• Child Health Nursing Research
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• v.23 no.1
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• pp.37-47
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• 2017

Purpose: The purpose of this study was to explore the experience of the meaning in life for elementary school students. Methods: The conceptual framework was based on the five main concepts (meaning in life, creativity, experiences, attitudes, choice and responsibility) of logotherapy. Data from 1,600 higher grade elementary school students were analyzed for content of meaning in life. Results: The experiences of meaning in life were identified as follows: Important things in my life (people close to me, things that brings me happiness, to live in earnest, surrounding environment), Activities I like to do (relaxing, achievements, family relationships), Experiences that made me feel like I am loved (taken care of by family, material recompense, being respected), Times when I feel grateful (receive love and care, health), Importance of choices (consequences of bad choices, result of good life choices). Conclusion: These results suggest that elementary school students can understand meaning-centered health education and this kind of education is necessary to promote their wholistic health.

• School Mathematics
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• v.4 no.4
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• pp.581-599
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• 2002

This study investigated the factorization concept development level of 3rd grades in middle school, the success of factorization problem solving, and the completion of factorization analogy tasks and science concepts analogy tasks. This study's results are followings. 1. Based on Sfard' reification levels, we classified students' factorization concept development levels from level 0 to level 3. As the students' development level was high, they tended to succeed the factorization problems gradually. 2. Experiencing factorization tasks which made students arrange factorization expressions hating same characterization, students ' factorization problem solving was improved. And, as the students' development level was high, they tended to attend to internal structural relations in factorization analogy tasks. 3. Analogy in factorization wasn't interrelated with analogy in science concepts. It said that analogy depended on the knowledges with it.

• Journal of Korean Elementary Science Education
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• v.35 no.1
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• pp.39-53
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• 2016

This study aimed to understand students' learning in elementary science classes in terms of participatory perspective. Participatory perspective is based on the participationist views on learning. Based on the participatory perspective, this study used two concepts of participationism: 'the changes of learning on commognition' of Sfard (2007) and 'the identity' of Wenger (1998/2007). Based on these concepts, four episodes of an elementary science class were analyzed. The results showed that students carried out their learning from objective-level learning to meta-level learning. And students defined who they are by identifying and negotiating scientific meaning during the learning. These results showed students become members of science community through their participations in science class.

• Journal of the Korean Society of School Health
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• v.8 no.2
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• pp.293-303
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• 1995

Health has occupied a position of importance in the human history, whether it be in the East or in the West, and it is a subject in which people have been constantly interested. The concept of health has changed continuously as the society has developed, industrialized and become more structured. The perception of health concept can be an esential factor which is to determine the health behaviors. This study is a descriptive inquiry done to identity high school students' perception of health and what they do as health behaviors. The subject consisted of 503 voctional high school seniors, 129 boys and 374 girls, from a school located in An-san Si, kyong-gi Do. The instruments used for this study were open-ended questionnaires and data were collected by having the students fill out the questionnaires which took 10 minutes, in their first class, April 6, 1995. The collected materials were classified and recorded on the cards according to each question using the terms which students had written. After putting statements which had common meanings together, the representative categories were labelled. The results obtained are as follows. 1. Categorizing and labelling of health concepts What high school students descripted as health concepts were classified as the absence of illness, physical comfort, strong physical strength and physique, not having a deformity, resisting power, self control mental-rest(or psychological comfort), wholesome ideas, self-control, harmony in body and in mind, maintenace of daily life, pleasant life, good friends, peaceful family life and realizing objectives. 2. Categorizing and labelling of health behaviors These were classified as preventive life, good dietary habits and regimen, maintenance of clean body, exercises, preventing obesity, rest, environmental balance or control of environment, limit one's tastes, making use of leisure, peaceful mind, sound thought and regular living habits. The result indicates that the health concepts were positive and included not only absence of illness but also harmony in body and in mind and pleasant life; health behaviors which had high frequency were good dietary habits and regimen, exercises and sound thought. It is hoped that these findings well serve as practical references for teachers when they counsel with, and provide the students with guidance programs which include health care.

• Journal of the Korean School Mathematics Society
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• v.2 no.1
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• pp.55-66
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• 1999

In mathematics education, teaching-learning activity can be divided largely into the understanding the mathematical concepts, derivation of principles and laws acquirement of the mathematical abilities. We utilize various media, teaching tools, audio-visual materials, manufacturing materials for understanding mathematical concepts. But sometimes we cannot define or explain correctly the concepts as well as the derivation of principles and laws by these materials. In order to solve the problem we can use the computer. In this paper, ′the process of the length of curve being equal to the sum of the vectors when intervals get smaller′ and ′the process of calculating volume of spinning curve by using definite integral.′ Using the computers is more visible than other educational instruments like blackboards, O.H.Ps., etc. Also it can help students with solving mathematical problems intuitively. Consequently more effective teaching-learning activity can be done. Usage of computers is the best method for improving the mathematical abilities because computers have functions of the immediate reaction, operation, reference and deduction. One of the important characters of mathematics is accuracy, so we use computers for improving mathematical abilities. This paper is about the program focused on the part of "the application of definite integral", which exists in mathematical curriculum the second and third grade of high school. When this study is used for students as assisting materials, it is expected the following educational effect. 1. Students will have precise concepts because they can understand what they learn intuitively. 2. Students will have positive thought by arousing interests of learning because this program is composed of pictures, animations with effectiveness of sound. 3. It is possible to change the teacher-centered instruction into the student-centered instruction. 4. Students will understand the relation between velocity and distance correctly because they can see the process of getting the length of curve by vector through the monitor. For the purpose of increasing the efficiencies and qualities of mathematics education, we have to seek the various learning-teaching methods. But considering that no computer can replace the teacher′s role, teachers have to use the CIA program carefully.

• Journal of The Korean Association For Science Education
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• v.16 no.1
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• pp.1-12
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• 1996

The purpose of this study is to investigate the psychological hierarchy structure of science concepts and to determine the effective teaching order by comparing the teaching effects of the psychological hierarchy order with those of teaching order of the current text in order to inquire validating evaluation framework of science curriculum sequence. Key concepts were selected by tasks analysis in the seven units of elementary and secondary school curriculum. Concept formation tests were developed to evaluate each concepts achievement,. The test items were made according to each of the concepts based on 12 prototype tasks developed by Frayer(1969). To identify the students' psychological hierarchy the test items were administrated to elementary and secondary school students. Ordering theory was used to identify the students' psychological hierarchy. Nonequivalent control group pretest-posttest design was used in this study as an experimental design. Teaching with psychological hierarchy order was applied tp experimental group and teaching with concept order described in the current text was applied to control group. The major results of this study are as followings: 1. The students' psychological hierarchy structures are different from logical hierarchy structures. 2. The science teachers' psychological hierarchy structures are different from not only logical hierarchy structures but also students' psychological hierarchy structures. 3. The mean score of experimental group applied psychological hierarchy order is significantly higher(p<.05) than the control group in the concept achievement.

• Convergence Security Journal
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• v.18 no.2
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• pp.59-67
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• 2018

The programming language is a core education area of software that is becoming increasingly important in the age of the fourth industrial revolution, but it requires mathematical knowledge and logical thinking skills, so that many local private university and college students with low basic skills are having difficulties learning it. This problem occasionally causes SW-major students to lose interest and confidence in their majors during the introductory course of programming languages; making them change their majors, or give up their studies. In this study, we designed an instructional model using Scratch for educating C-language which is a typical programming introductory language. To do this, we analyzed the concepts that can be trained by Scratch among the programming concepts supported by C-language, and developed the examples of Scratch for exercising the concepts. In addition, we designed an instructional model, by which the programming concepts are first learned through Scratch and then C-language is taught, and conducted an experiment on the SW-major freshman students of a local private university to verify the effectiveness of the model. In the situation where SW education is becoming common, we expect that this study will help programming language education of security IT students.

• Journal of the Korean Chemical Society
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• v.61 no.4
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• pp.211-217
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• 2017

The purpose of this study was to examine UK students' use of multimodal representations in science. Students were asked to explain their understandings of the scientific concept and presentation of the multimodal representations in a science Assessing Pupils' Progress (APP) task. Participants of this study were fifty-four Year 7 students taught by the same teacher. Students from one class (27 students) were assigned to the experimental group, and then they received instruction encouraging the using of multimodal representations as evidences to support students' claims. One class (27 students) was assigned to the control group and they received instruction with traditional teaching methods. Both groups performed an APP task for assessment. The samples of APP assessments produced by students both from the experimental and control groups were analyzed using an analysis framework of multimodal representations, embeddedness in evidence and understanding of scientific concepts. Data analysis indicated that the students in the experimental group performed better than that of the control group on embeddedness of multimodal representations in the APP task. In addition, there was a significant difference between the two groups in the evaluation of understand of the scientific concepts.

• Journal of The Korean Association For Science Education
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• v.17 no.2
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• pp.191-200
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• 1997

The purpose of this study is to investigate the misconceptions and the understanding of students on diffusion and osmosis, and to examine the shifts in concept development that result from maturation and additional instruction. In addition, the textbooks were assessed for the sources of the misconceptions. The subjects of this study were 195 students in middle school, 191 students in high school and 195 students in university in Seoul. And the multiple-choice test developed by Odom and Barrow(1995) was used. The results were analyzed by two-way ANOVA in the statistical packages SAS. The major findings of this study are as follows. 1. The mean score of the understanding on the concepts of diffusion and osmosis of junior high school students was 31, that of high school students was 51 and that of university students was 67. In this study, the higher grade students got the higher scores, and it showed significant difference(p<0.01). 2. The mean score of girls was higher than that of boys in all grades. And the difference of the score according to gender showed great difference in high school(p<0.01). 3. An analysis of the patterns of misconceptions about diffusion and osmosis indicated that certain misconceptions prevail across grade levels. 4. An analysis of the contents of textbooks indicated that textbooks may be the source of students' misconceptions about diffusion and osmosis.

• Journal of The Korean Association For Science Education
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• v.13 no.3
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• pp.327-333
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• 1993

The purpose of this study was to investigate children's ideas about growth of plants and their conceptural change after instruction to apply SPACE (Science Processes And Concepts Exploration) Learning strategy. For this study, a total of 55 students from infants to 5th grade were sampled. Data were obtained by the individual interview procedure and summarized by using network analysis. The major results of this study were as follows : 1. A very small number of students responded reforming or reorganisation of materials about the mechanism of germination and growth inside the seeds. 2. Almost all students confused between conditions necessary for germination and growth. Water and sunlight were mentioned by many students, while air and temperature were mentioned by a few students as the condition. 3. Some of the students showed that growth occurs continuously. Many students explaned occurence of growth about Plants related to the night, monning, or evening. 4. With the explaning about the necessary conditions for caterpillar growth, students mentioned conditions related in terms of human experience. 5. Many young childrens showed tendency of the egocentric and human-centered view of the world. Students scientific concepts increased significantly with age. Many students conceptions depend on the context-specificity ideas.