• Journal of The Korean Association For Science Education
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• v.19 no.1
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• pp.8-18
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• 1999

The purpose of this study is to investigate middle school student's conceptual change about Force and Motion by the courseware based on constructivism. It is well known to science educators that misconcrptions about physics concepts are hardly changed into scientific ones. So as to change student's misconceptions about force and motion, the courseware was developed through the analysis of students' conceptions. 20 students were tested before and after learning through the courseware. One of the questions was about the direction of force acting on the ball thrown in the air when it is rising, at the top, and falling. The other was about the magnitudes and directions of forces acting on a car when it is accelerating, in uniform velocity, and decelerating. The results are as follows: In case of vertical motion, all students had misconceptions before learning, but after learning 5 students(25%) have changed their ideas into scientific ones. In case of horizontal motion, 9(45%) out of 20 students who had misconceptions about force and motion have changed their ideas into scientific ones.

• Journal of Korean Library and Information Science Society
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• v.7
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• pp.1-55
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• 1980

It has been observed that the purpose of education is poorly coordinated with the school library. Consequently a healthy growth of the library has been very rare, and educational process has been rather inefficient. Therefore this study attempts to define the role of a school library and the necessasity of its growth, examine principals' concepts of the library, find out the adverse causes for its growth, and make some suggestions to rectify them. A questionnaire was designed to get information on the principals' conceptions about the nature and the role of a school library, a librarian, and adverse causes for the growth of the library. This study is largely based on the analysis of this questionnaire. The results of this study may be summarized as. follows: 1) The school library is not generally considered as the center of educational activities. It is rather variously regarded as a subsidiary organization for education, a place where reading materials are offered, a place where books are kept, or a reading room. 2) This was largely due to the misconceptions of the principals as to the true nature and the role of the school library. 3) The degrees of their misconceptions varied depending on the amount of their exposure to the library science. Those principals who studied library science more hours had better understanding of the library. 4) Although the principals showed rather much concern for the library, the school library was not up to the expectation largely due to their misconception of it. 5) Most of the principals felt that they needed more knowledge on library science to carry out their job. This feeling was stronger for those who spent more hours in a library science course. 6) Most of the principals wanted to offer a position for a dual function: a librarian and a teacher. This was largely due to their lack of knowledge as to the duties of a librarian-which were considered as secondary to the duties of a teacher. 7) The majority of the principals thought the librarians were not paid well enough, but some of the principals o n.0, pposed their pay raise. The former generally took more courses in library science than the latter. 8) Many principals agreed that the adverse causes for the growth of the school library originated from the regional or governmental school authorities. This seemed to indicate that the legal requirements for the library were inadequate and that there was no administrative organization to take care of the library. 9) Most of the principals considered the insufficient funds as the major reason for the present poor condition of the library. But considering the fact that some libraries are better equi n.0, pped that others, financial matter cannot be the deciding factor. It rather seemed that there is some serious problems in the current educational system. For further studies in this field and for the libraries to function properly, the following suggestions are made here: 1) The major adverse cause for the healthy growth of the school library was found in the misconceptions on the school library by the principals, and these misconceptions were largely due to their lack of knowledge. Therefore they should be given more o n.0, pportunities to take courses in library science. 2) The librarian should not be overburdened with other duties than what his job duly calls for, and they should be properly compensated for their own job. They should also be encouraged to grow as librarians. 3) Education itself should be improved so that the library becomes the center of learning. 4) An administrative department should be created to oversee the school libraries, and legal measures should be enacted for better school libraries. 5) Financial su n.0, pport should be provided for a period of time in order to upgrade the school library to a certain level. Finally it is strongly felt that more detailed and inclusive studies in this field should be carried on and further experimental studies should be done.

• Journal of the Korean earth science society
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• v.21 no.4
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• pp.369-379
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• 2000

The purposes of this study is to identify the misconceptions on atmospheric pressure and to investigate the effect of conceptual change of the cognitive conflict teaching models. The subjects are 184 students in girls' high school and divided into the controlled and test group. Before instruction on atmospheric pressure concept, their concept types were identified and their conceptual changes were compared after instruction by the traditional and the cognitive conflict teaching models. The results of this study are as follows; 1 ) The students' understanding level on the atmospheric pressure was low before instruction and they had some misconceptions. But the concept levels related to their everyday life experieces and memorized concept were high. 2) The cognitive conflict teaching model were more effective than the traditional teaching model in the formation of atmospheric pressure concept. 3) Though there were some differences among the test items, the cognitive conflict teaching model was identified to be more effective than the traditional teaching model in terms of the durability of atmospheric pressure concept.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.8
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• pp.3570-3577
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• 2012

Researches on the danger of nuclear power generation, the foundation of the development of national industry and one of the energy sources, as perceived by ordinary citizens, are very important to social acceptance of nuclear power generation. Accordingly, this study intends to understand how ordinary citizens perceive the social risk of nuclear power generation and radiation, and their misconceptions, and to propose ways to improve such perceptions. To achieve these goals, this study analyzed the perceptions of 251 ordinary citizens. The analysis showed that ordinary citizens have vague anxiety and suspicion about the safety of nuclear power generation, and little trust in government-affiliated organizations. The younger they were, the more influential they thought corporations and industries were. The result of this study suggests that the misconceptions of ordinary citizens should be corrected by professors and scientists in university research institutions they trust the most, and their intrinsic perceptions should be changed accordingly.

• Journal of the Korean earth science society
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• v.23 no.2
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• pp.140-146
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• 2002

We have studied 73 pre-service science teachers' conceptions about the nature of science (NOS) using 120 true-false test items based on AAAS Benchmarks statements. We have found that participants have inadequate understanding of the NOS, especially in understanding of five categories of conceptions; change and continuity in science, bias in scientific investigations, hypothesis in scientific investigations, things common in science, and science ethics. The result also indicates that there is a difference between primary pre-service teachers and secondary pre-service teachers. From the analysis of consistency, we also found that this inadequate understanding comes from confusion rather than misconception. All the results support that there is a need of intense pre-service teacher education concerning thenature of science.

• Journal of The Korean Association For Science Education
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• v.17 no.3
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• pp.273-288
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• 1997

The purpose of this study was to review the studies related to the problem of context in science education. Firstly, studies on context and context effects in science education (and also those related in cognitive psychology) were summarized according to the topics concerning science learning, such as deductive reasoning and probabilistic judgement, controlling variables, scientific inquiry skills, memory and consistency of misconceptions, selecting cognitive strategies and problem solving, achievement and momentum effect, and interest, religion and culture. Secondly, the common problems appeared from the analysis of the studies were discussed, such as (1) how to define contexts?, (2) how to classify contexts?, (3) how to characterize the effects of contexts? and (4) how to explain the context effects? Finally, the implications of the analysis of the studies on the problem of context were discussed in terms of recent development of science education, such as misconception studies, STS science education and the application of the history of science to science teaching.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.2
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• pp.151-164
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• 2019

The purpose of this study is to find out the effects of reconstructing unit 'Seasonal Change' using step-by-step questioning for concepts changes to adjusting misconceptions of elementary school students. Most students have pre-conceptions at describing seasonal changes based on their experiences. Therefore, in newly developed unit, we reconstructed unit to include core teaching and learning contents by finding out common pre-conceptions of students and specifying purpose of teaching at misconceptions found in pre-conceptions as 'constituent of class for conceptual change'. After the scientific concept test, the result of 24 students in experimental group is statistically significant. Also, according to the result of qualitative analysis, the number of activated conceptional resources and degree of specificity in explaining seasonal changes are higher than that of control group.

• Journal of The Korean Association For Science Education
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• v.26 no.3
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• pp.406-414
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• 2006

This study investigated 7th grade students' context dependency on explanations about propagating path of light in three different contextual problems: observation of an object, observation of an object's image in a mirror, and observation of one's own face reflection in a mirror. Researchers examined student response in each context through interviews. The students were classified into four groups according to their explanations for the three different contexts. Each group was redivided into two or three subgroups in accordance with their conceptual features. After that, researchers investigated the characteristics of each subgroup. Main findings of the study indicated that (1) group 1 students' conceptions differed in each context; (2) group 2 students showed scientific conceptions in C1 context but in C2 context they showed visual ray conceptions or image misconceptions; (3) group 3 students did not show scientific conceptions in C3 context by strong misconceptions about one's own face reflection in the mirror. Also, this paper discussed the educational implications of the results.

• Journal of the Korean earth science society
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• v.25 no.3
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• pp.176-184
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• 2004

The concept of 'the lunar and planetary phases' is very difficult to understand and students may have various misconceptions on this concept. A module drawing the lunar and planetary phases was developed with the application of the simplifying conditions method. The effects of instruction using the module drawing the lunar and planetary phases on the conceptual change and the achievement was investigated in the consideration of learners' characteristics (spatial perception ability, science inquiry ability, required pre-requested learning ability). Findings were as follows: 1) This module was effective for learners' conceptual change and achievement, 2) This module had a positive influence for development the learners' characteristics and conceptual change with the middle level of science inquiry ability, the middle and low level of required pre-requisite learning ability, and middle level of the spatial perception ability.

• Journal of Korean Elementary Science Education
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• v.19 no.1
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• pp.113-129
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• 2000

The purposes of this study were to investigate children's preconception about matter, to analyze children's conceptual change. of ,matter by science learning activities, and to investigate understanding possibility about mallet The subjects of this study were the second grade students of an elementary school and science learning activities were conducted to 2 boys and 3 girls for investigating their conceptual change. Video tape recording, interview, drawing pictures and writing statements were used to collect data. The concepts in this study were properties of matter, states of matter, uses of matter and origins and changes in matter. Then, the collected data were analyzed by the way of categorization and qualitative method. The conclusions of this study are as follows: science loaming activities were effective for changing misconceptions of matter to scientific concepts. Conceptual changes of high achievers happened easier and more than of low achievers. In the ideas about matter, some children had supernatural ideas and animism, which were most second grade students' characteristics.