• Journal of The Korean Association For Science Education
• /
• v.24 no.2
• /
• pp.287-297
• /
• 2004

In this study, students' understanding of the analogies used for chemical concepts in science textbooks, misconceptions induced by the analogy, and the factors affecting conceptual understanding were investigated. In addition to the tests of field independency and logical thinking ability, tests of students' understanding of concepts and analogies on three states of matter, pressure-volume relation, molecular motion, and changing state depending upon energy were administered. The results revealed that half of the subjects understood the analogies differently from the textbook writers' intention and that students' conceptual understanding was significantly correlated with the degree of understanding on corresponding analogies, field independency, logical thinking ability, and prior achievement of science. The results of analyzing the direct and indirect effects of each variable on conceptual understanding showed that the direct effect of prior achievement was significant and that field independency and logical thinking ability had indirect effects through understanding of analogies and prior achievement of science. The limitations and implications of using analogies in science education were discussed on the basis of the results.

• The Mathematical Education
• /
• v.45 no.1 s.112
• /
• pp.61-74
• /
• 2006

The ability of understanding the number and number systems, grasping the properties of number systems, and manipulating number systems is the foundation to understand algebra. It is useful to deepen students' mathematical understanding of number systems and operations. The authentic understanding of numbers and operations can make it possible for the students to manipulate algebraic symbols, to represent relationship among sets of numbers, and to use variables to investigate the properties of sets of numbers. The high school students need to understand the number systems from more abstract perspective. The purpose of this study is to study on understanding and application ability of eleventh graders of basic properties of operations with real numbers.

• East Asian mathematical journal
• /
• v.29 no.2
• /
• pp.207-239
• /
• 2013

This research is a study on student's understanding fundamental concepts of mathematical curriculum, especially in geometry domain. The goal of researching is to analyze student's concepts about that domain and get the mathematical teaching methods. We developed various questions of descriptive assessment. Then we set up the term, procedure of research for the understanding student's knowledge of geometric figures. And we analyze the student's understanding extent through investigating questions of descriptive assessment. In this research, we concluded that most of students are having difficulty with defining the fundamental concepts of mathematics, especially in geometry. Almost all the students defined the fundamental conceptions of mathematics obscurely and sometimes even missed indispensable properties. And they can't distinguish between concept definition and concept image. Prior to this study, we couldn't identify this problem. Here are some suggestions. First, take time to reflect on your previous mathematics method. And then compile some well-selected questions of descriptive assessment that tell us more about student's understanding in geometric concepts.

• Journal of The Korean Association For Science Education
• /
• v.17 no.1
• /
• pp.11-19
• /
• 1997

Students' protocols obtained from think-aloud interviews were analyzed in the aspects of the success at first two problem-solving stages (understanding and planning), the time to complete a problem, the time at each problem-solving stage, the number of transition, and the transition rate. These were compared in the aspects of the context of problem, the success in solving problem, students' logical reasoning ability, spatial ability, and learning approach. The results were as follows:1. Students tended to spend more time in everyday contexts than in scientific contexts, especially at the stages of understanding and reviewing. The transition rate during solving a problem in everyday contexts was greater than that in scientific contexts. 2. Unsuccessful students spent more time at the stage of understanding, but successful students spent more time at the stage of planning. 3. Students' logical reasoning ability, as measured with the Group Assessment of Logical Thinking, was significantly correlated with the success in solving problem. Concrete-operational students spent more time in completing a problem, especially understanding the problem. 4. Students' spatial ability, as measured with the Purdue Visualization of Rotations Test and the Find A Shape Puzzle, was significantly correlated with their abilities to understand a problem and to plan for its solution. 5. Students' learning approach, as measured with the Questionnaire on Approaches to Learning and Studying, was not significantly correlated with the success in solving problem. However, the students in deep approach had more transitions and greater transition rates than the students in surface approach.

• School Mathematics
• /
• v.1 no.2
• /
• pp.637-660
• /
• 1999

Although ‘to understand mathematics’ is an important educational purpose, most student do not have a relational understanding of the basic concept of mathematics but have a instrumental understanding. This paper will investigate the possibility of using computers for enhancing relational understanding. In the ‘Qualitative case study’, three students who are in the first grade at E-High school took part in 7 activities during four weeks, and were later interviewed and engaged in informal discussion and were observed. This is the result of this study. 1. The three students were passive participants in mathematics problem solving situation at school. Therefore, student B just applied formulas which she had memorized, and student C would forgot the formulas occasionally. These common students needed to participate actively in doing mathematics. 2. The activities utilized two software healing with connection between graphs and function, giving the students the opportunity to plan, practice, and test by themselves. As a result, they understood the mathematical formulas and rules more deeply through their own trial and error, and then they gained thinking abilities necessary for doing mathematics. In addition, the activities boosted their confidence. 3. The understanding type of students was slightly different. Student A who received a high score, understood the most relationally, but student B who received a very high score, understood instrumentally and so couldn't app1y her knowledge to solving problems related to function concept. Student C who received a middle score lacked knowledge of mathematics but thought more creatively. The result is that students need an opportunity to think rotationally regardless of score. Therefore, this study concludes that using computer software will provide a positive effect for relational understanding in loaming function concept.

• Journal of Korean Elementary Science Education
• /
• v.31 no.4
• /
• pp.481-489
• /
• 2012

The purpose of this study was to analyze the understanding of the sighting and hearing elementary school students have through drawing. For this purpose, we conducted a questionnaire survey of 602 elementary school students. The questionnaire was composed with open-ended question developed by West et al.(2008). This questionnaire was presented only appearance of face. And let them express the sensory pathway by drawing and writing. The students' responses for questionnaire were classified by 5 levels. Inner-researcher consistency was 0.89, inter-researcher consistency was 0.83. The data analyzed were ${\chi}^2$ by using SPSS. The result of this study were as following: First, elementary school students have misconception of sighting and hearing. There were no difference among the grade. In spite of becoming upper grade, students have still misconception. Second, scientific concept that male students have were significantly more than female. Third, the concepts of the anatomically organs are more exposed in real-life situations, students known better. Within these results, it would be used for developing teaching-learning strategies which can use misconceptions students have.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.9 no.2
• /
• pp.175-185
• /
• 2003

The purpose: This study was to describe the spiritual nursing care experiences of nursing students who were in a university, Seoul, Korea. Method: This study is based on descriptive analysis of case studies that were submitted by nursing students. Nursing students were 64 person who were sophomores in a university of the year 2000, 2001. Results: 1. The problems that students report for their subjects were: Loss of self-confidence, body image complex, health status problems, maladaptability, economic problems of home, guilty feeling, problems with dating, loneliness, uncertainty of their future, faith problem, accountability, stress and apart from intimate friends. 2. The methods which students use to solve the subjects's problems were: prayer with subjects, use the Scripture, conversation, meet frequently, listening, frequent phone call, explore problem solving methods together, write letters or E-mails, present with books or music CD etc. 3. After the students have experienced spiritual nursing care they feel that: satisfaction, lack of knowledge of spiritual care, understanding the importance of spiritual nursing care make a new resolution for others, understanding the importance of listening, understanding the power of prayer, the need of Bible study. Conclusion: Maintaining spiritual wellness is a important as maintaining physical fitness and essential for optimal well being. Therefore educating nursing students in developing and maintaining spiritual wellness is essential for the patient to achieve holism.

• Journal of The Korean Association For Science Education
• /
• v.13 no.2
• /
• pp.219-229
• /
• 1993

The purpose of this study is to investigate college science students' and science teachers' understanding of chromosomal behavior in the context of cell division. The research problems were as follows: 1. What is the level of college science students' understandings of chromosomal behaviors? 2. What is the level of science teachers' understandings of chromosomal behaviors? 3. What is the level of understanding by grade and major area? The sample consisted of 28 sophomore, 17 junior and 23 senior biology students; and 23 middle school science teachers and 14 high school biology teachers. The instrument of the study was a short answer required paper and pencil test. The results of the study were as follows: 1) About 15 percent of the sample could not count the number of chromosome in a cell in appropriate. 2) Seventy percent of the students, and 80 percent of the teachers identified homologous chromosomes as ones with the similar shape and size, and 30 percent of the whole sample could not pair two homologous chromosomes. 3) About 70 percent of the students and 30 percent of the teachers could not mark corresponding allele on chromosome. 4) Biology major students showed higher understanding of overall chromosomal behaviors than non Biology students. Based upon the results, some implications were made. The major one was a development of a teaching model in which students can improve the ability to connect chromosome theory to mendelian genetics.

• School Mathematics
• /
• v.17 no.3
• /
• pp.447-467
• /
• 2015

The purpose of this study is to examine how the learning experience understanding degree and radian as the measurement of arc affects the conceptual understanding of radian and measuring angle. For this purpose, we investigated pre-service teachers' understanding about measurement of angle using a length of arc, and then conducted a teaching experiment with two middle school students. The results of analyzing pre-service teachers' and students' response are as follows. Students' experience interpreting the concept of degree into measurement of arc had a positive effect on understanding of radian and students' learning process in which they got measurement of angle as measurement of arc enabled conceptual understanding of 'linear measuring'. Also a circle context and a strategy dividing by arc operated as effective strategies for solving various problems about an angle. Finally, we confirmed that providing direct manipulative activities as a chance to explore relationships between an angle and arc measure can help students' conceptual understanding of measuring angle.

• Journal of the Korean Data and Information Science Society
• /
• v.19 no.2
• /
• pp.531-537
• /
• 2008

The purpose of this study is to investigate the effects of the program for understanding of the disabled toward the attitude of understanding and reception of the normal students. The program for understanding of the disabled using story material had a positive effect on the attitude of understanding and reception of the normal students.