• Communications of Mathematical Education
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• v.21 no.3
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• pp.431-450
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• 2007

A polygon is one of the main subjects of the geometry curriculum that is handled widely from the second-grade elementary school to middle school. In this research, we analyze second-grade middle school students' conceptions of the polygon that are revealed in the process of seeking the definition and the area of it given in a lattice worksheet.

• Journal of The Korean Association For Science Education
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• v.15 no.4
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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.

• Journal of The Korean Association For Science Education
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• v.17 no.3
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• pp.239-249
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• 1997

Primary students' conceptions on the atmospheric pressure and its related concepts were investigated. Samples consisted of 41 5th grade and 43 6th grade primary school students. Two types of research methods were used: 1) the open-ended written questionnare;2) paper-pencil test. Naive theories on the atmospheric pressure and its related concepts were numerous. For example, 80% students thought that as we go higher into the atmosphere, the atmospheric pressure becomes greater. Also, 50% students thought that the hot air had greater the atmospheric pressure than the cold air. This study was also discussed the teaching strategies to overcome these naive theories on the atmospheric pressure and its related concepts.

• Journal of the Korean School Mathematics Society
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• v.17 no.3
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• pp.321-335
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• 2014

This study aimed to investigate beliefs of secondary pre-service teachers in mathematics. In particular, conceptions of teaching and learning were examined, For the purpose of this study, using an instrument, Teaching and Learning Conceptions Questionnaire, developed by Chan & Elliot(2004), a survey was conducted for 86 secondary mathematics pre-service teachers in Incheon area. The results showed that the mathematics pre-service teachers strongly agreed with the constructivist perspectives. In addition, compared to the juniors, the seniors responded more positive in the questions relative to the traditionalist view and the male students agreed more with the traditional conceptions, as comparing to the female students in this study. This study had limitations on the extent of the research site and participant. However, it would provide foundational information about pre-service teachers for teacher educators.

• Journal of Korean Elementary Science Education
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• v.40 no.1
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• pp.36-54
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• 2021

The purpose of this study was to investigate pre-service elementary school teachers' understanding about alternative energy and to identify their alternative conceptions. The two-tier instrument had been developed by Cheong et al. (2015) were used for this study. Twelve items from the instrument consisted of four categories: 'source of alternative energy', 'greenhouse gas emission', 'cost in electricity and construction' and 'advantages and disadvantages'. One hundred and fifteen pre-service elementary school teachers were participated in online survey during the semester. The results analyzed using SPSS 26.0. were as follows: First, the correct response rate varied depending on the content of item. Items related to characteristics and advantages & disadvantages of alternative energy showed high percentage of correct answers. Whereas, items regarding the principles of alternative energy showed relatively low percentage of correct answers. Second, there are some items showing statistically meaningful differences according to students' high school track. Nevertheless, there are no significant differences in overall. Third, we identified twelve alternative conceptions about alternative energy from students' answer distribution. Educational implications were discussed based on the results.

• Journal of The Korean Association For Science Education
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• v.19 no.4
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• pp.516-527
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• 1999

The purpose of this study was to find out the responses of students confronted with discrepant situation about inertia concept. We had developed two discrepant situation patterns according to conceptual change model(Kwon, 1989). And we examined the students' responses to the discrepant situations of the 3 inertia problems by interview method. In the result of this study. many students in discrepant situation 1 failed to explain the situation Some students gave up their preconception and showed new conception that was different from preconception. But most of their new conceptions were not scientific conception. In discrepant situation 2. the major characteristics of students responses were the assimilation strategies. Many students modified their preconception in some part but didn't change it. After discrepant situation. students' conceptions were changed more diverse conceptions than preconceptions.

• Journal of Korean Elementary Science Education
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• v.30 no.4
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• pp.524-534
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• 2011

This study is to ascertain pre-service teachers' conceptions for the causes of season change, to verify their conceptional mistakes, and to analyze how their conceptions are changed while presenting Disproof-Experiment Model where they cannot explain it with their current conceptions. 32 junior students of Education universities, pre-service elementary teachers, located at the middle of Korea participated in this research including two interviews and one experiment activity. As a result of analyzing of the data, the pre-service teachers held diverse conceptions for the causes of season change such as to mistake the phenomena, the distance between the earth and the sun, the tilting of the rotation axis and the revolving around the sun while changing the tilting direction of the rotation axis as the cause. After applying Disproof-Experiment Model designed by the researchers in order to change the current conception above, the conception changes of the pre-service teachers were investigated. Diverse Disproof-Experiment Models were used differently depending on the pre-service teachers' conceptions. As a result of the application of Disproof-Experiment Model, 26 out of 28 pre-service teachers were changed to scientific conceptions. It was determined that in order to modify pre-service teachers' conceptions, designing and presenting the Disproof-Experiment Model appropriate to their conceptions are effective after analyzing their conceptions. In case of conceptions that pre-service teachers feel difficult, it was established that unraveling experiment models prescribed after investigating the preconceptions and identifying the misconceptions are important.

• Journal of The Korean Association For Science Education
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• v.20 no.1
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• pp.77-87
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• 2000

The purpose of the study is to understand the change process of middle school students' physics conceptions by the presented types of conflict situations. 274 middle school students were selected from one school in Pusan, however 257 students were participated in all the procedure of the study. After we classified students' physics conceptions into scientific and unscientific conceptions, presented three types of conflict situations. In this study three different cognitive conflict strategies were adopted; the first one is logical arguments(LCS: logical conflict situation), the second is actual demonstration(DCS: demonstrational conflict situation), and the third is two strategies together(DLCS). In this study, first, we investigated the change process of students' physics conceptions by three types of conflict situations. Second, we compared the effect of three conflict situations presentation, which includes positive effect by conceptual change from misconception to scientific conception and negative effect by conceptual change from scientific conception to misconception. Third, we studied characteristics of conceptual change by characteristics of conflict situations. In result, DLCS group and DCS group were more positive effect than LCS group in mechanics, DLCS group and LCS group were more positive effect than DCS group in electricity. It seems that mechanics are closely related to physical experiences, while electricity are more abstract.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.1
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• pp.35-44
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• 2015

The purpose of this paper is to identify the conceptions of middle school and high school students about visible light, Ultra violet(UV) and Infrared ray(IR). We administered questionnaire 40 people of middle school 3rd students and 43 people of high school 2nd students in Gyeonggi-do. Misconceptions about visible light, UV and Ir were observed in many students. The results of study are as follows: Firstly, Many students think that it is possible to see objects without visible light. The explanations given by students for the visiblity of objects in darkness indicates a heavy reliance on personal experiences. Secondly, we have confirmed that high school students well understand the fact that the object reflects the light. However, a significant number of students exhibited an eye-centered perspective of vision. Thirdly, students had a variety of ideas about the meaning of the term UV and IR. Analysis of questionnaire data indicates that many students believe that it is possible to see objects in the presence of UV light alone.

• Journal of Korean Elementary Science Education
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• v.27 no.1
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• pp.31-41
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• 2008

The purpose of this research is to investigate the preconceptions of the Earth for 3rd grade students in elementary school. For this study, We interviewed with 30 students and children responded the questions with drawing the pictures. Through the study, We could find as followings. First, they thought that the shape of Earth is sphere only except one who had double conceptions of sphere and flat. Second, the color of the earth seems to be blue because of sea, but mostly answered, it seems to be green more than brown because of continent. Third, the conceptions of the gravity showed us 43% which is the kinds of scientific conceptions for the Earth.