• Journal of the Korean Chemical Society
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• v.54 no.1
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• pp.150-157
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• 2010

In this study, we investigated the differences of mapping understanding and the types of mapping errors by the levels of students' cognitive/affective variables and the relationships between mapping understanding and these variables in learning 'concentration and reaction rate' with analogy. After administering the tests regarding logical thinking ability, visual imagery ability, analogical reasoning ability, self efficacy, and need for cognition as pretests, students learned with analogy. Then, students' familiarity and mapping understanding were examined. Analyses of the results revealed that the scores of the mapping understanding for the students with higher levels of all cognitive/affective variables except visual imagery ability and familiarity were significantly higher than those for the students with lower levels. The differences in the types of the mapping errors such as overmapping, failure to map, impossible mapping, artificial mapping, mismapping, rash mapping, and retention of a base feature were also found by the levels of students' cognitive and affective variables. The scores of students' mapping understanding were positively correlated with those of all cognitive and affective variables. The results of multiple regression analysis indicated that students' science achievement, logical thinking ability, and familiarity were significant predictors of mapping understanding. Educational implications of these findings are discussed.

• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.898-909
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• 2009

In this study, we investigated the influences of the role-playing analogy in chemistry concept learning on mapping understanding and mapping errors by analogical reasoning ability level. Seventh-graders (N=151) at a middle school were assigned to the comparison group and the experimental group. The students of the experimental group were taught with the 'running in the circle' role-playing analogy. After the students were taught about 'the relation between volume and pressure of gas', the test of mapping understanding in the next class and the retention test four weeks later were administered. The students with typical mapping errors were also interviewed to investigate their mapping processes. The results revealed that the role-playing analogy in chemistry concept learning improved mapping understanding and its retention regardless of analogical reasoning ability level. It was also found that the students in the experimental group had fewer mapping errors than those in the comparison group. However, there were similar patterns of mapping errors in both groups, and there were no significant differences in the frequencies of each type of mapping errors by analogical reasoning ability level. Educational implication of these findings are discussed.

• Journal of the Korean Chemical Society
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• v.50 no.6
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• pp.486-493
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• 2006

study investigated the relationship between conceptual understanding and mapping errors induced in learning chemistry concept with two analogies presented in current science textbooks. Each of the two groups from 7th graders (N=260) in three middle schools studied with one of the analogies, and then a conception test and a mapping test were administered. Analyses of the results indicated that students conceptual understanding has a significant relationship with their understanding about the mapping. The scores of the conception test and the mapping test for the unshared attributes were lower than those for the shared attributes. Five types of mapping errors were also identified: overmapping, mismapping, failure to map, rash mapping, and artificial mapping. Many representative misconceptions were found to be associated with their mapping errors. Educational implications are discussed.

• Journal of Korean Elementary Science Education
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• v.28 no.3
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• pp.292-303
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• 2009

In this study, we investigated the characteristics of the analogies, the mapping understanding, and the mapping errors on saturated solution of scientifically-gifted and general elementary students. Fifth graders (n=60) at four scientifically-gifted education institutes in Seoul and/or Gyeonggi province and fifth graders (n=91) at three elementary schools in Seoul were selected and assigned to the scientifically-gifted group and the general group respectively. After the students of each group performed the experiment and were taught about the target concept in the first class, they administered the test on the self-generating analogies on the target concept in the second class. The results revealed that the students in the scientifically-gifted group made more analogies, especially verbal/pictorial, structural/functional, enriched, and higher systematic ones, and had deeper understanding of the analogy than those in the general group. The numbers of the shared attributes included in the student-generated analogies and the scores of the mapping understanding of the students in the scientifically-gifted group were significantly higher than those in the general group. The students in the scientifically-gifted group had fewer mapping errors than those in the general group. However, not a few students in the scientifically-gifted group had at least one mapping error. Educational implications of these findings are discussed.

• Child Studies in Asia-Pacific Contexts
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• v.6 no.2
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• pp.73-85
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• 2016

Speech-print mapping awareness is defined as the awareness of the principles underpinning how speech sound is matched to print symbols. Chinese is unique in that it follows the one syllable one character mapping principle. The present study examined the predictive power of speech-print mapping awareness in young children's word reading. Seventy-four Hong Kong children from the first and second kindergarten years were tested with phonological awareness, visual skills, syllable-level mapping awareness, and Chinese reading ability at Time 1. Chinese reading abilities were tested again 1 year later. It was found that syllable-level mapping awareness predicted Chinese word reading abilities 12 months later. Further, it seemed that the link of syllable mapping to Chinese reading is particularly significant for beginning readers. The findings suggest that understanding the language-specific speech-print mapping principle is critical for reading acquisition at the early stage of reading development.

• Journal of the Korean Chemical Society
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• v.52 no.4
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• pp.412-422
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• 2008

• Journal of The Korean Association For Science Education
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• v.27 no.9
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• pp.778-786
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• 2007

This study investigated the effects of analyzing mapping errors on conceptual understanding, mapping understanding and perceptions of the instructions in learning chemistry concept with analogy. Seventh graders (N=121) at two middle schools were assigned to the comparison and the treatment groups, and were taught about 'states of matter and arrangement of molecules.' The students in the comparison group were taught in the Teaching-With-Analogy (TWA) model, while those in the treatment group Were taught in the instructional model that changed 'mapping similarity' and 'indicating difference' of the TWA model into 'analyzing mapping errors.' Analysis of the results revealed that the scores of the conception test and the mapping test for the treatment group were significantly higher than those far the comparison group regardless of field dependence-independence. It was also found that most students in the two groups positively perceived the instructions with analogy, but the students in the treatment group had difficulties in analyzing mapping errors, Educational implications are discussed.

• Journal of The Korean Association For Science Education
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• v.32 no.2
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• pp.402-414
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• 2012

This study investigated the effects of the instructions using analogies in learning the concept of saturated solution by the analogy presentation types and the verbal learning styles upon the mapping understanding, the mapping errors, and the perceptions of the instruction. Fifth graders (N=123) at an elementary school were selected and assigned to VA (n=63) and VPA (n=60) groups. As a pretest, a test on the verbal learning style was administered. The students in the VA group learned the target concept with a verbal analogy, while those in the VPA group learned it with a verbal/pictorial analogy. After the students learned it, a mapping understanding test was administered. The students in the VPA group also administered the test on the perceptions of the instruction and some of them were interviewed in depth. The results revealed that the scores of the students with strong verbal learning preference in the VPA group were significantly lower than those in the VA group in the mapping understanding test. However, the scores of the students with weak verbal learning preference were not significantly different between the two groups. Five types of mapping errors were identified: failure to map, mismapping, rash mapping, impossible mapping, and mapping of a surficial feature. According to students' verbal learning styles, there were some differences in the frequencies of mapping errors in the two groups. Many students in the VPA group, regardless of their verbal learning styles, had positive perceptions of the instruction in various cognitive and motivational aspects. However, some of them also pointed out a few difficulties of the instruction. Educational implications of these findings are discussed.

• Journal of The Korean Association For Science Education
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• v.30 no.8
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• pp.1044-1059
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• 2010

In this study, we investigated the influences of the method of using analogy on concept understanding, mapping understanding, and mapping error by analogical reasoning ability level. We also investigated students' perception of a role-playing analogy activity. Seventh graders (N=152) at a middle school were assigned to the comparison and the experimental groups. The students of the experimental group were taught about 'the relation between pressure and volume of gas' with experience-based role-playing analogy, while those of the comparison group were taught with explanation-centered analogy. Analyses of the results revealed that the instruction using roleplaying analogy was more effective in concept understanding and retention of mapping understanding than explanation-centered analogy instruction, regardless of analogical reasoning ability level. It was also found that the students of the experimental group had fewer mapping errors than those of the comparison group. However, there was little difference in t pes of mapping errors by the method of using analogy. The students of the experimental group answered that they did not have difficulties in performing the role-playing analogy activity and they actively engaged in the activity. They perceived that the role-playing analogy activity was interesting. Educational implication of these findings are discussed.

• Journal of The Korean Association For Science Education
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• v.30 no.5
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• pp.668-680
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• 2010

In this study, we investigated the characteristics, the mapping understanding, the mapping errors, and the perceptions of student-generated analogies on the separation of mixtures using the sizes of particles by elementary school students' approaches to learning. Fourth graders (N=92) were selected and administered with the tests on the approaches to learning, self-generating analogies, and perception of self-generating analogies. The results revealed that the meaningful learners made more analogies, especially structural/functional, enriched, and higher systematic ones than the rote learners. However, there were little difference in students' approaches to learning in the subcategories of representation (verbal, pictorial, and verbal/pictorial), artificiality (artificial and everyday), and abstraction (abstract and concrete). The meaningful learners had deeper understanding of the analogy and fewer mapping errors than the rote learners. In addition, the numbers of the shared attributes included in student-generated analogies and the scores of the mapping understanding of the meaningful learners were significantly higher than those of the rote learners. Many students, regardless of students' approaches to learning, had positive perceptions of the self-generating analogies in various cognitive and motivational aspects. However, they also point out the various difficulties in the self-generating analogies as their disadvantages. Educational implications of these findings are discussed.