "ratio", "operator", "quotient", "measure" and "result of operations". Most children solved the problems based on their conceptual structure of fractions. However, we could not find the particular relationships between children's understanding of fractions and fraction operations or fraction equivalence, while children's understanding of fractions significantly influences their solutions to the problems of five subconstructs of fractions. We suggested that the focus of teaching should be on the concept of fractions and the meaning of each operations of fractions rather than computational algorithm of fractions.

• 한국과학교육학회지
• /
• 제16권2호
• /
• pp.121-133
• /
• 1996

This study investigates the effect of instructional program using Nott & Wellington's" your nature of science profile" to facilitate the understanding about the nature of science for elementary preservice teachers. To do this. this study used posttest only control group design. The students in control group studied the topic by instructional program using textbook and reference book. Experimental group studied by instructional program: (1)evaluating personally one's understanding of the nature of science using Nott and Wellington's "your nature of science profile"; (2)studying the way of understanding the nature of science focusing five dimensions presented in it; (3)knowing other's understanding the nature of science; (4)discussing and evaluating reflectively the various aspect about it. Because the true understanding about the nature of science is not only to know about the method of science but also to know the target of science. We planned to evaluate the effect of instruction by such dichotomous way as evaluating simultaneously the understanding about the method of science and the target of science. Therefore the Questionnaire to evaluate the effect of instruction consisted two pairs of open-ended Questions: first pair is consisted of questions for the representation and judgement of scientific theory, second pair is consisted of questions for components and sources of scientific manipulation of the structure of science. The results of questionnaires by experimental group(n=75) and control group(n=77) are as follows: (1) Analysing responses about first pair of questions in dichotomous way, we identified four different patterns in students' understanding about scientific theory. And the instructional program using Nott & Wellington's "your nature of science profile" is not significantly effective in the distribution of patterns of understanding about scientific theory, but effective in driving out scientifically valid understanding, naturalistic realism, about scientific theory from the students having realistic aspect in representation of scientific theory; (2) Analysing responses about second pair of questions in dichotomous way, we identified five different patterns in students's understanding about structure of science. And the instructional program using Nott & Wellington's "your nature of science profile" is significantly effective in the distribution of patterns of understanding about structure of science, and effective in driving out scientifically valid understanding, dualistic-circular view or dualistic-circular view, about structure of science from the students having dualistic or dualistic aspect in components of structure of science.

• 대한토목학회논문집
• /
• 제33권2호
• /
• pp.711-718
• /
• 2013

교통노면표시는 다양한 도로정보를 일차적으로 이용자에게 전달하는 중요한 교통시설 중 하나로, 교통노면표시에 대한 올바른 이해는 교통안전 향상 및 올바른 교통문화 정착에 필수적인 사항이다. 그러나 전술한 교통노면표시의 중요도에도 불구하고 교통노면표시 이해도에 대한 국내 연구결과는 미흡한 실정이다. 본 연구에서는 이용자별 교통노면표시의 이해도를 설문조사를 통해 추정하였으며, 이용자 특성에 따른 이해도 차이의 유의성을 교차표와 로지스틱 모형을 적용하여 분석하였다. 분석결과 분석대상 교통노면표시에 대한 평균 이해도는 57.41%로 비교적 낮게 나타났으며, 양보표시의 이해도가 25.88%로 가장 낮았으며, 횡단보도예고표시의 이해도는 91.18%로 가장 높게 분석되었다. 한편 교차분석결과 일부 노면표시의 이해도는 운전면허 정지 및 취소자(특별교통안전교육대상자)와 같은 이용자 그룹에 따라 유의한 영향을 받으나, 보다 일반적인 이용자 특성(성별 및 운전경력)에 따라서는 크게 달라지지 않음을 알 수 있었다(${\alpha}$=0.05). 이처럼 교통노면표시에 대한 전반적인 이해도는 이용자 특성에 따라 유의한 차이를 보이지 않는바, 모든 이용자를 대상으로 하는 전반적인 노면표시 이해도 향상 방안의 도출이 필요하다고 판단된다.

• 한국과학교육학회지
• /
• 제38권6호
• /
• pp.901-917
• /
• 2018

본 연구는 초등예비교사들을 대상으로 과학교육 관련 자기이해와 변화역량에 대한 인식 조사 도구를 개발하고, 이를 활용하여 초등예비교사들이 가지고 있는 자기이해와 자신의 변화역량에 대한 인식을 조사하는 것을 목적으로 하였다. 먼저 선행 연구 검토와 토론 등을 거쳐 초등예비교사들의 자기이해와 변화역량에 대한 인식 조사 도구를 제작하였다. 설문지의 전반부는 자기이해와 관련되는데 '자기개념 명료성', '진로정체성', '자기효능감'을 요인으로 하여, '초등예비교사로서의 자기이해'(12개 문항)와 '초등과학예비교사로서의 자기이해'(12개 문항)에 대한 내용으로 구성하였다. 설문지의 후반부는 '변화감수성', '목표의식', '협력', '성찰', '숙달'을 요인으로 하는 변화역량에 관한 내용으로, '일반적인 변화역량'(17개 문항)과 '초등예비교사로서의 변화역량'(17개 문항), '초등과학예비교사로서의 변화역량'(17개 문항)에 대하여 각각 인식 조사 문항을 작성하였다. 이 조사 도구를 사용하여 153명의 초등예비교사들을 대상으로 자기이해와 변화역량에 대한 인식을 조사한 결과는 다음과 같다. 첫째, 초등예비교사들은 자기이해와 변화역량에 대해 대체로 긍정적인 인식을 가지고 있었지만 초등과학예비교사로서의 자기이해와 변화역량에 대한 인식은 상대적으로 덜 긍정적이었다. 둘째, 초등과학예비교사로서의 자기 이해와 변화역량 요인들은 대체로 유의미한 상관을 가지고 있었으며, 특히 자기이해의 '자기효능감'과 변화역량의 '목표의식', '숙달' 사이에 높은 상관이 있었다. 이러한 결과를 바탕으로 자기이해와 변화역량 관련 과학 교육을 위한 몇 가지 시사점에 대해 논의하였다.

• Journal of the Korean Data and Information Science Society
• /
• 제19권2호
• /
• pp.531-537
• /
• 2008

The purpose of this study is to investigate the effects of the program for understanding of the disabled toward the attitude of understanding and reception of the normal students. The program for understanding of the disabled using story material had a positive effect on the attitude of understanding and reception of the normal students.

• 제어로봇시스템학회:학술대회논문집
• /
• 제어로봇시스템학회 1993년도 한국자동제어학술회의논문집(국제학술편); Seoul National University, Seoul; 20-22 Oct. 1993
• /
• pp.271-276
• /
• 1993

Here in the present paper. A methodology for understanding scenes which includes moving objects in it, in the framework of notion of concepts. First by conceptualizing, understanding an object which is an element of a scene will be described. Then how to know the direction to which that object is heading will be discussed. Further, the methodology proposed, for understanding conceptually the motion of an object will be described utilizing the above knowledge of direction.

• 과학교육연구지
• /
• 제33권2호
• /
• pp.346-352
• /
• 2009

제7차 교육 과정의 7학년 과학교과서에서 화학영역의 용어를 분석하고 한자 화학용어에 대해 한문 선택반과 비한문 선택반 학생들의 난이도와 이해도를 분석하였다. 7학년 과학교과서에서 한자용어의 비율은 6차 교육 과정에 비하여 약간 줄어들었으나 여전히 70%가 넘게 높았다. 학생들은 추상적인 개념어를 주로 어려워했으며, 전문용어를 비전문 용어보다 어렵게 생각하고 구체어거나 일상적으로 많이 사용하는 용어를 쉽게 생각하였다. 학생들의 한자용어에 대한 이해도의 경향은 난이도와 대부분 일치하였다. 한자화학용어에 대한 이해도는 한문 선택반 학생들이 높았으며, 쉽게 전환된 화학용어에 대해 비교군의 차이가 없었고 모두 한자 화학용어에 대한 이해도보다 크게 향상되었다. 따라서 한자용어를 한글로 전환하여 가능한 쉽고 익숙한 한글 위주의 국 한 혼용의 용어로 교과서가 쓰인다면 과학교과에 대한 이해도가 향상되리라고 생각된다.

• 한국초등과학교육학회지:초등과학교육
• /
• 제17권2호
• /
• pp.91-101
• /
• 1998

The purpose of this study was to find out how to be pursued elementary teachers' science instruction according to their understanding toward science. Sixty elementary teachers were involved in the questionnaire, investigating understanding on the nature of science and the science teaching. Two elementary teachers' science classes are observed. Their instructional objectives were analyzed. And their understanding toward science was measured. Teacher A had consistent modern philosophical views of science on the nature of science and science teaching, and teacher B had not consistency Klopfer's science educational objectives category was used to analyse instructional objective. The ideal proportions of the instructional objectives of the observed classes were established from science education specialist group. You ideality index was calculated. You ideality index indicate how far from the ideal proportions of the instructional objectives the observed instruction is. Relative proportions of instructional objectives appeared in science classes were compared with ideal instructional objectives. Instructional objectives containing the modem views appearing classes observed were compared according to teachers' understanding toward science. As results, teachers' understanding toward science showed lack of consistency, which is consisted of modern philosophical view of science on science teaching: modem and classical philosophical view of science on nature of science. Teacher A's instruction was approached more closely to the ideal proportions of the instructional objectives, showing fewer You ideality index. Instructional objectives containing the modern views are more appeared and closer to ideal proportions in teacher A's classes than in teacher B's. A teacher having modern understanding on nature of science would instruct science with modern scientific philosophical perspectives. Therefore teacher preparation programs should include more contents about modern philosophical understanding on the nature of science.

• 대한한의학원전학회지
• /
• 제30권2호
• /
• pp.11-29
• /
• 2017

Objectives : Contemporary researches suspect that, contrary to the past belief, the understanding that the cause of warm pathogen lies in the upper portion of human body is an understanding that had been well-established even before Yetianshi. This new understanding now requires us to contemplate the process of theoretical development which this understanding, termed Onsasangsu, had taken within the boundary of the theory of warm pathogen. This paper aims to shed light on this within the framework that this is the emergence of a new theory of warm pathogen caused by a new understanding of warm pathogen. Methods : First, the theories of warm pathogen as developed by historical doctors were studied, and elements that seem to be related to the understanding of Onsasangsu were selected and studied to understand their theoretical characteristics. Furthermore, the paper studied what academic significance do these theories have on the development of the theory of warm pathogen. Results & Conclusions : Provided that the underlying assumption of Onsasangsu is that febrile diseases are caused through moutn and nose, the study showed that this understanding arose before the period of Qing Dynsasty from the need by many doctors to differentiate the pathogens of various diseases such as the disease of heat, febrile disease, and epidemic. The reason that these discussions could not have much impact on the study of febrile disease during the Qing Dynasty could be because they were not passed on down to the future generations, or because commonly held perspective was unable to accept criticisms.