• Journal of Korean Elementary Science Education
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• v.39 no.2
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• pp.204-218
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• 2020

This study aims to investigate the representation patterns used by elementary teachers and their meaning-making process in electromagnetic experiments. In particular, we analyzed the representations depending on three levels of their abstractness: enactive representation (action based), iconic representation (image based) and symbolic representation (language based). For this, four experiment activities of two teachers were analyzed and the results are as follows. First, as an overall pattern of representation, an experiment subject is presented as the form of symbolic representation and the related concepts, experimental materials and methods are embodied through iconic representation. Then, through enactive representation, the actual experiments are implemented. The experimental results are primarily recorded through iconic representations and abstracted into symbolic representations to draw conclusions. The different levels of representations complement each other to expand their meanings, however, sometimes they also make inconsistent meanings among different levels. Based on these results, educational implications were discussed in terms of supporting and improving electromagnetic experiment activities.

• Journal of The Korean Association For Science Education
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• v.14 no.1
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• pp.70-84
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• 1994

This study tried to find the effect to cognitive structure upon the momentum effect. The previous studies showed that the momentum effect is influenced by students' cognitive levels and the abstractness of test items. The cognitive structure is examined by cognitive level and cognitive style. Cognitive levels and cognitive styles are determined by GALT and GEFT respectively. The research method used in this study is time series design. The period is 50 days. The period is divided into "pre-test", "intervention-test", "post-test". Pre-test period is 5 days and in this period class instruction does not exist Intervention-test period is 30 days and in this period class instruction exist Post-test period is 15 days and in this period class instruction does not exist. Field independent students showed longer momentum effect than field dependent students. Formal level students showed less ratio of decrease on post-test than nonformal level students. Momentum effects is not artifact but the essential characteristics of science study.

• Journal of The Korean Association For Science Education
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• v.12 no.1
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• pp.11-21
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• 1992

This study tried to find out the effect to types of test items upon the momentum effect. The previous studies showed that the momentum effect is influenced by stduents' congnitive levels and the abstractness of test items. In this study focused on the types of test items The test items are divided into 4 different types of quantitative and qualitative, verbal and image. The result showed that qualitative items showed a longer momentum effect than quantitative ones. The image items and verbal items did not show significant difference in the duration of momentum effect. The interpretation of this would need a careful psychological analysis. Anyhow, this result reconfirmed the existence of the momentum effect and showed that the study on the momentum effect could be a Significant research paradigm.

• Journal of The Korean Association For Science Education
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• v.14 no.2
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• pp.111-122
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• 1994

This study tried to find the effect to the representation patterns of science concepts upon the momentum effect. The previous studies showed that the momentum effect is influenced by students' cognitive levels and the abstractness of test items. The representation patterns of science concepts are divided into 4 different types: quantitative and qualitative, verbal and image. The research method used in this study is time series design. The period is 50 days. The period is divided into "pre-lest", "intervention-test", "post-test". Pre-test period is 5 days and in this period class instruction does not exist. Intervention-lest period is 30 days and in this period class instruction exist. Post-test period is 15 days and in this period class instruction does not exist. The results showed longer momentum effect on the image-qualitative representation pattern than the other representation patterns. Qualitative concepts is formed better than quantitative. Momentum effects is not artifact but the essential characteristics of science study.

• The Korean Journal of Community Living Science
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• v.22 no.3
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• pp.395-406
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• 2011

The purpose of this study was to identity the differences of creativity according to levels of attentional abilities in young children. The participants of this study were 204 5-year-old children from the kindergarten or daycare center in Busan. The tests was conducted by using ANT and TTCT for young children. The study used two independent t-tests to find out the differences of creativity between high and low young children of degrees of alertness, orientation and executive control. The results of the study are as follows; first, there was a significant difference in creativity, abstractness of titles, and elaboration between high and low young children of varying degrees of alertness. Second, there was not a significant difference in creativity between high and low young children of orientation. Third, there was a significant difference in creativity; fluency, originality, elaboration and resistance to premature closure between high and low young children of the executive control. Therefore, there was a close relation between attentional control abilities, especially the executive control and creativity of young children.