• The Journal of the Convergence on Culture Technology
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• v.8 no.4
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• pp.289-296
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• 2022

The purpose of this study was to examine the students' responses and self-understanding in the liberal arts and personality class, one of the compulsory liberal arts subjects at S University. The results of the study are as follows. First, the degree of influence on students' positive change in this class was higher than normal using a five-step Likert scale. In particular, as a result of the film discussion conducted by the researcher, satisfaction was very high. Second, as a result of picture test analysis, changes in coping ability through stress and resource scales were seen in the students, and it was an opportunity for students to understand themselves by looking into their minds. This study presented example of classes that can cultivate students' personality through literature, art, and video, and cultivate their qualities as global citizens, such as responsibility, leadership, cooperation, consideration, communication, and empathy, through discussion.

• Education of Primary School Mathematics
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• v.25 no.3
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• pp.213-232
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• 2022

With the importance of number line in learning fractions, this study investigated how 4th grade students understand fractions and its operations in number line. The questionnaire consisted 22 items which were related to representing fractions, comparing the size of fractions, and operating addition and subtraction of fractions. Both structured number line and sub-structured number line were presented in the items. As results of the study, the overall success rates were not high and even some items showed higher incorrect answer rates than the success rates. Also, the students showed a difficulty in solving non-structured number line tasks. It was also noticeable that students showed several types of incorrect answers, which means that students had incomplete understanding of both fractions and number line. This paper is expected to shed light on elementary students' understanding of fractions and number line and to provide implications of how to deal with number line in teaching and learning fractions in the elementary school.

• Research in Mathematical Education
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• v.9 no.2 s.22
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• pp.125-133
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• 2005

This paper investigates student conceptual understanding and application on algebra using problem-based curricula. Seven principles which National Research Council announced were considered because these seven principles all involved in the development of a deep conceptual understanding. A problem-based curriculum itself provides a significant contribution to improving student learning. A problem-based curriculum encourages students to obtain a more conceptual understanding in algebra. From the results the national curriculum developers in Korea consider the problem-based curriculum.

• Journal of the Korean earth science society
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• v.28 no.1
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• pp.24-34
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• 2007

The purpose of this study was to analyze 9th grade students' understanding about the earth science terms written by Chinese characters depending on their loaming style and attitudes toward science. The study selected the eight students with the middle level of science achievement and divided into four groups: verbal-high attitude toward science, verbal-low attitude toward science, visual-high attitude toward science, and visual-low attitude toward science learners. Three types of questionnaires including Korean characters type, a picture type, md Korean and Chinese characters type were developed to determine the students' understanding about the earth science terms written by Chinese characters. The results of data indicated that the 9th grade students' understanding showed no significant difference by their different teaming style, and yet demonstrated higher level of understanding in Korean and Chinese characters type questionnaire rather than Korean characters type only or a picture type. On the other hand, the level of students' understandings both in Korean characters type and a picture type was about equal. In conclusion, it seems more effective in students' teaming about the earth science terms written by Chinese characters when they were provided with both Korean and Chinese characters.

• Journal of The Korean Association For Science Education
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• v.27 no.7
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• pp.663-675
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• 2007

Chemical reactions in cells are so complicated and abstract that students have difficulty in understanding them. In this study, classes with the application of systematic analogies used at the interpretation of experimental results were taught to 10th-grade students in order to help them to understand the concept of enzymes, which play an important role in chemical reactions in cells. Effects of the classes on their understanding of the concept of enzymes and the role of systematic analogies were analyzed. The gap of understanding between the test group and the control group was significant at 0.05, indicating that systematic analogies are effective for students' understanding of the concept of enzymes. Looking into the concept of enzymes by individual element, the effect of systematic analogies was shown to be large for equilibrium-like processes, such as the enzyme structure change caused by temperature and pH; and the continuous and random actions of enzymes, which students have difficulty in understanding. For these processes, systematic analogies played a positive role in improving their conceptual status. The visualizations and familiarity of analogs increased their intelligibility regarding the concept of enzyme. Also, the systematic analogies increases their plausibility by helping to connect phenomena, taking place in the enzyme reaction experiments, with scientific concepts as scaffold. Accordingly, it was possible to explain experimental results as scientific concepts in a consistent manner. In addition, analogies familiar to students played a positive role from the affective perspective by promoting students' interest and helping them to approach hard scientific concepts.

• Journal of Korean Elementary Science Education
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• v.32 no.4
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• pp.503-514
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• 2013

The purpose of this study is to investigate the perception on fossil in elementary science 'Earth and Space' domain for elementary school students. For this purpose, the fossil perception inventory was developed. And the fossil perception was examined for random sampling of 5th and 6th grade 635 students. As a result, students chosen incorrect answer of the average 30.8% for questions of fossil perception. Over the average rate of incorrect answers in 20 questions were 8 questions(3 in the definitions for fossil, 2 in the creation of fossil, 2 in the fossil, sedimentary, stratum, 1 in the understanding for fossil). When the results were analyzed by residence and grade, there were significant differences in 7 questions between students in urban and rural areas, and between 5th and 6th students, there were important contrasts in 4 questions. The data that understanding of elementary students fossil can be provided for form the basis planning the teaching method to correct student's scientific concepts in elementary school. The results are also contributed to find an effective way for modify misconceptions of fossils to the scientific concepts.

• Journal of The Korean Association For Science Education
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• v.8 no.1
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• pp.57-72
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• 1988

It is very important for a teacher to know what his students know and what they do not; however, it seems not true for the most Korean secondary school science techers. This study tried to find students' misconception Newton's third law and the sources of the misconceptions. The researcher examined 609 students from middle schools, high schools, and college. In this study, students' understanding on Newton's third law were examined by school level, sex, stream (science and liberal arts), and departments. The following results were obtained by this study. 1. Students' understanding seemed to be improved continuously from middle school to university; however, their misconception (the most frequent incorrect selection of options of the test items) did not changed very much. 2. Students' answers were significantly affected by size of objects, existence of physical contact and the existence of life in the objects. 3. The answer were significantly affected by the source of attraction. 4. The answer to Newton's third law were affected by the magnitude of potential force which the target bodies have, state of motion, velocity, weight, friction and acceleration. This study could show the sources of the misconception on Newton's third law. The identified sources could be very useful for designing an instruction to teach Newton's third law in schools and universities.

• Journal of the Korean Society of Manufacturing Process Engineers
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• v.14 no.5
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• pp.50-59
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• 2015

Recently, it has been emphasized that more girls should be able to contribute to society in the engineering field. However, there is little research for understanding the psychological characteristics of female engineering students. We first must understand their capabilities in order to take advantage of the strengths of female engineering college students. Based on this understanding, it is necessary to provide future educational interventions for them. Therefore, the purpose of this study was to investigate the gender differences in creativity in engineering education. Additionally, we wanted to know whether the differences were domain-specific or domain-general differences. For this, we targeted 351 engineering students in Busan and Daegu. An integrated creativity test and engineering creativity test were carried out. It was found that female engineering students had lower scores on both the integrated creativity and engineering creativity tests than male students. These results suggest that we should develop and apply appropriate strategies to enhance the creativity of female students in engineering education.

• Journal of Fisheries and Marine Sciences Education
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• v.20 no.2
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• pp.249-265
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• 2008

The purpose of this study is to examine the therapeutic factors of group counseling conducted to the elementary school students. To achieve the purpose, the researchers of this study analysed questionnaire of the 9 therapeutic factors proposed by the Korean Elementary Counseling Education Society(2006) and the survey essay written by the students were added for the research. The reliability (Cronbach's ${\alpha}$) of the whole questions were .753 and the subjects of the survey were 13 paper of elementary group counseling and 213 elementary students. The whole students were classified into two groups which are counseling group and guidance group and the students were classified into 3 types (A, B, C type) by the characteristics they possess. The results of the study are as follow. First, the factors displayed highly in 9 therapeutic factors is the learning of interpersonal relations, the considerations of others, the cohesive power. Second, the 9 therapeutic factors displayed significant difference by the gender and type of the students. Third, the factors displayed highly in analysis of survey essay is the acquisition of informations, the self-understanding, the feeling of intimacy, the other-understanding, the catharsis.

• Hwankyungkyoyuk
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• v.22 no.2
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• pp.56-78
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• 2009

Currently, climate change is regarded as one of the most important environmental issues in the 21st century. However, climate change education is not seriously carried out in schools. This study is concerned about enhancing students' recognition about climate change and actions responding to climate change through an history discipline. More specifically, this study tried to identify the effect of history lessons on environmental education, especially focused on climate change, by performing an experiment. The experiment was designed based on Solomon four-group design and carried out in one high school in Gwangmyeong city. Findings of the experiment are as follows. First, students who had taken the reorganized history lesson based on climate change - that is, students with experimental treatments - gained higher understanding of climate change than before and students of control groups. Second, students with experimental treatments gained higher understanding about relationship between history and climate change. Third, students with experimental treatments showed higher possibility of taking responding actions to climate change. In conclusion, history lessons reorganized with environmental issues, for instance climate change, have big potential for environmental education since they contribute to enhancing environmental recognition and prompting responding actions through exploration the effects of existing historical facts. Interdisciplinary approach like that taken in this study will provide students with more comprehensive and extended prism for the environment.