• 한국과학교육학회지
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• 제33권3호
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• pp.650-663
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• 2013

Multidimensional scaling can be used to identify relationships among concepts, revealing the structure of the cognitive framework by measuring distances within perceptual maps. The current study sought to examine the relationships among concepts related to photosynthesis in 2,844 $3^{rd}-11^{th}$ grade science students. The questionnaire included items on 'location,' 'products,' 'reactants,' and 'environmental factors', presenting images related to each theme. Students provided responses corresponding to particular topics, and reported the extent to which the concept was related to the topic on a scale from 1 to 30. The survey results were as follows: first, students were not able to clearly distinguish between or understand the four main topics. Second, students organized their cognitive structures by closely associating related concepts after learning. Third, the presented concepts revealed a mixture of scientific and non-scientific concepts, suggesting that students needed to clearly distinguish the preconceptions through which they organized concepts, so that they are suitable for cognitive structures based on learning. Furthermore, non-scientific concepts within perceptions were consistently maintained throughout learning, affecting the proximity of scientific concepts.

• 한국과학교육학회지
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• 제32권6호
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• pp.1050-1062
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• 2012

Concepts of science have been developed by occupying 'ecological niche' within conceptual ecology. The ecological niche is determined from the mutual effect between intellectual environmental of the learner and new concept, which few studies have been conducted. This study examined how the ecological niche of the concept of photosynthesis in $7^{th}$ grade is changed by instruction. The ecological niche was analyzed using 2 methods: (1) the change in the diversity of concepts, and (2) the change in the proximity of concepts based on the frequency and the relativeness score of the concepts. The concept of photosynthesis was analyzed in the 4 domains in the place of photosynthesis, products of photosynthesis, reactants of photosynthesis, and environmental factors. The results of this study are as follows: (1) reduced diversity of concepts, (2) increased frequency and relativeness score of the scientific concepts, and (3) increased proximity of the scientific concepts by instruction. With these results, the mutual effects of the concepts within the conceptual ecology have become active by class to differentiate the relationships between the concepts, which accordingly displayed their changes in status.

• 한국초등과학교육학회지:초등과학교육
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• 제34권1호
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• pp.72-85
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• 2015

Conception in learner's cognitive structure has a niche as species in ecosystems. The purpose of this study is to analyze the change of niche overlap of photosynthesis concept through instruction. The photosynthesis concepts were selected from literature review. Selected concepts were in 4 areas: Location of photosynthesis, reactants, products, and environmental factors. The subjects consisted 304 elementary students. The respondent marked the relevance between the presented concepts and each area on a scale of 1~30 points. The analysis of niche overlap in concepts was performed by changing in niche overlap graph, niche space size, and overlap index before and after instruction. The results are as follows. First, on the whole understanding level and relevance of the scientific concepts was increased through instruction as a result of learning. Second, elementary school students cognitive concepts in the form of chunking concepts through classification process. Based on the results, this study has the following suggestion. Students' conceptual ecologies and niche analyzed by this study will be used as material for development of instruction strategy.

• 한국과학교육학회지
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• 제32권10호
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• pp.1524-1536
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• 2012

과학 태도는 학습의 질 향상에 영향을 미치며 과학 교육에서 중요한 관심사 중의 하나이다. 과학 태도 수준에 따라서 인지적 영역의 구조적 측면, 특히 개념간의 근접성 분석이 필요하다. 따라서 이 연구에서는 과학 태도 수준에 따라서 광합성 관련 개념의 근접성이 수업 후에 어떻게 변하는지를 분석하는데 그 목적이 있다. 이를 위하여 7학년 학생 270명을 대상으로 수업 전과 수업 후의 과학 태도와 광합성 개념에 대한 조사를 실시하였다. 광합성 개념은 '광합성이 일어나는 장소', '광합성에 필요한 물질', '광합성결과생성 되는 물질', '광합성에 영향을 미치는 요인'으로 구성하였다. 광합성 개념의 근접성은 다차원 척도법을 활용하여 분석하였다. 이 연구 결과는 다음과 같다. (1) 수업을 통해 학생들은 구체적인 개념을 습득함으로써 개념의 근접성을 변화시키는 것으로 나타났다. (2) 학습을 통해 과학태도 상집단이 중 하집단에 비해 과학적 개념의 근접성이 가까워지는 경향이 있다. (3) 과학 태도의 모든 수준의 학생에서 비과학적 개념이 수업 후에도 계속 존재하는 것으로 나타났다. 이 비과학적 개념이 광합성과 관련된 과학적 개념 사이의 근접성을 방해하는 것으로 판단된다. (4) 학생들은 광합성과 관련된 4개 영역에서 서로 관련된 개념은 가깝게 인식하고 있는 것으로 나타났다. 학생들은 광합성에서 광합성 장소와 필요 물질을, 광합성 결과 생성되는 물질과 필요 물질을 가깝게 인식하고 있다고 할 수 있다.