• 모자간호학회지
• /
• v.1
• /
• pp.5-15
• /
• 1991

Caring, according to Leininger, is the essence of nursing : it is the central and unifying domain of science and practice of nursing. The problem addressed by the this study was to explore nursing students' perceptions of caring. The purpose was to provide theoretical understanaling at how students conceptualize caring througout the three years of their educational preparation. The subjects for this study were 343 nursing students of one three - year Christian college of nursing in a major regional city in Korea. The data were collected from May 6 to 25, 1991, through an open - ended questionnaire. The data analysis used was descriptive method. Validity was strengthened by confirmations with by a doctoral candidate and three other nursing professors. From the data, 557 descriptive statements were organized into 70 taring behavior patterns and 16 categories of taring. The 16 categories were helping, comfort, love, concern, support, being present, protection, health maintenance, fulfillment. warmth, Instruction, empathy, trust, sharing, restoration and nurturance. The five categories primarily reported by first year students were, In order, helping, comfort:. restoration, protection, and love, by second year students, helping, comfort, love, being present, and support : and by third year students, helping, comfort, love, concern, and support. Instruction, empathy, trust, sharing and nurturance were least reported by the students. Instuction, trust and nurturance were not expressed by first year students. The Korean nursing student's concepts, of caring appeared to be similiar to Leininger's caring constructs but warmth and fulfillment were specified by these students. Theoretical understanding of concepts central to nursing contributes to the development at the discipline.

• Journal of Korean Elementary Science Education
• /
• v.38 no.3
• /
• pp.375-386
• /
• 2019

This study explores how elementary school students construct food pyramid prediction models using scientific reasoning. Thirty small groups of sixth-grade students in the Kyoungki province (n=138) participated in this study; each small group constructed a food pyramid prediction model based on scientific reasoning, utilizing prior knowledge on topics such as biotic and abiotic factors, food chains, food webs, and food pyramid concepts. To understand the scientific reasoning applied by the students during the modeling process, three forms of qualitative data were collected and analyzed: each small group's discourse, their representation, and the researcher's field notes. Based on this data, the researcher categorized the students' model patterns into three categories and identified how the students used scientific reasoning in their model patterns. The study found that the model patterns consisted of the population number variation model, the biological and abiotic factors change model, and the equilibrium model. In the population number variation model, students used phenomenon-based reasoning and relation-based reasoning to predict variations in the number of producers and consumers. In the biotic and abiotic factors change model, students used relation-based reasoning to predict the effects on producers and consumers as well as on decomposers and abiotic factors. In the equilibrium model, students predicted that "the food pyramid would reach equilibrium," using relation-based reasoning and model-based reasoning. This study demonstrates that elementary school students can systematically elaborate on complicated ecology concepts using scientific reasoning and modeling processes.

• Journal of the Korean housing association
• /
• v.17 no.1
• /
• pp.107-115
• /
• 2006

It is the purpose of this study that propose method to estimate weights of decision-making for design concepts considering characteristics of places. In order to acquire these weights of concepts, the investigation with questionnaire by AHP(Analytic Hierarchy Process) is employed as a mean. Targets of this investigation was 63 respondents which were graduate students(21) and experts of design field(42). As a result, we could find differences between these weights of the relative concepts and know the differences in the weights of design concepts as characteristics of places were reflected. These weights of concepts will be take opinions about concept from design-related members into consideration. Therefore, In design process, the weights of design concepts will help for designer to verify the concepts in design initially, and finally be used by a criteria in decision-making. The Weights of decision-making for design concepts as a result of this study will be used as a guideline for the systematical and conceptual approach in design practice.

• Research in Mathematical Education
• /
• v.17 no.1
• /
• pp.63-78
• /
• 2013

Trigonometric ratios are difficult concepts to teach and learn in middle school. One of the reasons is that the mathematical terms (sine, cosine, tangent) don't convey the idea literally. This paper deals with the understanding of a concept from the learner's standpoint, and searches the orientation of teaching that make students to have full understanding of trigonometric ratios. Such full understanding contains at least five constructs as follows: skill-algorithm, property-proof, use-application, representation-metaphor, history-culture understanding [Usiskin, Z. (2012). What does it mean to understand some mathematics? In: Proceedings of ICME12, COEX, Seoul Korea; July 8-15,2012 (pp. 502-521). Seoul, Korea: ICME-12]. Despite multi-aspects of understanding, especially, the history-culture aspect is not yet a part of the mathematics class on the trigonometric ratios. In this respect this study investigated the effect of history approach on students' understanding when the history approach focused on the mathematical terms is used to teach the concept of trigonometric ratios in Grade 9 mathematics class. As results, the experimental group obtained help in more full understanding on the trigonometric ratios through such teaching than the control group. This implies that the historical derivation of mathematical terms as well as the context of mathematical concepts should be dealt in the math class for the more full understanding of some mathematical concepts.

• Journal of Engineering Education Research
• /
• v.15 no.3
• /
• pp.3-11
• /
• 2012

This paper discusses the effect that classroom demonstrations have on students' conceptual understanding in concepts in introductory physics. We used the same conceptual survey to probe the students' understanding on certain concepts before and after taking the course. We introduce Hake's , which is used to evaluate the effect of various kind of teaching methods, suggested by physics education research groups, on conceptual understanding of students who took the class. The effect of physics class using demonstration turned to be better than the traditional lecture, higher for students who graduated from science schools with higher prior knowledge and demonstration experience. Authors suggest to use to probe concepts which need more attention.

• Journal of the Korean earth science society
• /
• v.32 no.7
• /
• pp.798-808
• /
• 2011

The purpose of this study was to explore middle school students' perceptions about earth systems in order to implement the 2009 revised national science curriculum effectively. A total of 1219 students participated in the survey and asked to determine their basic understandings about earth systems, self-reported knowledge level, and perceived significance level of the 23 earth systems concepts (contents). In relation to students' basic understandings about earth system, approximately 67% students reported that they didn't know about the term of the earth system. Atmosphere and hydrosphere were highly perceived as major component of earth system. However, cryoshere was perceived to be least familiar by the subjects. The findings also showed that students' self-reported knowledge level and significance level about major ESU#4, #5, #6 related concepts (contents) were significantly different by gender. Most of male students were more knowledgeable and perceived more significant than female students. Regarding the difference of the perceived significance level by grade, 10 out of 23 concepts were significantly different. Some implications for implementing the revised curriculum and school fields were discussed.

• Journal of the Korean School Mathematics Society
• /
• v.18 no.3
• /
• pp.259-279
• /
• 2015

In this paper, we study the recognition and fallacy of middle school students about the concepts of liner equations and liner functions. We chose 163 8th grade students and 103 9th grade students in M city and investigate their recognition and fallacy about the concepts of liner equations and liner functions. We found following facts. First, middle school students recognize an equation with respect to x as an equation, but do not recognize an equation with respect to y as an equation. Second, middle school students tend to recognize a linear function as a constant function y=p. Third, middle school students tend to distinguish an equation and a function according to the form of an algebraic expression. Finally, middle school students discern the difference between an equation and a function using their concepts in textbooks.

• Journal of The Korean Association For Science Education
• /
• v.16 no.1
• /
• pp.87-96
• /
• 1996

In this study, students' performances on the reasoning tasks dealing with physical situations were analyzed. Through these analysis, the influences of students' preconceptions and logical abilities in reasoning process were described. For this study, 97 high school students were randomly selected. Among them, the number of the students who changed their misconceptions is 62% for the first task(force acting on the upward moving body), and 25% for the second task(force acting on the body when it is on the top of its motion). The students who show the premise-based response changed their conceptions in both of the tasks are more than those who responded in the idea based responses. The index of the influence of prior knowledge, ${\alpha}$ is 33% for the first task, and 67% for the second task, and ${\beta}$ is 41% for the first task, and 17% for the second task. When students performed the reasoning tasks about force and motion, the misconcepts frequently influenced their performances. But for the first task, the precentage of students who changed their concepts is about 62%. It shows the possibility that if the task is simple and appropriate, students can change their concepts.

• Journal of The Korean Association For Science Education
• /
• v.12 no.2
• /
• pp.55-65
• /
• 1992

The purpose of the study is to compare the learning contents of theme acids and bases that are commonly dealed with in elementary, middle and high schools m Korea and to investigate the acid-base-concepts of secondary students. The results of the study were as follows: 1) Many students did not have an interest in the chemistry and they pointed out the necessity of many experiments and practices and its application to the practical life. 2) It is found that most of textbooks used in the elementary school are written to make the students have an interest in the science through the experiments and pratices. However the textbooks used in the secondary school are too theoretically written so that many students are likely to lose the interests in the chemistry. 3) Although students had already learned Arrhenius's acid-base-concept, many students tried to solve the question with Liebig's theory as a acid-base-concept. This misconception might be caused by learning by cramming and teaching too theoretically. Accordingly, it is necessary that the education of science is carried out to make the students have an interest in the science by providing the students with the much more experiments and practices and also applying it to the practical life.

• Hwankyungkyoyuk
• /
• v.13 no.1
• /
• pp.65-74
• /
• 2000

Environmentally literated students and adults should be able to use and apply the basic ecological concepts when considering environmental problems and issues. Because ecology forms the foundation of environmental education, a review of the literatures on the degree of students' understanding for ecological concepts can provide useful insights for environmental educators. The purposes of this study were as follows: first, to analyse the parts connected with ecological knowledge of two environmental education books, ‘environments’(middle school) and ‘environmental science’(high school), second, to investigate the level of understanding on ecological concepts by the use of new developed instrument. The 20 most important ecological concepts from Cherrett(1989) and the important ecological concepts' lists from Hungerford and Volk(1990), Ramsey, Hungerford and Volk(1992), Volk(1993) would be recognized and endorsed by most environmental educators as concepts essential to environmental literacy, We referenced these informations and sequenced ecological knowledge as four main categories(communities, populations, ecosystem, man as a component of the nature systems). We have used it as a criterion in the analysis of teaching materials and the development of a new test instrument($\alpha$=0.81). According to the analysed results, the understanding levels for scales and relationships of communities, populations, ecosystem were high but those for individual concepts and differences were low. By the analysis of Korean High School EE book, ‘environmental science’, learning for some concepts(succession, material cycling, niche etc.) has pointed out as one of problems. Environmental educators must pay a careful attention to the concepts that showed high rates of incorrect answer and this work will contribute toward consolidating the basis of EE and help the accomplishment of the ultimate goals in EE.