• School Mathematics
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• v.5 no.1
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• pp.115-133
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• 2003

Investigation of the students' mathematical misconceptions is very important for improvement in the school mathematics teach]ng and basis of curriculum. In this study, we categorize second-grade middle school students' misconceptions on the learning of linear function and make a comparative study of the error-remedial effect of students' collaborative learning vs explanatory leaching. We also investigate how to change and advance students' self-diagnosis and treatment of the milton ceptions through the collaborative learning about linear function. The result of the study shows that there are three main kinds of students' misconceptions in algebraic setting like this: (1) linear function misconception in relation with number concept, (2) misconception of the variables, (3) tenacity of specific perspective. Types of misconception in graphical setting are classified into misconception of graph Interpretation and prediction and that of variables as the objects of function. Two different remedies have a distinctive effect on treatment of the students' misconception under the each category. We also find that a misconception can develop into a correct conception as a result of interaction with other students.

• Journal of The Korean Association For Science Education
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• v.21 no.4
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• pp.689-696
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• 2001

Students who have correct conception didn't show big changes in a test of cognitive conflict, while students who have misconception made significant changes Most students who had misconception were considerably curious about demonstration of an actual phenomenon. On the other hand, according to their own confidence of preconception, the higher confidence of misconception is, the bigger conflicts are and when they meet some different phenomenon unlike their ideas, their psychological shock was big. After a cognitive conflict lesson, students' conception was significantly changed regardless of students' confidence of preconception and the persistence effect new conceptions showed similar result as preceeding research regardless of confidence of preconception. That is, the change decreased from immediate after demonstration of an conflict situation to a week after. After conceptual change, students' confidence of correct conception was generally increased, so it turned out that cognitive conflict lesson had a positive effect on students who had a misconception.

• Journal of Educational Research in Mathematics
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• v.23 no.2
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• pp.117-133
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• 2013

Mathematical misconception is one of the big obstacles of the underachieving students to learn mathematics correctly. This study aims to develop the instruction materials for secondary school students who are underachieving in mathematics to reduce the occurrence of the misconception and to help them to build the correct concept in the mathematical learning. Before developing the material, we tried to collect the misconception cases occurring in common mathematics lesson. This materials tries to provide key educational contents for mathematics teachers who is responsible for teaching underachieving student and help them to creative interesting ideas for lessons. The materials could be used not only as an teaching materials for underachieving students or students with the misconceptions, but also could be used as training materials for mathematics teachers.

• Journal of The Korean Association For Science Education
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• v.11 no.1
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• pp.1-14
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• 1991

The objectives of the study is to examine students concepts changes using a longitudinal study. The study compared two data sets collected in 1989 and in 1990 using the same instrument and subjects. The first data set was collected by Ahn(Ahn, 1989). In the study, students' patterns of misconceptions were examined in the following aspects : 1) Comparison of the students' misconception before observation of actual phenomenon in the first data between the two data sets. 2) The analysis of the patterns of students misconceptions of the second data set In terms of students' patterns of conceptual change before and after observation in the first data set. In the study, overall patterns of students' misconceptions appeared in the second data set were similar to those of the first data set ; however, about 40% of individual student's patterns of misconceptions were changed. Even the students who changed their opinion from misconception to scientific by observing the give phenomenon in the previous study(the first data set) returned to their original misconception after one year. The researcher interpreted this phenomenon in terms of the characteristics of the three kinds of cognitive conflict suggested by Kwon(Kwon, 1989).

• 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.

• Korean Educational Research Journal
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• v.37 no.1
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• pp.103-116
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• 2016

In this study, we examined scientific concept of middle school students about the concept of 'separation of mixtures' Understanding level of students was different by the educational achievement level, and the higher the educational achievement level, the more exactly they understood scientific concept. Misconception was observed at all the achievement level. The higher the achievement level, the common misconception was associated with concept definition. And the lower the achievement level, the common misconception was associated with phenomenon.

• Journal of the Korean Chemical Society
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• v.60 no.1
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• pp.48-58
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• 2016

This study was to investigate the types of middle school students’ conceptual change on electrolyte and ion. Data were collected by pre- and post- exams of 9th grade students’ conceptions of electrolyte and ion, and by semi-structured interviews with nine students served as case representatives who participated in the study. All interviews were transcribed, analyzed and classified by conceptual change according to the responses of the students. The results are as follows: First, students’ ion conceptual change was classified into four types; simple conception to sophisticated conception, incomplete conception to scientific conception, misconception to confused conception, and misconception to misconception. Most students had difficulty in understanding of the concepts of ion in pre- and post-class, and they failed to distinguish between atom and subatomic particles precisely. Second, students’ conceptual change of electrolyte was also classified into the following four types; partially scientific conception to sophisticated conception, misconception to partial misconception, incomplete conception to incomplete conception and misconception to misconception. The study found that students had difficulty distinguishing the difference between electrolytes and nonelectrolytes. Third, students also had difficulty understanding the concepts on particles because they learned the ‘electrolyte and ion’ unit so quickly in the second semester of 9th grade in order to fill in the academic reports for applying high schools. Furthermore, some suggestions were made based on the results for understanding scientific concepts on particles.

• Hwankyungkyoyuk
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• v.22 no.3
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• pp.63-71
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• 2009

The aim of this study is to provide the basic data on misconception correction through the investigation of perception extent for 'environmental pollution' concepts in the elementary school students. For this, 18 investigation questions for concepts were created. And then a questionnaire was inputted for 446 elementary school students. The rate of average wrong answer for total questions was 34.9%. The eight questions were appeared as rate of wrong answers over average, suggesting that the misconception extent for 'environmental pollution' was still high. The extent of concepts for total questions between living environments of the study subjects did not show any significant differences. However, the urban students had significantly higher rate of wrong answers than rural students in the three questions, indicating that it is necessary to develop various teaching-learning materials on 'environmental pollution'. Therefore, the teachers have to study the various ways to induce the cognition conflicts through the application of proper teaching-learning for correction of 'environmental pollution' concepts.

• School Mathematics
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• v.9 no.1
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• pp.119-139
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• 2007

The purpose of this study is to analyze students' misconception in the teaming of the conic sections with the cognitive and pedagogical point of view. The conics sections is very important concept in the high school geometry. High school students approach the conic sections only with algebraic perspective or analytic geometry perspective. So they have various misconception in the conic sections. To achieve the purpose of this study, the research on the following questions is conducted: First, what types of misconceptions do the students have in the loaming of conic sections? Second, what types of errors appear in the problem-solving process related to the conic sections? With the preliminary research, the testing worksheet and the student interviews, the cause of error and the misconception of conic sections were analyzed: First, students lacked the experience in the constructing and manipulating of the conic sections. Second, students didn't link the process of constructing and the application of conic sections with the equation of tangent line of the conic sections. The conclusion of this study ls: First, students should have the experience to manipulate and construct the conic sections to understand mathematical formula instead of rote memorization. Second, as the process of mathematising about the conic sections, students should use the dynamic geometry and the process of constructing in learning conic sections. And the process of constructing should be linked with the equation of tangent line of the conic sections. Third, the mathematical misconception is not the conception to be corrected but the basic conception to be developed toward the precise one.

• Journal of The Korean Association For Science Education
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• v.29 no.6
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• pp.712-729
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• 2009

This study aims to research high school students' misconception of botanic photosynthesis and respiration, and as the measure of rectifying the misconception, to develop the teaching program based on Driver's conceptual change model, applying it to classes and observing the effect. Selected as the research subject was sixty-six students in 1st year of a highschool located in Busan who had chosen Biology Learning as discretionary subject, with their conceptual level on botanic photosynthesis and respiration researched through tests in drawing and descriptive writing. As a consequence of applying drawing as a way of classifying the levels of students' misconception on photosynthesis and respiration, many students' drawings included their misconception caused by textbooks or scientists, but after application of Driver's conceptual change model, they drew scientific drawings including the fundamental factors of botanic photosynthesis and respiration such as light, carbon dioxide, water, glucose, oxygen, leaf, chloroplast, mitochondria, stoma, and energy. Likewise, as a result of the descriptive writing test implemented for researching the students' conception on the various aspects of botanic photosynthesis and respiration, many students in the pretest showed misconception on the point of time and location at which botanic photosynthesis and respiration occur, botanic nutrient, the role of a leaf in photosynthesis, and the relation between botanic photosynthesis and respiration, but after teaching based on Driver's conceptual change model, their misconceptions on photosynthesis and respiration were rectified to a high degree.