• Journal of Korean Elementary Science Education
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• v.23 no.3
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• pp.228-237
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• 2004

The purposes of this study are how to consider the concept of magnetization by fifth elementary school students and how to change conceptions of students after the experiment with developed experiment sets. Personal interviews to the students were used for this study. to probe the conceptions of them, it allowed them to make gestures and to draw pictures through interview. From the analyses of the interview data, following results were found. Students have mostly understood the concept of magnetization, but have not remembered the term itself. And, the students believe that iron is magnetized only if iron was directly contacted a magnet. After the experiment, the students understand that iron could be also magnetized without direct contact to a magnet. And also, they could explain magnetization of iron powder around a magnet by applying the concept of magnetization. This new experiment is a good tool to understand concepts of magnetism.

• Communications of Mathematical Education
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• v.27 no.4
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• pp.499-521
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• 2013

This paper analyzed the relationship between middle school students' belief about understanding with regard to mathematical concepts, procedures, and applications of the procedures. In order to gain our purpose, the academic achievement results of midterm examination of 139 middle school students and the surveys about their beliefs about understanding, mathematical concepts, and mathematical procedures were collected. And the cross analysis and the frequency analysis of SPSS were conducted. The research results showed that students' belief about understanding are irrelevant to their academic achievements. And the percentage of the students who believe that they understand was almost the same with the percentage of the students who understand the procedures. But there were differences between the percentage of the students who believe that they understand and the percentage of the students who understand the concepts. Through these, it is conformed. Students' belief about understanding does not mean they understand mathematical concepts. They just can solve mathematical problems through mechanical procedures.

• Journal of Science Education
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• v.35 no.1
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• pp.68-79
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• 2011

The purpose of this study was to investigate the recognition of middle school students on 'Thinking Science' activities and the influence on the understanding of the gas particles behavior concepts. For this study 125 students of four classes first grade in middle school were divided into two groups, the experimental and the control group. The SRT II test was carried out to identify the cognitive level of the students. The logical factors, needed to understand of the gas particles behavior concepts, were extracted. And the 9 'Thinking Science' activities designed to develop these factors were chosen and then implemented to the students of the experimental group. After the lesson for the gas particles behaviors, the achievement test of understanding of the gas particles behavior concepts and the survey of the students' recognition on 'Thinking Science' activities were administered. According to the results of the achievement test, there was not significant difference between the two groups on the whole. But only mature concrete operational students in the experimental group got high scores than those in the control group in analyzing the effect size. According to the results of the ANCOVA analysis, there was significant difference between the two girls' group. When students in the experimental group had a positive perceptions about 'Thinking Science' activities, they got higher achievement scores. This implied that there was a correlation between perception about 'Thinking Science' activities and their achievement in the gas particles behavior concepts. Especially, students with positive perception in mature concrete operational period got higher scores in science achievement. After the 'Thinking Science' activities, there was a high perceptions about improving in scientific thinking.

• Journal of the Korean School Mathematics Society
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• v.23 no.4
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• pp.523-556
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• 2020

In this paper, we investigated and analyzed how freshmen in science and engineering colleges understand the limit and the continuous concept of function. The survey found that there were more college students who did not do so than those who understood each concept by linking the concepts together. Therefore, in order to teach college general mathematics, It is necessary to analyze how college students are connecting mathematical concepts. And it is necessary to apply teaching-learning methods suitable for individuals.

• Journal of the Korean earth science society
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• v.25 no.7
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• pp.545-557
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• 2004

The purpose of this study is to classify types of preconception on the seasonal change to middle school students and to find out how the developed multimedia material changes their conception in the seasonal change. The questionnaire about the variation of season consisted of 10 items. Questions are given to 80 ninth graders. Control and experimental group was 23 and 57 students, respectively and they were instructed for two class periods. A learning method using multimedia was applied to the experimental group. On the other hand, traditional teaching-learning method was used for the control group. A learning method using multimedia in this study had an effect on the conceptual changes (p$<$0.01). Data in this study was divided into six levels to classify the changes of concepts in detail. As a result, it showed that a learning method using multimedia was effective for students to make progress from unscientific to scientific concepts, to build up scientific concepts, to build up scientific concepts, and to elaborate scientific concepts as compared with traditional method.

• School Mathematics
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• v.6 no.4
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• pp.325-344
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• 2004

This study was carried out to investigate effects of the mindmap note-taking for the formation of the mathematical concepts structure and the matjematical creativity. Two classes were randomly chosen for this study from the third grade students of a middle school located in a medium size city. Thirty one lecture hours of the mindmap note-taking on the quadratic equation and functions were administered to the experimental class of 41 students, while same lecture hours of the ordinary instruction on the same contents were administered to the control class of 40 students. It was shown from this experiment that there ware significant evidences of improvement both in the formation of students' mathematical concepts structure and mathematical creativity through the mindmap note-taking lecture. Hence, the mindmap note-taking lecture is suggested for the improvement in the formation of student's mathematical concepts structure and mathematical creativity.

• School Mathematics
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• v.11 no.2
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• pp.261-280
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• 2009

This study was motivated by recognizing the weakness of teaching and learning about the concepts of statements in high school mathematics curriculum. To report the reality of students' understanding about statements, this study investigated the 33 first-year undergraduate students' understanding about the concepts of statements by giving them 22 statement problems. The problems were selected based on the conceptual framework including five types of statement concepts which are considered as the key ideas for understanding mathematical reasoning and proof in college level mathematics. The analysis of the participants' responses to the statement problems found that their understanding about the concepts of prepositions are very limited and extremely based on the instrumental understanding applying an appropriate remembered rule to the solution of a preposition problem without knowing why the rule works. The results from this study will give the information for effective teaching and learning of statements in college level mathematics, and give the direction for the future reforming the unite of statements in high school mathematics curriculum as well.

• Journal of Science Education
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• v.42 no.2
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• pp.256-271
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• 2018

The study aimed to investigate how the science gifted connect and integrate science concepts in the process of problem finding. Research subject was sampled from 228 applicants for a science gifted education center affiliated with a university in 2015. A creative problem solving test (CPST) in science, which administered as an admission process, was utilized as a reference to sample two groups. Sixty-seven students from top 30% in test scores were selected for the upper group and 64 students from bottom 30% in test scores were selected for the lower group. The CPST, which was developed by researchers, included one item about how to connect two science concepts among eight science concepts, sound, electricity, weight, temperature, respiration, photosynthesis, weather, and earthquake extracted from elementary science curriculum. As results, there were differences in choosing two concepts among four science major areas. The ways of connecting science concepts were characterized by three categories, relation-based, similarity-based, and dissimilarity-based. In addition, relation-based was characterized by attributes, means, influences, predictions, and causes; similarity-based was by attributes, objects, scientific principles, and phenomena, and dissimilarity-based was by parallel, resource, and deletion. There were significant (p<.000) differences in ways of connecting science concepts between the upper and the lower groups. The upper group students preferred connecting science concepts of inter-science subjects while the lower group students preferred connecting science concepts of intra-science subject. The upper group students showed a tendency to connect the science concepts based on similarity. In contrast, the lower group students frequently showed ways of connecting the science concepts based on dissimilarity. In particular, they simply parallelled science concepts.

• Journal of Gifted/Talented Education
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• v.14 no.4
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• pp.71-91
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• 2004

For the education of scientifically gifted high-school students in the field of relativity, we have executed a research on the understanding of relativistic concepts through the case study of its students of Busan Science Academy appointed as a high school for the gifted education in science. We showed the analysis of the changes in students, understanding in the field of (special) relativity and their possible causes. The comparison of the pre-test and the post-test tends to support that the students attained better understanding through the instruction of relativity. Students' understanding and misconception of relativistic concepts were also investigated through the case study. The students showed low degree of understanding in the validity of the principle of relativity, the influence of the constancy of the speed of light on the classical physics, etc. It seems that the analysis of these concepts of insufficient understanding can make a contribution to designing the education of relativity for scientifically gifted students.

• Journal of the Korean Chemical Society
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• v.46 no.4
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• pp.353-363
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• 2002

In this study, characteristics of the problem solving process of the balancing redox equations was ana-lyzed by mental capacity and problem solving methods, and the pertinent teaching and learning guidance for oxidation-reduction unit was suggested. Participants were 79 senior high school students and 57 science high school students. Tests were conducted to measure the mental capacity, the understanding of the oxidation-reduction concepts and the com-pletion of the balancing redox equations. The framework was made to find the patterns of failure and success. As the analysis of the influence on the performance of mental capacity,understanding of the oxidation-reduction concepts, and problem solving methods, students who had lower understanding of oxidation-reduction concepts selected the trial and error method, and their performance were influenced by mental capacity. The students that had higher understanding of the oxidation-reduction concepts had good performance by using oxidation number method regardless of their mental capacity. As the results of analysis for the patterns, the success patterns of solving the problems, those of mostly the sci-ence high school students, were the cases of using oxidation number method well and lessening problem solving steps. The patterns of failure in solving problems by using trial and error method showed that students had mistakes in cal-culating, errors in making unknown equations, no consideration for all variables, or stopped solving the complicated problems. The patterns of failure in solving problems by using oxidation number method showed that many students had wrong oxidation number or no consideration for mass and charge balance.