• 영재교육연구
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• 제5권2호
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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.

• 한국과학교육학회지
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• 제22권3호
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• pp.586-594
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• 2002

이 연구에서는 끓는점 학습에서 인지 갈등, 상태 흥미, 개념 변화 사이의 관계를 조사했다. 또한, 이들 관계에서 성에 따른 차이도 조사했다. 중학교 1학년 학생 370명이 본 연구에 참여했다. 먼저, 학습된 오개념을 지닌 학생을 선별하기 위해 선개념 검사를 실시했다. 변칙 사례를 제시한 후, 변칙 사례에 대한 반응 검사와 상태 흥미 검사를 실시했다. CAI 프로그램으로 수업 처치를 한 후, 직후 개념 검사를 실시했다. 4주 후에 동일한 검사지로 개념 파지 검사를 실시했다. 인지 갈등과 상태 흥미 검사 점수는 모두 직후 개념 검사 및 개념 파지 검사 점수와 유의미한 상관이 있었다. 중다 회귀 분석 결과, 상태 흥미가 인지 갈등 보다 개념 변화 및 개념 파지 정도를 예측하는데 있어 더 중요한 것으로 나타났다. 남학생의 경우에는 상태 흥미만이 개념 변화 및 개념 파지에 대해 유의미한 예측 변인으로 나타났으나, 여학생의 경우에는 인지 갈등만이 유의미한 예측 변인으로 나타났다.

• 간호행정학회지
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• 제2권1호
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• pp.115-124
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• 1996

This study was to analyze role conception and job satisfaction of clinical nurses by using questionnaire as designed by Corwin and Paula. For this study questionnaires from 422 nurses working at three university hospitals in Seoul were collected during September 11 to 24, 1995. Statistical analyses were done by the SPSS. The techniques used in this study inclued Chi-square test, Pearson correlation coefficients, t-test, ANOVA. For the reliability of the questionnaire, the Cronbach's alpha coefficient was calculated. The results of this study are as follows: 1. Role conception of the subjects Five Likert scale variables were used to measure role conception including professional aspect, task aspect, and bureaucratic aspect. The variables measured and their means are as follows; Total mean score for role conception was 4.2. Role conception from professional aspect(4.29); task aspect(4.18): bureaucratic aspect(4.09). 2. Job satisfaction of the subjects Five Likert scale variables were used to measure job satisfaction. The variables measured and their means are as follows; Total mean score for job satisfaction was 2.98. Job satisfaction from interaction (3.49): professinal status(3.19): autonomy(3.17): nurse-doctor relationship(2.90): task requirement(2.82): administration(2.32): salary (2.12). 3. The relationship between general characteristics and role conception. There were statistically significant differences in age(F=5.465, p<.000). merrital status(t=-2.70, p<.007), education(F=3.252, p<.022), work department(F=4.186, p<.003), work experience(F=4.457, p<.001), job position(F=8.141, p<.000). 4. The relationship between general characteristics and job satisfaction There were statistically significant difference In education(F=4.043, p<.003), work department(F=4.218, p<.002). job position(F=8.141, p<.000). 5. The correlation between role conception and job satisfaction It showed positive correlation that there was increased role conception, there was increased job satisfaction(r=.3092, p<.001). There were positive correlation in bureaucratic aspect, task aspect, and professional aspect in order.

• 한국초등과학교육학회지:초등과학교육
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• 제19권1호
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• pp.41-56
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• 2000

The purpose of this study was to investigate the change of elementary school students' conception on the movement of the moon, after teaching a lesson about the lunar phase which focused on concrete activities. The 396 subjects in this study consisted of intact groups of second, third, fourth, fifth, and sixth grade students. Pre-test and post-test instrument concerning on the conception in the movement of the moon were developed after reviewing the related literature and curriculum. Prevailing conceptions were identified by frequency of each conception. Then, the pattern of change and consistency of each conception were analyzed in comparison pre-test with post-test. To figure out the effect of teaching, the GEFT and the GALT instrument were administered to analyze it by gender, cognition mode and level. SPSS/WIN programs were used to process the data. The result showed that teaching 'movement of the moon' was the most effective in fourth grade. The effect of teaching 'changes in shape of the moon' was effective regardless of their sexes. Teaching 'changes in shapes of the moon' was more effective for the students whose cognitive modes were field-independent, than those filed-dependent. But the improvement by the teaching was not significantly different. The pre-score by cognitive level was significantly high in the order of the formal operational, transitional stage and the concrete operational stage. But the improvement of conception after teaching was high in the order of the concrete operational, transitional stage and the formal operational stage. That is to say, teaching was more effective as the cognitive level lowered.

• 대한간호학회지
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• 제21권3호
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• pp.307-322
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• 1991

The purpose of this exploratory study was to analyze nursing role conceptions and test the relationships between nursing role conceptions and professional commitment among selected Korean nurses. Data were obtained from a convenience sample of 262 practising nurses of varying positions, education, and experience. The total sample represents a response rate of 93 percent. Subscales of Nursing Role Conceptions (Pieta, 1976) were used to measure professional, service, and bureaucratic role conceptions 1 the tool to measure professional commitment was developed by the investigator. The results of this study were as follows. 1. Professional role conception and service role conception were positively related(normative r＝ .61 : categorical r＝ .64). Bureaucratic role conception scores(32.6$\pm$4.97) were higher than professional and service role conception scores. 2. Experience was positively related to bureaucratic professional categorical role conception(r＝ .17, p＜ .01), and negatively related to bureaucratic professional role discrepancy(r＝- .12, p＜ .01). There was no relationship between experience and service role conception. This study also showed that nurses who had longer experience tended to have higher role conceptions on all three subscales. 3. Nurses with a master's degree had significantly higher professional and bureaucratic role conceptions scores. Bacealaureates graduates had the lowest bureaucratic categorical role conception scores ; associate nurses had the lowest professional categorical role conception scores. 4. Nursing supervisors and head nurses had significantly higher bureaucratic categorical role coneption scores, whereas they had lower bureaucratic normative and professional role conception scores. 5. Age and experience were positively related to professional commitment (r＝ .24, r＝ .28). Hierarchical multiple regression analyses showed that the combination of nursing role conceptions explained greater variance in professional commitment pair of the variables alone. Further research employing dynamic designs is needed to execute rigorous tests of causal models of nursing role conceptions and professional commitment. The findings of this study suggest that antecedents and moderating variables of nursing role conception and professional commitment need to be explored for further theoretical. specification and empirical evaluation.

• 기본간호학회지
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• 제25권1호
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• pp.1-10
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• 2018

Purpose: The purpose of this study was to investigate effects of leadership, critical thinking disposition, and professional self-conception of nurse on happiness in nursing students. Methods: Data ware collected from 160 nursing students from March to May 2015, using self reported questionnaire. Descriptive statistics, t-test, ANOVA, correlation analysis and multiple regression were used to analyze the collected data. Results: Happiness in nursing students was correlated with leadership (r=.68, p<.001), critical thinking disposition (r=.36, p<.001) and professional self-conception of nurse (r=.57, p<.001). Factors significantly influencing happiness in nursing students were leadership (${\beta}=.48$, p<.001), professional self-conception of nurse (${\beta}=.17$, p=.032) and life satisfaction (${\beta}=.18$, p=.003), with a total explanatory power of 53.0%. Conclusion: The results of this study showed that leadership, critical thinking disposition, and professional self-conception of nurse should be promoted to increase happiness of nursing students.

• 한국초등과학교육학회지:초등과학교육
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• 제24권4호
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• pp.351-359
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• 2005

The aims of this research are to analyze elementary preservice teacher's conception and causes of their misconceptions on biological reproduction and inheritance. In future, it would be also to provide useful data for the effective teaching-teaming method in the elementary school as well as opportunities to correct their misconceptions, which help elementary preservice teachers have the appropriate scientific conceptions. Thirty kinds of test questions were designed in science curriculum for elementary students and biology textbook for university students in order to develop reproduction and inheritance's concepts. The questionnaire was given to 166 junior students of university of education in a local city. All statistical analysis was performed using SPSS version 10.0 program. The major results are as follows: Among 30 test questions, 2 questions in plants, 5 questions in animals and 2 questions in gene were appeared as misconceptions over $50\%$. The major reason to hold the misconceptions was influenced by 'learning up to now' category. The selection reasons of response were significantly different between scientific conceptions and misconceptions in 10 questions by analysis of variance. The gender also showed statistically significant differences between scientific conception and misconception in 3 questions by $\chi^2$ test. The selection reasons according to gender were significantly different between male and female students in 5 questions. For the reasons in forming misconceptions, they may cause by stereotype, conscious priority, differences of experiences, interest or attention, lack of professional Knowledge, and so on. Therefore, it was concluded that this research may help elementary preservice teachers to reconsider their conception for reproduction and inheritance and to be successful in science instructions fur elementary students.

• 한국과학교육학회지
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• 제35권2호
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• pp.325-331
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• 2015

이 연구에서는 스마트 기기를 활용한 개념 적응적 개별화 학습의 효과를 개념 이해도, 개념 파지, 학업 성취도, 학습 동기, 과학 수업에 대한 즐거움, 스마트 기기를 활용한 수업에 대한 인식 측면에서 조사하였다. 서울시의 한 남녀 공학 중학교 1학년 4개 학급을 통제 집단과 처치 집단으로 배치하고, 7차시 동안 '분자의 운동'에 대하여 수업을 실시하였다. 이원 공변량 분석 결과, 처치 집단의 개념 검사, 개념 파지검사, 학습 동기 검사, 과학 수업에 대한 즐거움 검사의 점수가 통제집단에 비하여 유의미하게 높았다. 학업 성취도 검사에서는 처치 집단의 점수가 통제 집단보다 높았으나, 그 차이가 통계적으로 유의미하지 않았다. 스마트 기기를 활용한 수업에 대한 학생들의 인식도 긍정적인 것으로 나타났다.

• 한국초등과학교육학회지:초등과학교육
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• 제22권1호
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• pp.15-28
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• 2003

The purpose of this study was to explore the relationships between the concept of heat and that of temperature for elementary students. Eight multiple choice type questions with explanation of reasons for selection were developed based on previous researches and the analysis of science curriculum for elementary students. The students of 9, 10, 11 years(n=292) were selected from two elementary schools in Taegu City. The responses of students' multiple choice and their explanations were analysed in each items χ² test used for the relationships between types of heat and temperature conceptions Half of elementary student could discriminate the two terms of heat and temperature, majority of them thought that heat is likely to be hot and temperature is the quantity of heat, which is not based on scientific conception. Elementary students thinkings about heat could be classified with material type of heat and molecular kinematics type. Material type of heat were more popular than with molecular kinematics type, although the latter is increased. Majority of students answered correctly in qualitative questions of mixing of hot and cold water, but about only one third of them answers in quantitative questions. Subtraction of cold temperature from hot temperature was the most popular explanation, even though one-quarter of students summed up the two temperature in quantitative situation of mixing hot and cold waters. Those who thought heat as the molecular kinetic responded more correctly in most difficult questions than those who as the material. Therefore, we concluded that the types of heat conceptions affected the concept formation of temperature.

• 한국초등과학교육학회지:초등과학교육
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• 제24권2호
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• pp.130-137
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• 2005

Elementary preservice teachers' understanding about the insect molt and metamorphosis was examined. Data were collected through the paper-pencil test of 448 junior students at a National University of Education. The instrument used was developed by Son(2003) and modified for the test. The results are as follows: First, Only 3.1$\%$ of students had a scientific concept on the molt periods in the insect life cycle. Students had an alternative conception that molt occurs either only in the larval period (29.9$\%$) or only in the period from pupa to adult (22.3$\%$). The percentage of the students thinking that molt occurs in the period from larva to pupa was low. Second, 98$\%$ of students stated that molt has to do with the larval growth, but 39.1$\%$ of students had an alternative conception that molt occurs after the larval growth at each instar. 25.1$\%$ had a conception that molt is related with the larval growth, but did not show any further understanding. Third, most students understood the correct meaning of metamorphosis. 34..2$\%$ of students had an alternative conception that metamorphosis occurs only in the period changing from pupa to adult, and only a few thought that it occurs in the period from larva to pupa. 24.8$\%$ of students had a scientific concept on the periods in which metamorphosis occurs. Fourth, some students understood the hatching process as molt in the sense that the egg shell is taken off (21.0$\%$), and as metamorphosis in terms of the appearance change from egg to larva (25.0$\%$). Fifth, 35.5$\%$ of students selected bees as an insect of incomplete metamorphosis, and 35.3$\%$ responded 'I have no idea', showing that they had poor understanding about the insect life cycle.