• Title/Summary/Keyword: conceptual changes

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The Patterns of Students' Conceptual Changes on Force by Age (나이에 따른 학생들의 힘에 관한 개념 변화 특성)

  • Kim, Yeoun-Soo;Kwon, Jae-Sool
    • Journal of The Korean Association For Science Education
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    • v.20 no.2
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    • pp.221-233
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    • 2000
  • Many investigators have reported difficulties in changing the high school students' misconceptions on mechanics. By one possible solution to this problem, some researchers suggested that the students should be taught mechanics at a younger age to make conceptual changes possible. because as they get older they become less willing to change their ideas. The purpose of this study was to compare the patterns of students' conceptual changes on force by age, to find out whether older students were less ready to change their conceptions than younger students. Individual interviews were carried out with 35 students (average ages 13) in middle school class and 50 students (average ages 17) in high school class near by the middle school. Those students who held the misconcetpion that "motion-implies-force (Impetus conception)" were asked to read a student-centered refutational text (anomalous data). In the immediate and delayed posttest, the types of responses of the students were analyzed to find out the patterns of student's conceptual changes on force by age. In result, first, most of students had impetus conception. Some of the students aged 13 understood the force as terminologies related with everyday experiences, while the students aged 17 understood the force as scientific terminologies. Second, there was no evidence to suggest that conceptual change is more difficult for the students aged 17 than aged 13. Third, the students aged 13 showed diverse responses (plain acceptance, critical acceptance, plain rejection, critical rejection) to the refutational text, while the students aged 17 showed restricted responses (critical acceptance, critical rejection). A month later those students who showed the plain acceptance retrogressed unscientific conceptions, while those students who showed critical acceptance maintained scientific conceptions. We did not find out any evidence to suggest that conceptual change is more difficult for older students. These results need deeper investigation on the nature of the loss of plasticity in comparison with other important variables.

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Development of Housing Conceptual Framework through Changes in Korean Family Houses -Kitchen Lifespace(I)- (한국주거형태 변천과정에서 본 주거학의 생태학적 개념정립 제1부 부엌변천)

  • 윤복자
    • Journal of the Korean Home Economics Association
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    • v.28 no.3
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    • pp.67-85
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    • 1990
  • The purpose of this study was (1) to investigate changes in house and kitchen forms and behaviors in the kitchen area of Korean family houses from the Yi-dynasty to the present, and (2) to develop a housing conceptual framework on the basis of the ecosystem approach through analysis of changes in Korean family houses. The documentary research method wad used fro this study. The major findings were that the traditional Korean houses were composed of separate buildings and had various floor levels with the maru(a wooden floor) as the center of the open plan. The introduction of foreign style house forms from the era of enlightenment, in the year 1876 to the Korean war in 1950 changed traditional Korean houses into Korean-western style houses. More recent increased population and urbanization accelerated to change from the traditional Korean house form to an apartment style. At the present time, however, many kinds of house forms, from a highly modernized style with convenient facilities to a primitive style, which cannot even meet the basis needs of daily life, coexist together. The Kitchens in traditional Korean houses had no plumbing, drainage, or work centers. They had simple adobe furnaces which were used for cooking and for heating the ondol, a kind of panel heated floor by which the heat and smoke run under the floor to the chimney. This made the kitchen floor level lower than the floors of other spaces. The residents entered the kitchen through the madang(atrium). The influence of the western style kitchen, the development of technology, and improvements of nation-wide economic status have made today's kitchen space covenient and hygienic. The floor level of the kitchen was raised to the same level of other spaces. Formerly the major function of the kitchen was raised to the same level of other spaces. Formerly the major function of the kitchen space was cooking and heating floors. This had changed, and the kitchen is now, the place for family and social interaction. A housing conceptual framework was developed on the basis of these findings.

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The Effect of Sports Experiential Learning Activities on Junior High School Students' Learning about Force and Motion (스포츠 체험 활동이 중학생의 "힘과 운동" 학습에 미치는 영향)

  • Oh, Kyoung-Jin;Im, Sung-Min;Pak, Sung-Jae
    • Journal of The Korean Association For Science Education
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    • v.20 no.3
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    • pp.371-383
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    • 2000
  • The purpose of this study is to compare junior high school students' conceptual changes about force and motion and their interest in science between a group with the instruction including sports experiential learning activities and a group with traditional instruction. In addition, for a group with sports experiential learning activities, students' conceptual changes and interest were examined according to the degree of their sports-experience before the instruction.The subject was 7th-grade students(N=82), and they were divided into two groups: experimental group and control group. The conceptual changes were positive in both groups. In the multiple choice questions the experimental group students(20.0%) were more positively changed than the control group students(17.2%). The number of students who responded with the right explanation increased 26.7% in the experimental group and 10.4% in the control group. The interest of the control group was significantly increased in the topic dimension(p<0.05). The interest of the experimental group was significantly increased in the experiential activity and the communicative activity(p<0.05). Students who had much sports-experience showed the most positive changes. Moreover the interest of these students was especially increased in internal motive, receptive activity, experiential activity, and communicative activity.

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The Effect of the Results of Ascertaining Prediction on High School Students' Cognitive Conflict and Conceptual Change by Physics Achievement (물리 학업 성취도에 따른 예상의 확인 결과가 고등학생의 인지갈등과 개념변화에 미치는 영향)

  • Choi, Hyuk-Joon;Kwon, Jae-Sool
    • Journal of The Korean Association For Science Education
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    • v.25 no.3
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    • pp.382-389
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    • 2005
  • This study examined the effect of the results of ascertaining prediction on cognitive conflict and conceptual change by physics achievement. The participants of this study were 186 11th graders. They answered a pretest composed of two items, and through a demonstration on either of the two pretest items, they ascertained whether their predictions were correct or not. The cognitive conflicts were measured with CCLT. After brief instructive treatment, a posttest was conducted to measure the degree of conceptual change. The students who ascertained that their predictions were incorrect generated more cognitive conflicts and conceptual changes than those who ascertained they were correct. In addition, cases in which student physics achievement was low were found to produce more meaningful results of ascertaining predictions on cognitive conflict and conceptual change.

An Analysis of the Changes of High School Students' Conceptual Structure about Sedimentary Rocks before and after the Field Trip using the Semantic Network Analysis (언어네트워크분석을 이용한 야외지질학습 전후의 퇴적암에 대한 개념 구조 변화 분석)

  • Park, Kyeong Jin;Chung, Duk Ho;Cho, Kyu Seong
    • Journal of the Korean earth science society
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    • v.34 no.2
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    • pp.173-186
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    • 2013
  • The purpose of the study was to investigate the change of students' conceptual structures about sedimentary rocks through the field trip. A semantic network analysis method was utilized to assess the change. An open-ended questionnaire was developed to assess high school students' knowledge of sedimentary rock including its definition, classification, formation process, and characteristics. Fifteen high school students participated in the field trip of this study. The text data were analyzed using the semantic network analysis method. Results are as follows. First, high school students' conceptual structures about sedimentary rocks were more expanded after the field trip. Second, students' conceptual structures formed a 'small world network' by combining the sub-clusters. Third, the size of students' conceptual structures was decreased after a few month of field trip. Nonetheless, the connection among the clusters remained the same.

Remediation Property of Conceptual Metaphor in Smartphone UX (스마트폰 UX에서 개념 메타포의 재매개 특성에 관한 연구)

  • Kim, Hyung-Woo
    • Journal of Digital Contents Society
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    • v.14 no.2
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    • pp.135-142
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    • 2013
  • In this study, I research about extensions and changes of user experience by using smartphone from the point of conceptual metaphor based on embodied cognition and the remediation characteristics. The result of this study is as follow; The first, container schema and path schema as center image schema of the conceptual metaphor are a proper theories to be mapped user experience by using smartphone because of including embodied schema structure by human physical experience. The second, user experience of smartphone in the point of remediation is remediated by smartphone. And physical space is rededicated and interacted to behavior space by the user experience. The third, the conceptual metaphor of smartphone UX activate container chema through implicit interaction and has transparent immediacy to ingenerate existence of media. The forth, path schema that is activated from explicit interaction makes users to experience hypermediacy. Conceptual metaphor and remediation in this study could be used to theoretical framework and to explain new user experience from using smartphone.

Teachers' conceptual maps on health education topics for high school students: Analytic evidences for field-based curriculum development (고등학교 보건교육 내용에 대한 교사들의 개념도(槪念圖) 속성: 현장중심 교육과정 개발을 위한 분석적 근거)

  • Park, Kyoung-Ok
    • The Journal of Korean Society for School & Community Health Education
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    • v.9 no.1
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    • pp.99-113
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    • 2008
  • Background: School is a primary health education setting for students and the related continuous support should be provided to renovate school health education curriculum consistent to socio-cultural changes in Korean society. Objectives: This study was conducted to identify the principals' and teachers' needs and perceptions of health education topics for high school students and to analyze their conceptual map for health education curriculum in Korean high school. Methods: The sample size of the preliminary survey was 77 and that of the main survey was 276 who successfully participated in the survey among the high school teachers selected from the stratified sampling over Korea. The self-administered mailing survey was conducted to identify the factor structure of the health education topics and to analyze the conceptual properties with exploratory factor analysis and multidimensional scaling analysis in SPSS 12.0. Results: A total of 31 health education topics were generated from the preliminary survey. The five factors were determined: 'health promotion behavior and management', 'injury and sexual harassment prevention', 'bulling and aggression prevention', 'public regularity and safety perception' and 'smoking and drinking prevention'. The mean score of health education needs was between medium to high and 'public regularity and safety perception' had the highest score of education need. The two-dimensional cooperates were generated for the 31 health education topics and the two dimensional properties which divided the conceptual space were 'disease-injury' for one and 'public/environmental/individual/personal' for the other. Conclusions: Health education curriculum and its textbook should be developed considering teachers' needs and field environments for health education in every school. Therefore developing field-based health education curriculum and the textbooks should be the essential key to realize problem-solving health education for youth in real school fields.

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Effect and Recognition of Peer Instruction in Training of In-service Science Teachers (과학 교사 연수에서의 동료 교수법의 효과 및 교사의 인식)

  • Kim, Jong-won;Kim, Kyu-hwan;Lee, Jiwon;Hwang, Myungsu;Kim, Jung Bog
    • Journal of Science Education
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    • v.36 no.1
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    • pp.84-93
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    • 2012
  • We have studied possibilities of Peer Instruction(PI) to train in-service science teachers in elementary and middle schools through both degree of conceptual changes and investigating responses to questionaries. 169 teachers were attended and the subject for training was about light propagation to teach scientific conception about a pin hole camera. 6 conceptests were developed. Degree of conceptual changes was analyzed from results obtained from 24 elementary and 32 middle school teachers among them. On the other hand, answers to questionaries were obtained from 135. Relatively high gain near to about 0.7 in conceptual changes was obtained even though their initial levels were quite low. Interesting point is that elementary teachers have higher initial level and larger gain than middle school teachers. Teachers have very much enjoyed and showed strong support to PI for helping conceptual change, and willing to use PI to their own class. Also they conceived dealing concept in teacher training is very important and evaluated PI very positively for teacher training.

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The Effect of Pre-primary Teachers' Gender and Earth Science Completion on the Concept of 'Seasonal Change' (초등예비교사의 성별 및 지구과학 이수 여부가 '계절변화' 개념에 미치는 효과)

  • Kim, Soon-Shik
    • Journal of the Korean Society of Earth Science Education
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    • v.14 no.3
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    • pp.236-247
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    • 2021
  • This study is to investigate the effect of pre-primary teachers' gender and earth science completion while attending high school on the diversity of concepts, the level of conceptual understanding, and misconceptions about seasonal changes. This study was conducted with 71 pre-primary teachers. The conclusion of this study is as follows. First, the area of concepts used by pre-primary teachers to explain seasonal changes showed a greater difference depending on whether or not they completed earth science while attending high school, rather than depending on gender. Second, although there was no significant gender difference in the conceptual level of pre-primary teachers for seasonal change, the group who completed earth science while attending high school had a statistically significantly higher level of conceptual understanding than the group that did not complete it. Third, the ratio of misconceptions related to seasonal change of pre-primary teachers by gender was not significant, but the group who did not complete earth science while attending high school had a statistically significantly higher percentage of misconceptions than the group that completed it. As a result of the above examination, it is judged that the area of concepts, the level of conceptual understanding, and the misconceptions about seasonal changes of pre-primary teachers are more affected by the completion of earth science courses during high school than by gender differences.

Conceptual Model for Women s Health (여성건강을 위한 개념적 모형)

  • 이경혜
    • Journal of Korean Academy of Nursing
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    • v.27 no.4
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    • pp.933-942
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    • 1997
  • There has recently been an increased interest in women's health from, various disciplines, with different perspectives presented according to each profession's academic background. This has led to many instances of incorrectly defining, or misinterpretation, of the issues even among professionals. Nurse scholars as well as practitioners who work in women's health care need to have a clear conceptual understanding of women's health in order to build a body of knowledge, delineate curricular activities, and set directions for professional nursing interventions. In addition, a conceptual model that may be directly utilized in practice is needed to maintain and promote women's health issues. The purpose of this study was to apply a Hybrid model, analyzing conceptual definitions and discussions related to women's health gathered from review of the literature. Further to compare analyticals the concepts and properties observed from field work, so as to present a final definition of women's health and, build a conceptual framework for a united comprehensive perspective on the concept as well as on nursing practice. Data collection and analysis consisted of a theoretical stage, field work stage, and final analysis. A heterogeneous group of professionals and lay persons, 39 in all, participated in the field work. Study findings Include several subconcepts under the concept of women's health : a woman's whole life, holistic health, quality of life, awareness of being a woman, individual nursing, self care ability, reproductive health, and family health. Thus, a comprehensive definition was built, 1. e., "Women's health care be defined as improvement in the quality of life of women through attainment of holistic health throughout the life span. With reproductive health at the core, the concept is directly related to family and national health, and includes taking care of one's own health based on awareness of being a woman and utilizing self care activities. Women's health care issues are unique and allow various responses, therefore women's health professionals need to apply individual approaches to reach solutions in attaining holistic health and improving quality of life." The constructual factors of women's health were found to be reproductive functions, diseases more common in woman, self actualization, mental health, women's health policies, sexuality, midlife changes, and marital relations, with each factor having more than three properties. Positive factors affecting women's health were found to be a normal childbearing process, a healthy lifestyle, active health management, health information, support, and resources, and interpersonal relationships. Negative factors were found to be overwhelming role stress, cultural oppression, gender inequality, distorted sexual identity, economic difficulties, misuse and/or abuse of substances, and stress. The model of women's health may be visualized as a balance scale set upon a woman's life, supporting 4 concentric circles. The innermost circle and second circle incorporate conceptual definitions of women's health, and the outer two circles represent the constructional factors and properties of women's health. Each circle has its own color that symbolizes the conceptual meaning. Positive and negative factors are represented as weights at either end of the scale, and are affected by nursing intervention, i. e., health and wellness increase when positive factors are stronger, whereas disease and illness increase when negative factors are stronger. This model is only a preliminary effort and requires much discussion and testing to be further developed. Continuous research is also required.

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