• 가정과삶의질연구
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• 제16권4호
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• pp.17-28
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• 1998

The objective of this study was to investigate the experience and perception of sexual violence based on the right to women's body. For empirical analysis the data on 376 female students and 320 male students on two universities were collected. The major findings were as follows; Most of male students usually did sexual violence to women and lots of female students easily were invaded her right to body. The range of conception which the students perceived as sexual violence was wider than that of related laws Thus in order to secure sexual equity this study proposed that laws should reflect widely the right to women's body and that male students should be educated to respect it.

• 한국과학교육학회지
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• 제15권4호
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• pp.379-393
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• 1995

In spite of school science learning, the students' conceptions have not been changed easily. Therefore, to make students overcome their non scientific conceptions has been an important issue in science education. The purpose of this study was to identify the conceptions of students and teachers on the motion of the earth and the moon. The instrument was developed for estimating students' understandings of the concepts related to the motion of the earth and the moon. The validity of the instrument was examined by the specialists in Science Educator and Astronomer. At the same time, the two field trials had been executed, and the items were modified. Also, it consists of 12 items including 9 two-tier multiple choice items and 3 multiple choice items. The population of this study consists of 250 eighth-, 299 tenth-, 292 eleventh-grade students, 134 science teachers in secondary school. SPSS/PC+ was adopted for the statistical analysis. The type of misconceptions possessed students were as follows: 1) At 12:00 noon, the sun is directly overhead. 2) First quarter moon is a half of overall surface of the moon. 3) Air don't rotate with the earth surface because it keeps apart from the earth surface. 4) Summer is warmer than winter, because the earth is nearer from the sun in summer. 5) Whenever season is changed, the direction of rotation axis of the earth is changed. 6) The moon is the brightest at the position of new moon, because the distance between the moon and the sun is the shortest and the moon is received strongest sunlight. 7) The moon is not seen at the position of real full moon, because it is covered with shadow of the earth. 8) When the moon is not seen in the earth, sunlight is not reached at the moon. The major findings were as follows : 1) The middle school students had more misconceptions than those of high school students. And female students had more misconceptions than those of male ones. 2) The rate of correct answer and the type of conception in the tenth grade students were very similar with eleventh grade students. 3) The higher cognitive level, the better development of scientific conception and the less misconception. Also, the correlation coefficient between scientific conception score and GALT score was 0.57. 4) The students in scientific part had higher the rate of correct answer than those of students in human part and the former had less misconception than the latter. 5) The rate of correct answer about model and figure items was lower than descriptive ones, because they did not understand about figures itselves. These types of misconceptions will be used for science instruction and studies of other conceptions need.

• 한국과학교육학회지
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• 제22권5호
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• pp.944-956
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• 2002

The purpose of this study was to investigate students' conceptions of the simple electric circuit using a battery and a bulb. 19 fourth grade students from a rural elementary school in Korea participated in this study. Data on the children's understandings of electric circuit were collected through three sources; prediction tests, drawing tests and individual interviews. The prediction tests were paper and pencil tests composed of 10 problems, predicting whether bulbs in 10 simple circuit diagrams would light. For each prediction, the children were asked to provide a written explanation of their thinking. The drawing tests consisted of 6 problems. One was to draw the inside of the bulb base, and the others were to make the wire connections between a battery and a bulb in the diagrams, to light the bulb. The interviews were conducted with seven children who showed differing degrees of understanding. No student was aware of the wire connections inside the bulb base. Many students stated whether the bulb would light or not, according to the tip of the bulb contacting the positive battery terminal and an end of wire contacting the negative battery terminal. Most of them thought that the tip of the bulb should contact the positive battery terminal, so that the bulb would light. In short, students did not use a scientific conception of electric current to predict and explain the electric circuit.

• 여성건강간호학회지
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• 제19권4호
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• pp.219-229
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• 2013

Purpose: This study was conducted to identify awareness levels in regard to preconception care and gender differences targeting single undergraduate students in their 20s. Methods: The study participants were 867 single undergraduate students aged 20~29 (523 women, 344 men). This was a descriptive research, in which awareness levels of preconception care and pregnancy were identified the through questionnaire surveys. Results: Gender differences in the awareness of reproductive care before conception were found. Generally, women's awareness of issues related to preconception care and pregnancy was higher than that of men. Women recognized risk factors in pregnancy ($x^2$=22.85, p<.001) and positive behaviors ($x^2$=10.91, p=.012) better than men. Women's awareness of preconception care was significantly higher than that of men (t=8.37, p<.001). The awareness levels of the students who completed a reproduction related class (t=3.16, p=.002) and the students who knew about folic acid (t=-10.78, p<.001) in preconception care were statistically significantly higher. Conclusion: The results indicate that the ways to educate and alert students to major risk factors before pregnancy and other reproductive care content before conception is to provide education both single women and single men.

• 한국과학교육학회지
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• 제35권2호
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• pp.289-301
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• 2015

이 연구에서는 삼구의를 활용한 기존의 수업 방식으로는 학생들이 달의 위상변화의 원리를 정확하게 이해할 수 없을 뿐만 아니라 교사들 조차도 제대로 된 이해가 부족한 채 지도하고 있음에 주목하였다. 따라서 삼구의를 활용한 달의 위상변화 학습에서 초등학생들이 이해하고 있는 유형을 161명의 응답 결과를 토대로 분류하고, 기존의 연구에서 개발된 학습 자료를 재구성한 교수 학습 방법을 활용함으로써 그들의 이해 유형이 어떻게 변하였는지 확인하였으며, 129명 학생들의 학업성취도에는 어떠한 효과를 미치는지 검증하였다. 그리고 교사와 학생 총 8명을 대상으로 새로운 교수 학습 방법에 대해 어떠한 생각을 갖고 있는지 심층 면담을 통해 확인하였다. 그 결과, 학생들은 크게 C 유형과 W 유형을, 세부적으로는 W1, W2, W3, W4, W5 유형으로 나눌 수 있었는데 보름달 보다는 초승달과 상현달의 위상 원리를 더 어려워하였다. 그리고 재구성한 교수 학습 방법을 활용해 보충수업을 실시한 65명의 실험집단 학생들이 지도서의 내용으로 보충수업을 실시한 64명의 비교집단 학생들보다 학업성취도 사후 검사뿐만 아니라 추후 검사에서도 효과가 있었다. 심층 면담에서도 교사 학생 모두 이 연구에서 제시한 교수 학습 방법에 대해 긍정적인 답변을 해 주었다. 결론적으로 이 연구를 통해 달의 위상변화와 관련된 활동을 삼구의를 활용해 학습할 때는 결과만을 암기하는 학습에서 벗어나 원리를 정확하게 이해할 수 있도록 초등학생들에게 도움을 주는 단계별 학습 자료를 적극 활용할 것을 강조하였다.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제24권2호
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• pp.345-363
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• 2010

본 연구는 비례 개념을 배우지 않은 초등학생들이 가지고 있는 비형식적 지식을 조사 분석하여, 비례 개념 지도에 대한 시사점을 얻는데 목적이 있다. 이 연구를 위해 정비례, 반비례에 관한 선행학습을 하지 않은 6학년 학생 117명을 연구대상으로 본 연구에서 개발한 정비례 7문항, 반비례 4문항을 이용하여 조사 연구를 시행하였다. 또 학생들이 문제를 해결하는 과정에서 보인 비례에 관한 비형식적 지식을 심층적으로 알아보기 위하여 문제해결 전략별로 9명의 학생들을 선정한 후 면담을 시행하였다. 연구 결과, 학교에서 정비례, 반비례 개념을 배우지 않은 6학년 학생들은 정비례 문제와 반비례 문제를 해결할 때 곱셈추론전략, 비례추론 전략, 한 단위 전략 등을 사용하여 해결하였다. 학생들이 비례에 관한 비형식적 지식을 적극 활용한다는 사실은 이를 형식화하여 의미 있는 비례 개념 지도가 가능하다는 것을 시사한다.

• 한국초등과학교육학회지:초등과학교육
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• 제23권2호
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• pp.131-140
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• 2004

Many idealizations and ideal conditions in physics have been an important role in understanding of the basic physics concepts and in solving physics problems. The purpose of this study was to explore the relationships of pre-service teachers' misconception of heat with their understanding of the ideal conditions involved in solving problems of heat and temperature. Test instruments were composed of two parts. One part was asked to answer the heat conceptions, the other to write statements in relations to ideal condition hidden in the process of heat problems solving. For this study, pre-service teachers who are in four major courses in the University of Education in a local city were selected and total numbers of pre-service teachers were 108 students. The framework was developed for classifying pre-service teachers response of open items of ideal conditions of heat domains. According to the framework, each types of response were coded, analyzed and processed with a SPSS/PC program. The results are as the followings. In the heat conceptions, most of students showed correct response, and there was no significant differences between major courses. In understanding of ideal conditions, students' responses of "idealized condition relevant to problem" showed 65.2％ of them, and "not relevant idealized conditions" 15.5％, and no response 12.2%. In the 15.5% of students "not relevant idealized conditions", 10.5％ of them did not explained correctly conditions, just simply 2.7％ stated the laws in physics or formula, 1.6% generally, but irrelevantly described the idealized conditions. More importantly pre-service teachers showed very weak correlation between heat conception and understanding of ideal condition. Although we concluded there were no significant relationships of heat conception in understanding of ideal conditions in thermodynamics domain, these suggest that many other factors may influence understanding of ideal conditions in physics.

• 한국간호교육학회지
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• 제18권2호
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• pp.179-187
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• 2012

Purpose: This study was designed to analyze the effect of NIE to nursing students on the self-efficacy and professional self-conception in order to provide basic information to help develop meaning and value of nursing and promote the nursing profession. Methods: This study was a nonequivalent control group pretest-posttest design quasi-experiment where the NIE was given to the test group twice a week totaling 17 times during the period of March to May, 2011. Collected data has been analyzed using SPSS 18.0. Results: There was no significant difference in general, self efficacy and professional self concept between the two groups. Scores of the experimental group in self efficacy and professional self concept after the intervention were significantly higher than those of the control group. Conclusion: NIE has been determined to be an educational method that will positively affect self-efficacy and professional self-conception in nursing students. Nursing students who challenge themselves and strive to excel in their studies and improve their problem-solving capacity will have enhanced value and socialization as a nurse.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제9권1호
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• pp.25-45
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• 2005

Background Phenomenography suggests that more variation is associated with wider ways of experiencing phenomena. In the discipline of mathematics, broadening the 'lived space' of mathematics learning might enhance students' ability to solve mathematics problems Aims The aim of the present study is to: 1. enhance secondary school students' capabilities for dealing with mathematical problems; and 2. examine if students' conception of mathematics can thereby be broadened. Sample 410 Secondary 1 students from ten schools participated in the study and the reference group consisted of 275 Secondary 1 students. Methods The students were provided with non-routine problems in their normal mathematics classes for one academic year. Their attitudes toward mathematics, their conceptions of mathematics, and their problem-solving performance were measured both at the beginning and at the end of the year. Results and conclusions Hierarchical regression analyses revealed that the problem-solving performance of students receiving non-routine problems improved more than that of other students, but the effect depended on the level of use of the non-routine problems and the academic standards of the students. Thus, use of non-routine mathematical problems that appropriately fits students' ability levels can induce changes in their lived space of mathematics learning and broaden their conceptions of mathematics and of mathematics learning.

• 한국과학교육학회지
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• 제21권1호
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• pp.59-75
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• 2001

이 연구는 개념생태 구성요소 중 학습자가 지닌 동기 심리적 관점의 측면에서 수행되었다. 즉 학습자가 학습동기와 관련하여 과학학습에 대한 개념을 어떻게 구성하고 있는가에 대하여 정성적인 방법으로 연구하였다. 수도권에 소재한 '가나' 고등학교 2학년 학생 3명의 사례를 제시하였다. 연구의 신뢰도와 타당도를 위하여 자료의 수집과 분석 의 전과정 동안 삼각측정법을 사용하였다. 면담, 직접 및 간접 관찰, 문서를 통한 자료 수집을 하여 분석한 후, 사례 연구를 하였다. 연구 결과, 학습자들의 과학 학습에 대한 열정은 과학 학습에 대한 관점과 관련되는 것으로 나타났다. 과학 학습에 대한 학습자들의 관점은 지식의 본성, 학습의 본성, 인식론적 확신 근거를 포함한 과학 및 과학 수업에 대한 관점에 영향을 받았다. 이러한 과학학습관은 학습자들의 자아 효능과 과학학습 동기에 영향을 주는 것으로 보여진다.