• 한국과학교육학회지
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• 제26권6호
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• pp.753-764
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• 2006

생물학 영역에서 혈액 순환은 복잡하고 추상적인 개념으로 학생들이 이해하기 어렵고, 오개념이 많아 수업 후에도 쉽게 변화하지 않는 것으로 알려져 있다. 본 연구는 혈액 순환 개념의 존재론적 속성에 따른 학생들의 개념 이해도를 학교 급별로 조사 분석하고, 혈액 순환에 대한 학생들의 이해 향상을 위한 기초자료를 제공하는데 그 목적이 있다. 이 연구는 세 부분으로 나누어 진행하였다. 첫째로, 순환 개념을 심장, 혈관, 혈액 순환으로 구분하여, 각 개념의 구조, 기능, 행동, 기작 요소별로 학생들의 이해를 알아보기 위한 개념 검사지를 개발하였다. 두 번째로 개념 검사지를 중학교, 고등학교, 대학교 학생들에게 적용하여 순환 개념의 요소별로 학교 급에 따라 개념 이해 수준이 어떻게 다른지를 비교하고, 학생들의 순환 경로의 유형을 구분하였다. 마지막으로 개념이해가 낮은 요소에 대한 개념의 존재론적 범주를 분석하여 그 특성을 파악함으로써, 개념의 범주 간 이동을 촉진시키는 수업 전략을 구성하는데 도움을 주고자 하였다. 본 연구 결과, 혈액순환 개념 중 구조나 기능 요소는 중학생, 고등학생, 대학생이 모두 높은 이해 수준을 보였고 학교 급별로 큰 차이가 없었으나, 행동이나 기작 요소에 대한 이해는 자연계열 고등학생과 대학생들에서 뚜렷하게 높아졌다. 학생들의 혈액 순환 모형은 7가지 유형으로 구분할 수 있었으며, 자연계열 고등학생들과 대학생들은 이중 분지형의 비율이 다른 학교 급에 비해 상대적으로 높았다. 또한 학생들의 순환 기작에 대한 존재론적 범주를 분석한 결과, 평형-독립적 범주의 개념을 사건-목적 범주로 인식하는 경우가 많아, 개념에 대한 잘못된 존재론적 범주의 인식이 개념 이해를 어렵게 한 원인으로 여겨진다.

• 한국과학교육학회지
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• 제17권3호
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• pp.261-271
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• 1997

This study evaluates on students' understanding and misunderstanding of homeostasis, classification of animals and plants, and food production in plants, and analyzes the teacher factor as a possible source of students' misconception. A total number of 863 students and 47 biology teachers at the middle and high school were randomly selected. Students' conceptions and misconceptions were measured with concept evaluation statements (CES) which was translated into Korean by author. The CES was developed and validated by Simson and Marek (1988). Teacher's misconceptions were investigated the way in which teachers marked students' work. The supposed answer given to the teachers to mark was based on misconceptions held by students tested in concept evaluation statements. The results of this study are as follows : 1. 0% of 7th Grade students, 4.5% of 9th Grade students and 5.4% of 11th Grade students understood homeostasis. There was a significant difference at the level of students' understanding of homeostasis according to schools and gender(P<0.05). Many students had a tendency of understanding the conception of the homeostasis by experiences and unscientific use of everyday language rather than a scientific concept. 2. 0.4% of 7th Grade students, 3.1% of 9th Grade students and 2.9% of 11th Grade students understood classification of animals and plants. There was a significant difference at the level of students' understanding of classification of animals and plants according to schools and gender(P<0.05). Students classified animals and plants through personal experiences and observations instead of trying to classify through microscopic analysis of animals and plants cell. 3. 1.2% of 7th Grade students, 10.3% of 9th Grade students and 19.4% of 11th Grade students understood food production in plants. There was a significant difference at the level of students' understanding of food production in plants according to schools and gender(P<0.05). Students had a misconception that food production in plants was done by an absorption of nutrients from soil not by photosynthesis. 4. A large proportion of teachers surveyed in this study appear to have misconceptions about homeostasis (38.1%), classification of animals and plants (34.1%), food production in plants (40.4%). The male teachers had. more misconceptions than female teachers(P<0.05). However, they didn't show any significant differences according to schools and teaching experience(P<0.05). 5. According to the investigation of teachers' perception, 29.8% of the teachers acknowledged that they might be a cause for students' misconceptions. This study shows that 38.3% of teachers did not understand the analyzed biological concepts precisely. By comparing the data of students and teachers, it turned out that teachers participate in the students' misconceptions. And teachers themselves acknowledged that students' misconceptions could be caused by them. Therefore. teachers' right understanding of fundamental biological concepts should precede to students' biology education. New training programs for biology teachers seem to be urgent.

• 과학교육연구지
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• 제33권2호
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• pp.346-352
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• 2009

제7차 교육 과정의 7학년 과학교과서에서 화학영역의 용어를 분석하고 한자 화학용어에 대해 한문 선택반과 비한문 선택반 학생들의 난이도와 이해도를 분석하였다. 7학년 과학교과서에서 한자용어의 비율은 6차 교육 과정에 비하여 약간 줄어들었으나 여전히 70%가 넘게 높았다. 학생들은 추상적인 개념어를 주로 어려워했으며, 전문용어를 비전문 용어보다 어렵게 생각하고 구체어거나 일상적으로 많이 사용하는 용어를 쉽게 생각하였다. 학생들의 한자용어에 대한 이해도의 경향은 난이도와 대부분 일치하였다. 한자화학용어에 대한 이해도는 한문 선택반 학생들이 높았으며, 쉽게 전환된 화학용어에 대해 비교군의 차이가 없었고 모두 한자 화학용어에 대한 이해도보다 크게 향상되었다. 따라서 한자용어를 한글로 전환하여 가능한 쉽고 익숙한 한글 위주의 국 한 혼용의 용어로 교과서가 쓰인다면 과학교과에 대한 이해도가 향상되리라고 생각된다.

• 한국수학교육학회지시리즈A:수학교육
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• 제42권3호
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• pp.303-325
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• 2003

This study sought to provide an explanation of university students' concept understanding on the infinity and infinite process and utilized a psychological constructivist perspective to examine the differences in transitions that students make from static concept of limit to actualized infinity stage in context of problems. Open-ended questions were used to gather data that were used to develop an explanation concerning student understanding. 47 university students answered individually and were asked to solve 16 tasks developed by Petty(1996). Microgenetic method with two cases from the expert-novice perspective were used to develop and substantiate an explanation regarding students' transitions from static concept of limit to actualized infinity stage. The protocols were analyzed to document student conceptions. Cifarelli(1988)'s levels of reflective abstraction and Robert(1982) and Sierpinska(1985)'s three-stage concept development model of infinity and infinite process provided a framework for this explanation. Students who completed a transition to actualized infinity operated higher levels of reflective abstraction than students who was unable to complete such a transition. Developing this ability was found to be critical in achieving about understanding the concept of infinity and infinite process.

• 한국수학교육학회지시리즈A:수학교육
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• 제46권3호
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• pp.245-261
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• 2007

This paper deals with the possible problems which may arise when students learn the names of elementary geometric figures in the languages of Korean, Chinese, English. The names of some simple geometric figures in these languages are analyzed, and a specially designed test was administered to some grade eight students from the three language groups to explore the possible influence of the characteristics of the languages on students' capability in identifying the figures, the way students define the figures, and students' understanding of the inclusive relationship among figures. It was found that the usage of the terms to describe geometric figures may indeed have affected students' understanding of the figures. The names of geometric figures borrowed from those of everyday life objects may cause students to fix on some attributes of the objects which may not be consistent with the definition of the figures. Even when the names of the geometric figures depict the features of the figures, the words used in the naming of the figures may still affect students' understanding of the inclusive relations. If there is discrepancy between the definition of a geometric figure and the features that the name depicts, it may affect students' understanding of the definition of the figure, and if there is inconsistency in the classification of figures, it may affect students' understanding of the inclusive relationship involving those figures. Some implications of the study are then discussed.

• International journal of advanced smart convergence
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• 제6권4호
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• pp.26-32
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• 2017

In this study, we showed understanding and production ability of the interface about internet, operating system, contents, and devices. This study aimed to make a list of 18 items in 4 areas for basic knowledge of UI/UX, establishment of design research, design concept, and design production for 22 sophomore, junior and senior students in IT departments, and the results of understanding were divided into three groups of excellent, normal, and insufficient, and evaluated. It was found that excellent was 18.39%, average was 38.52% and insufficient was 43.07%. Therefore, 18.39% of the students understood UI/UX, and 81.61% of students did not understand UI/UX well. In particular, in the comparison analysis of four areas, the design research area was 44 points, the design content area was 29 points, and the design production area was 11 points which was found to be the lowest. Next, the 10 evaluation items in the mobile UI/UX build guide evaluation were evaluated in the same way as the UI/UX understanding, and the excellent score was 3 points, the average score was 73.3 points, and the poor score was 155 points. The UI/UX build guides showed worse evaluation than UI/UX understanding. Therefore, to cultivate UI/UX understanding and content production ability, UI/UX experts should be fostered with professional course organization and systematic curriculum.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제18권4호
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• pp.237-256
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• 2014

This paper reports findings from a written assessment which was designed to investigate Chinese primary school students' understanding of the equal sign and equation structure. The investigation included a sample of 110 Grade 3, 112 Grade 4, and 110 Grade 5 students from four schools in China. Significant differences were identified among the three grades and no gender differences were found. The majority of Grades 3 and 4 students were found to view the equal sign as a place indicator meaning "write the answer here" or "do something like computation", that is, holding an operational view of the equal sign. A part of Grade 5 students were found to be able to interpret the equal sign as meaning "the same as", that is, holding a relational view of the equal sign. In addition, even though it was difficult for Grade 3 students to recognize the underlying structure in arithmetic equation, quite a number of Grades 4 and 5 students were able to recognize the underlying structure on some tasks. Findings in this study suggest that Chinese primary school students demonstrate a relational understanding of the equal sign and a strong structural sense of equations in an earlier grade. Moreover, what found in the study support the argument that students' understanding of the equal sign is influenced by the context in which the equal sign is presented.

• 한국수학교육학회지시리즈A:수학교육
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• 제50권3호
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• pp.337-354
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• 2011

The purpose of the study was to investigate how students understand multiplication and division of fractions and how their understanding influences the solutions of fractional word problems. Thirteen students from 5th to 6th grades were involved in the study. Students' understanding of operations with fractions was categorized into "a part of the parts", "multiplicative comparison", "equal groups", "area of a rectangular", and "computational procedures of fractional multiplication (e.g., multiply the numerators and denominators separately)" for multiplications, and "sharing", "measuring", "multiplicative inverse", and "computational procedures of fractional division (e.g., multiply by the reciprocal)" for divisions. Most students understood multiplications as a situation of multiplicative comparison, and divisions as a situation of measuring. In addition, some students understood operations of fractions as computational procedures without associating these operations with the particular situations (e.g., equal groups, sharing). Most students tended to solve the word problems based on their semantic structure of these operations. Students with the same understanding of multiplication and division of fractions showed some commonalities during solving word problems. Particularly, some students who understood operations on fractions as computational procedures without assigning meanings could not solve word problems with fractions successfully compared to other students.

• 대한수학교육학회지:학교수학
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• 제5권2호
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• pp.259-273
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• 2003

본 연구는 Vinner와 Moore의 개념정의, 개념이미지, 개념이용의 이론적 체계를 활용하여 초등학생의 분수이해에 대해 조사하였다. 이를 위해 먼저 주어진 분수와 분수식으로 설명할 수 있는 상황을 설정하게 함으로써 아동의 개념이미지를 조사하였다. 두 번째로 분수가 포함된 문제해결이 분수개념이해를 바탕으로 하는 바, 다양한 분수하위개념과 관련된 문제를 제시하고 이를 해결하게 하였다. 세 번째로 분수와 분수식으로 문장제 문제를 만들어 보게 함으로써 아동의 분수개념 이용을 살펴보았다. 연구한 결과, 분수에 대한 아동의 개념이미지가 부분-전체에 제한되어 있었으며 이로 인해 다른 하위개념에 대한 이해가 부족한 것으로 나타났다. 또 분수와 분수식을 효과적으로 적용할 수 있는 문제 상황을 설정하는데 익숙하지 못했다. 아동의 분수이해를 위해서는 다양한 하위개념에 대한 균형된 이해를 돕는 학습활동이 필요하며 교과서에 분수와 분수식을 활용한 문장제 문제만들기 활동이 더 많이 제공될 필요가 있다.

• 대한수학교육학회지:수학교육학연구
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• 제26권1호
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• pp.79-101
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• 2016

등호에 대한 이해는 대수적 사고 발달에 핵심이 되는 바, 본 연구에서는 우리나라 초등학교 2~6학년 학생 695명의 등호 이해가 어느 정도인지 살펴보았다. 연구 결과 전반적으로 정답 반응이 오답 반응에 비하여 높게 드러났으나, 정답 반응 가운데 등호의 관계적 관점이 아닌 계산에 치중하는 등호의 연산적 관점 또한 적지 않게 발견할 수 있었다. 또한 표준 문맥 이외의 등식 문맥에서 등식 구조를 판단하거나 등식을 해결하는데 어려움을 겪고 있으며, 등호 개념에 관한 불안전한 이해를 가지고 있다는 것도 확인할 수 있었다. 본 연구를 통하여 우리나라 초등학교 학생들의 등호 이해의 실태를 파악하고 앞으로의 지도 방향에 대한 시사점을 모색할 수 있을 것이라 기대한다.