• Journal of the Korean earth science society
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• v.24 no.5
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• pp.393-401
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• 2003

The purpose of this study is to research the effect of using analogies in high school earth science classes. According to the usage of TWA model, three types of teaching strategies were developed: text developer-generated, teacher-generated, and student-generated analogies. The model described in this paper began with a task analysis of highschool science textbooks for grade 10 to identify how the textbook authors used analogies to explain plate tectonics concepts. In this study, 210 students were sampled from first graders of high school. After 7 classes, the consciousness of students was investigated with questionnaires. The results are as follows: 1. Many plate-tectonics analogies are used in high school science textbooks (total 25). Teachers and authors construct effective analogies to help students build on their relevant knowledge by applying it to new knowledge acquired from textbooks. 2. Analysis of the data indicate that instruction using student-generated analogies was more effective than others. But in the class in conveying complicated concepts (ex. transform fault), teacher-generated instruction was effective. Teachers need to be aware of the weakness of using analogies in order to select the most appropriate analogies. 3. Making analogies in general, as well as using analogies have systematic steps. Analogies should be used after considering student's preconception, teacher's consciousness and text author's intention to use analogies as powerful instructional tools.

• Journal of the Korean Chemical Society
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• v.51 no.1
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• pp.56-64
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• 2007

This study examined the influences of cognitive conflict and anxiety induced by a discrepant event and an alternative hypothesis, attention, and effort on conceptual change. Two hundred three students having misconceptions about density were selected from 462 seventh graders based on the results of a preconception test. Tests of cognitive responses and anxiety to a discrepant event were administered before and after presenting an alternative hypothesis. Computer-assisted instruction (CAI) was then provided to students as a conceptual change intervention. Tests assessing attention and effort allocated to the CAI, and conceptual understanding were administered as posttests. Cognitive conflict induced by a discrepant event was found to increase after presenting an alternative hypothesis. Pre-cognitive conflict induced by only a discrepant event exerted a direct effect on post-cognitive conflict induced by a discrepant event and an alternative hypothesis. Post-cognitive conflict had a direct effect on conceptual change. Pre-anxiety decreased after presenting an alternative hypothesis. Pre-anxiety influenced post-anxiety, and this influenced on conceptual change via effort negatively. Attention had a direct effect as well as an indirect effect on conceptual change via effort. These results suggest that the strategy presenting both a discrepant event and an alternative hypothesis to students in concept learning could facilitate conceptual change by inducing more cognitive conflict or active participation of students through the decrease of anxiety than that presenting a discrepant event only.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.560-570
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• 2002

This study was focused on whether secondary science teachers have consistent, integrative scheme on the definition of atmospheric pressure and phenomena caused by air pressure. We had made questionnaire and let 94 science teachers answer. We sorted the responses according to their major, school and compared them with the description in textbooks. The result can be summarized into three findings. First of all, teachers whose major is chemistry have strong tendency to understand that atmospheric pressure is caused by molecular motion though it, in textbooks, is defined as the pressure by weight of air mass. The half of respondents believed that decreasing of atmospheric pressure in high altitude is due to molecular motions, while most textbook says decrease in the weight of air mass. Secondly, many science textbooks show that air mass expands, rises, becomes less dense and the pressure of atmosphere becomes low when it receives heat. So, most of respondents explained low pressure is formed by lower density. Thirdly, they answered that they just teach the phenomena of air pressure by using the textbooks which mainly deal with the present state rather than a principle. In conclusion, the science textbooks should present the exact description and consolidated structures of those concepts to prevent students from having misconceptions on air pressure. In addition, training program for science teachers would be necessary to reconsider and explore the natural phenomena in various viewpoints.

• Journal of The Korean Association For Science Education
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• v.25 no.2
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• pp.162-172
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• 2005

The purpose of this study was to examine the students' responses when students were confronted with anomalous situations in physics. 16 students were selected from one middle school in Busan by examining the pre-test results. To measure students' responses and cognitive conflict levels, written Cognitive Conflict Levels Test(CCLT) developed in a previous study was used together with interviews. Students' responses were tape-recorded. Two kinds of anomalous situations were presented. One was a quantitative demonstration with scale, the other was a qualitative demonstration without scale. In the quantitative group, all students observed anomalous situations correctly. However, in the qualitative group, many of their observations of anomalous situations were incorrect. The students who observed anomalous situations based on preconceptions tended not to abandon their preconceptions, and suggested confirmation experiments which were supposedly to support their preconceptions. The students who recognized results very differently from their preconceptions when confronted with anomalous situations abandoned their preconceptions and suggested alternative experiments. The students who changed their beliefs about preconceptions showed higher cognitive conflict levels than who didn't abandon their preconceptions.

• Journal of Educational Research in Mathematics
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• v.26 no.3
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• pp.607-633
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• 2016

Teachers and students tend to perceive mathematics irrelevant with character education. Since there has been no teaching of cross-curriculum characters education in mathematics classrooms, this research was to look for the possibility of teaching the character education in mathematics. Through the pilot study, trying to rebuild character factors based on Moon, et al,(2011), the researcher applied them to developing 8 lesson plans and carried them to 12th graders of the high school in March and April, 2014 using pre and post tests. Based on statistically significant difference with the level of p<.05, in "relation with me", for 'appointment' in the pretest, the students of natural science(SNS) exceeded, but in the posttest the students of humanities(SH) exceeded. In "relation with the other", in the posttest, for 'forgiveness' and 'responsibility' SNS, but for 'ownership' SH exceeded. In 'relation with a group' in the pretest for 'community spirit' SNS, and in the posttest SH exceeded. In the pretest in this study SNS naturally perceived the value of character education in math classes since they were closer to mathematics but after the experience through character education with cross-curriculum factors, SH perceived its importance expecially 'appointment', 'ownership', and 'community spirit' more than SNS so that we could predict the possibility of teaching cross-curriculum character factors in mathematics even after they had preconception as a high school student.

• Journal of Science Education
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• v.44 no.3
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• pp.300-317
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• 2020

The purpose of this study is to suggest improvements in the science concepts and inquiry activities presented in the earth science section in the 2015 revised curriculum elementary science textbooks. For this study, two science educator and three elementary school teachers developed a survey questionnaire to investigate science concepts, inquiry activities, and suggest improvements. The survey was conducted two times, and 30 elementary school teachers and three earth science professors (geology, meteorology, astronomy) participated in the survey. As a result, it was investigated that eight concepts in the solid section, three concepts in the fluid section, and one concept in universe and integration section contained misconceptions. It was investigated that the content of inquiry activity needs to be supplemented, with seven elements in solid section, three elements in fluid section, and one in the universe and integration section. According to the research results, if the textbook is revised, it is necessary to accurately confirm the science concepts or content of inquiry activities. Also in the case of science concepts presented in textbooks, it will be necessary to consider not only the scope and sequence of contents but also the process of learning progression.

• Journal of the Korean Chemical Society
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• v.66 no.6
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• pp.472-492
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• 2022

The purpose of this study was to investigate secondary science teachers' PCK components and subcomponents that are specific to online and offline learning environment. Data collection consisted of survey, class observation, and individual interviews of twelve science teachers. This study used a theoretical framework of PCK for deductive data analysis and articulated codes and themes through the following inductive analysis. Data analysis revealed that each of PCK components showed different specificity to the online and offline learning environment. And subcomponents of each PCK component were different according to the specificity of the online and offline learning environment. Teaching orientation toward science had a specific orientation for the online learning environment, i.e., 'learning science concept' and 'lecture centered instruction.' Knowledge of the science curriculum had online-offline mixed learning environment specific knowledge, i.e., 'reorganization of curriculum' and online learning environment specific knowledge, i.e., 'development of learning goal' and 'science curricular materials.' Knowledge of science teaching strategies had online learning environment specific knowledge, i.e., 'topic-specific strategy', 'subject-specific strategy', and 'interaction strategy' and COVID-19 offline learning environment specific knowledge, i.e., 'topic-specific strategy' and 'interaction strategy'. Knowledge of student science understanding had online learning environment specific knowledge, i.e., 'student preconception', 'student learning difficulty', 'student motivation and interest', and 'student diversity' and COVID-19 offline learning environment specific knowledge, i.e., student learning difficulty'. Knowledge of science assessment had online-offline mixed learning environment specific knowledge and online learning environment specific knowledge, i.e., assessment contents and assessment methods for each.

• Korean Journal of Culture and Social Issue
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• v.13 no.4
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• pp.53-82
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• 2007

This study, driven by the question of 'what the experience of healing of female sexual abuse victims is like,' explores the process the victims undergo as they heal from the traumas. Using the methods suggested by Strauss and Corbin's Grounded theory, it analyzes nine interviews taken from victims who have received counseling. The study found that the central phenomena that take place in the process of their healing is 'mental pain due to the damage caused by sexual abuse,' the causal conditions are 'the recognition of the sexual abuse' and 'desperation,' and the contextual conditions are 'the reaction of the close ones of the victims,' 'the preconception about sexuality,' and 'the incarceration and punishment of the offenders.' The victims have been intervened in the healing process by 'being supported' and 're-interpreting the meaning of the damage caused by sexual abuse,' and are found to utilize the interactive strategy among 'facing their emotions,' 'learning new coping strategies,' and 'hoping for the future.' They are also found, as a result of the healing, to 'live unafraid as survivors' and 'have structured their lives in a new way.' This study is of significance in systematically elucidating the healing process and the related elements found through the voices of the survivors of sexual abuse in the context of the Korean society and culture. The limits of this study and suggestions about the studies that should follow this one are included as well.

• Journal of The Korean Association For Science Education
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• v.27 no.1
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• pp.18-27
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• 2007

This study examined the influences of cognitive conflict and non-cognitive variables induced by a discrepant event on process of conceptual change, and the processes that a discrepant event lead to situational interest. Seventh graders participated in this study. A preconception test was administered to select students possessing misconceptions about density. The tests of cognitive response and situational interest to a discrepant event were administered. After learning with a CAl program, the tests assessing attention and effort allocated to the CAl, and conceptual understanding were also administered. A path analysis revealed that cognitive conflict induced by a discrepant event caused situational interest, which in turn increased attention and/or effort and thus, resulted in conceptual change. The results of the path analysis on the processes in which a discrepant event led to situational interest suggested that novelty may be a primary source of situational interest. Novelty influenced situational interest directly as well as through attention demand, exploration intention, and instant enjoyment. Moreover, novelty exerted a direct effect on challenge, which in turn had negative effects on instant enjoyment directly as well as through cognitive conflict, and thus, decreased situational interest. However, the path coefficients of the latter were relatively smaller than those of the former. Educational implications are discussed.

• Journal of The Korean Association For Science Education
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• v.28 no.6
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• pp.579-591
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• 2008

Recently, there have been studies about Typically- Perceived-Situations (TPSs) and about critical examples as a way to understand students' preconceptions with context. TPS is a situation arising immediately in one's mind when he or she thinks about the concept, while a critical example is an example that becomes the most helpful in learning the concept. We might explore how the context is involved in the process of students' conceptual understanding by examining TPSs and critical examples together. This study analyzed, through questionnaires and interviews, the characteristics of TPSs and those of critical examples that secondary students hold about 'force' and 'mechanical energy conversion.' Students' TPSs and critical examples showed different characteristics according to the concept. In a case of force that is related to everyday life, there were various situations as TPSs and critical examples. Unlike force, there were a few situations as TPSs and critical examples such as a falling ball in the case of mechanical energy conversion. Students tended to regard situations that are usually experienced and understood easily as TPSs or critical examples. On the basis of the results of this study, it is concluded that it would be a good strategy to teach science concepts for teachers to start with the TPS of a concept, to introduce the concept, and then to expose the attributes of the concept with critical examples.