• Journal of the Korean earth science society
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• v.25 no.7
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• pp.519-531
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• 2004

The purpose of this study was to ascertain high school student ideas on the motion of the Earth and moon by cognitive level. For this study, five students determined to be of high, middle and low cognitive level selected from 73 10th-grade students at a high school located in Suwon, Gyeonggido. The results of this study were as follows: first, students at the high cognitive level had comparatively more logical and scientific conception on the revolution and rotation of the Earth and moon. second, students at the middle cognitive level, generally had a passive learning attitude to unconditionally memorize learned contents, so they were apt to forget learned contents, also their recognized conception was not enlarged. In addition, they had native theories, intuitive ideas and misconceptions as well as made logical errors in the course of explanation for the motion of the Earth and moon. In the course of explanation for the phases of the moon and the cause of change of season, because of their scientific conception, the students made more and more errors in conception. finally students at the low cognitive level were not willing to think logically and positively and were very passive in the attitude to recognize conception. In addition, they have learned helplessness on the grounds that they have low scholastic achievement specially in science.

• Journal of Korean Elementary Science Education
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• v.24 no.4
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• pp.351-359
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• 2005

The aims of this research are to analyze elementary preservice teacher's conception and causes of their misconceptions on biological reproduction and inheritance. In future, it would be also to provide useful data for the effective teaching-teaming method in the elementary school as well as opportunities to correct their misconceptions, which help elementary preservice teachers have the appropriate scientific conceptions. Thirty kinds of test questions were designed in science curriculum for elementary students and biology textbook for university students in order to develop reproduction and inheritance's concepts. The questionnaire was given to 166 junior students of university of education in a local city. All statistical analysis was performed using SPSS version 10.0 program. The major results are as follows: Among 30 test questions, 2 questions in plants, 5 questions in animals and 2 questions in gene were appeared as misconceptions over $50\%$. The major reason to hold the misconceptions was influenced by 'learning up to now' category. The selection reasons of response were significantly different between scientific conceptions and misconceptions in 10 questions by analysis of variance. The gender also showed statistically significant differences between scientific conception and misconception in 3 questions by $\chi^2$ test. The selection reasons according to gender were significantly different between male and female students in 5 questions. For the reasons in forming misconceptions, they may cause by stereotype, conscious priority, differences of experiences, interest or attention, lack of professional Knowledge, and so on. Therefore, it was concluded that this research may help elementary preservice teachers to reconsider their conception for reproduction and inheritance and to be successful in science instructions fur elementary students.

• Journal of Korean Elementary Science Education
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• v.26 no.4
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• pp.359-371
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• 2007

The purpose of this study was to investigate elementary school students' conceptions of gas and analyse the type of alternative conceptions of gas which students constructed. To appreciate the conceptions formed by elementary school students on this topic, 173 sixth grade students from an elementary school located in Suwon participated in this study. Additionally, their conceptions and their alternative conceptions of gas represented by the questionnaires were analyzed. The questionnaires consisted of 11 questions related to the conception of gas. To analyze the types of alternative conceptions which presented themselves, constructed prototypes were generated by interviewing the students themselves. From our results, we suggest that sixth grade elementary school students have various conceptions of gas and tend to think that gas is weighty, and that gaseous volume decreases by pressure. However, their conceptions of gas melting in water were very low, as only about 16% of students were aware of this scientific conception. Students who did not understand precisely the conception of the nature of oxygen, carbon dioxide and hydrogen were over 20%. The results of the interviews showed that the construction of alternative conceptions of gas was affected by various and complex causes.

• Journal of the Korean Society of Earth Science Education
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• v.3 no.2
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• pp.99-108
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• 2010

This study lays its purpose on examining the effects of lessons with the application of drawing tasks on changes in conception among gifted science students. The lesson with the application of drawing tasks means the lesson where students express key concepts regarding lesson subjects in drawings which are then applied to the lessons to develop conception among the learners. This study analyzed the effectiveness of lessons by comparing conception scores before and after experiments between an experiment group with the application of drawing tasks and a control group with normal lessons for the gifted in general for 8 months from March to October, 2008. In addition, the researcher examined how the effectiveness of the developed lessons show differently according to levels of meta-cognition, creative problem-solving abilities, and scientific inquiry skills among the gifted students. The results from this study are as the following. First, lessons with the application of drawing tasks were effective in changing conception among the gifted science students. It is possibly because in the process where one student compare his/her own drawings with the others' ones and discuss them, changes in conception occurred effectively among the learners. Second, it was revealed that lessons utilizing drawing tasks have equal effects on changes in conception among both student groups irrespective of their levels of meta-cognition. Accordingly the lesson for changing perceptions utilizing drawing tasks developed in this study is a program which can be applied to all gifted science students in order to change conception among them. Third, lessons utilizing drawing tasks have the greatest effects on the gifted science students at a 'middle' level of creative problem solving abilities. Fourth, lessons utilizing drawing tasks have the greatest effects on the gifted science students at a 'middle' level of scientific inquiry skills. Putting these results together, it is thought that if lessons utilizing drawing tasks are applied to gifted science students, not only their concepts would be changed effectively but also their attitudes toward science would be changed positively.

• Journal of the Korean Chemical Society
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• v.48 no.4
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• pp.399-413
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• 2004

In this study, a survey was conducted of students of elementary through college on their conceptions of phenomenon related with dissolution, saturation, and extraction. The teaching strategies of elementary and secondary teachers related to dissolution phenomena were also investigated. Most of elementary and secondary school students thought of dissolution as a phenomenon in which particles broke into the spaces between other particles. This explanation called 'space conception' can be sought in elementary school science textbooks. Some of high school students also had this type of thought. A concept of dissolution phenomenon as 'hydration through attraction of solvent and solute' was held by most of students of 11th, 12th grade, and college. This explanation called 'attraction concept' can be sought in high school chemistry textbooks for 11th and 12th grade. But many students of elementary through college used analogies and models related to 'space conception' when they tried to explain the dissolution phenomena. This indicates that the 'attraction concept' was not firmly established in the students' cognition. 90% of elementary school teachers thought and taught dissolution as a phenomenon in which two different size particles were mixing together like as mixing beans and millets. The model does not represent the attractions among solvent-solvent particles, solvent-solute particles, and solute-solute particles. This model only represents the space size effect (smaller size particles fitting into the spaces of larger size particles). Half of the secondary school teachers also had 'space conception' and only 20% of the teachers had 'attraction concept' Many teachers who had 'attraction concept' used to represent explanation related to 'space conception' for teaching dissolution.

• Journal of The Korean Association For Science Education
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• v.21 no.4
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• pp.689-696
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• 2001

Students who have correct conception didn't show big changes in a test of cognitive conflict, while students who have misconception made significant changes Most students who had misconception were considerably curious about demonstration of an actual phenomenon. On the other hand, according to their own confidence of preconception, the higher confidence of misconception is, the bigger conflicts are and when they meet some different phenomenon unlike their ideas, their psychological shock was big. After a cognitive conflict lesson, students' conception was significantly changed regardless of students' confidence of preconception and the persistence effect new conceptions showed similar result as preceeding research regardless of confidence of preconception. That is, the change decreased from immediate after demonstration of an conflict situation to a week after. After conceptual change, students' confidence of correct conception was generally increased, so it turned out that cognitive conflict lesson had a positive effect on students who had a misconception.

• The Journal of Korean Obstetrics and Gynecology
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• v.26 no.2
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• pp.46-65
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• 2013

Purpose: Generally menstrual disorder caused by functional deficiency of ovary is not treated clinically because it manifests as normal process of growth. In this study we collected experimental group having several or severe menstrual disorder and we tried to find out whether there is any relationship between menstrual disorders and the function of Thoroughfare and Conception vessels or not. Methods: First, this study was researched to learn the meaning and the symptoms of 'the emaciation of Thoroughfare and Conception vessels', and to learn the relationship between menstrual disorders and 'the emaciation of Thoroughfare and Conception vessels' through literature review. And we set up a experimental group who have two or more menstrual disorders or severe degree of menstrual disorders(N=97) and control group who don't have menstrual disorders(N=97) as a result of the menstruation survey. Afterwards we conducted the DSOM in both experimental group and control group. Results and Conclusions: The meaning of 'the emaciation of Thoroughfare and Conception vessels' is deficiency of qi and blood from the Thoroughfare and Conception vessels. As a result, the female reproductive system is difficult to be worked properly with deficiency of skin, muscles, bone, and vessels. Symptoms of the emaciation of Thoroughfare and Conception vessels are classified into drying, skinny body, feeling of cold, menstrual disorders, pain and personality traits. In this study, severity of drying, skinny body, feeling of cold, menstrual disorders, pain and personality traits is significantly higher in experimental group than in control group. Like this, symptoms of 'the emaciation of Thoroughfare and Conception vessels' appear with menstrual disorders because disorder of circulation is occurred by qi and blood deficiency of Thoroughfare and Conception vessels. It is appropriate to identify this case as 'the emaciation of Thoroughfare and Conception vessels' pattern and necessary to treat actively through regulating qi and blood in advance.

• Journal of Korean Elementary Science Education
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• v.25 no.1
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• pp.39-50
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• 2006

The purpose of this study was to investigate the effect of metacognitive strategy on conceptual acquisition ofvseasonal change and self-efficacy when it was applied to 6th grade elementary students. This study consists of 2 classes, 76 students in the 6th grade of elementary school, which were divided into the experimental group (38) and the control group (38). First, a pre-test was administrated to check students' levels of metacognitive self-regulation and self-efficacy prior to getting planned lessons and then an instruction program was developed based upon the metacognitive instruction model and students' conception. The control group was exposed to traditional methods mainly using the textbook and teacher's guide book. The experimental group employed a metacognitive learning strategy program and activities with metacognitive questionnaires. After the planned lessons, the students were tested with post-tests about the conception of seasonal change and self-efficacy. One month later the students were tested again with another test to determine the continuation effect. The results were as follows: First, the group that used metacognitive conceptual change instruction did better in forming and continuing to maintain the scientific seasonal change conceptions compared to the control group. Second, the high and intermediate group taught by metacognitive conceptual change instruction was higher in the level of self-regulation than the control group. However, it was not verified in the low group. Third, the group which used metacognitive conceptual change instruction showed a higher level of self-efficacy than the control group did.

• Journal of the Korean Chemical Society
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• v.60 no.6
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• pp.415-427
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• 2016

This study analyzed the attributes of the conceptions of $3^{rd}$ to $6^{th}$ grade elementary school students on three states of matter and investigated the characteristics of the classified results of various examples of matter by grades. Through discussion activities, we confirmed the stabilization of conception attributions. For this study, 113 participants from two $3^{rd}$ to $6^{th}$ grade elementary school classes were selected. The concentration analysis (C-factor) and normalized gain (G-factor) of the conceptions for the quantitative analysis of the conception changes were used. The elementary school students retained different percentages of the attributes for states of matter. The characteristic of the grades were different between the 3rd grade and other grades. Based on these results, we pointed out the problems with the present teaching methods in science textbooks and stated the advantages of the effects of the representation of mixtures.

• Science of Emotion and Sensibility
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• v.9 no.4
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• pp.331-339
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• 2006

PPL(Product Placement) of visual media can change the purchasing behavior of College students. This study aimed to investigate the differences in consumer's conception about PPL among college students and to analyze the relationship between the PPL conception ant fashion innovation/fashion sensitivity of students, resulting into their real purchasing behavior. We surveyed to about 189 college students living near Seoul, with questionnaire about PPL conception, purchase of PPL clothing, satisfaction on PPL clothing, fashion innovation, opinion about PPL, PPL apparel brand to recall, etc. According to dichotomy of college students by fashion innovation, as higher fashion innovative they were, they paid more attention on PPL clothing while watching TV or movie, and they also could recall more PPL apparel brands, and they purchased more PPL clothing. While the students with low fashion innovation had references from the opinion of friends or around people when purchasing their clothing, the students with high fashion innovation did from fashion magazine or PPL clothing. The students who thought that PPL was important and effective on clothing purchasing behavior, answered that their preference to PPL bran4, to the company, and to the product had increased positively, but not to the actor/actress.