• International Journal of Industrial Entomology and Biomaterials
• /
• v.27 no.2
• /
• pp.317-321
• /
• 2013

To investigate the degree of individuals' concept and awareness of insects, a survey study was conducted with students and adults living in Korea. The misconception rate for insects was about 50% for both students and adults, but it was lower for students and people who had experienced insect-related events than for adults and those who had not. The highest misconception rate was obtained in answer to a question about the basic structure of an insect. Most people had a high awareness of insects. Significant differences and correlations for the awareness of insects were found between students and adults, men and women, people who had experienced insect-related events and those who had not. The experience of an insect-related event most influenced awareness of insects. These results suggest that increasing people's interest in insects and utilizing insects in treatment situations may be beneficial for the field of mental healthcare.

• Journal of Korean Elementary Science Education
• /
• v.25 no.spc5
• /
• pp.485-494
• /
• 2007

The aims of this study were to investigate the differences of the proportion of misconceptions and the reasons for selecting responses related to questions about small living things between talented and average students. The study subjects were made up of three groups. They were a class of 37 talented elementary students in science attending J National University of Education, a class of 37 talented students in science attending J City Office of Education, and a class of 33 average students attending J City. A questionnaire was composed of 20 test questions for examination of concepts related to small living things. The data obtained in this study was analyzed using a statistical program. The major results were as follows: In general, the level of the scientific concepts possessed by the talented students was much higher than that of the average students, especially in question 14. The reasons for the misconceptions which were revealed through this study were classified into vagueness of the language used, hasty decision and deduction making, using the wrong analogical inference, mass communications (TV or internet) and experimental differences between individuals. In terms of the reasons for the selection of a given response, the talented students had also a higher frequency in the 'science books for children' category than the average students, indicating that various kinds of science books for children have an influence on the formation of concepts on small living things. The misconception proportion of male students was 5.4% higher than that of female students in mean frequencies of all questions, although the difference was not statistically significant except for question 4. Data from this study may help teachers involved in education for gifted students to reconsider their conceptions on small living things.

• Journal of Science Education
• /
• v.44 no.3
• /
• pp.289-299
• /
• 2020

In this study, the definition, the level of difficulty, and the certainty of the understanding of 113 astronomy terminologies from 2009 revised middle school geoscience textbooks were examined. And through further interviews, the types of students' misconceptions about astronomy terminologies and their representative terms - examples of misconceptions were analyzed. The definitions of the terms presented by the students were largely classified as correct, low-level, and incorrect understanding. And low-level understanding was subdivided into high-level definition descriptions, undifferentiated concepts, and incorrect answers were subdivided into interference by scientific misconception and lack of prior knowledge. Given that the misconceptions due to terminologies can be distinguished from the prior misconception, the misconceptions due to terminologies can be effectively prevented by changing the term itself. In addition, students were aware of the advantages and disadvantages of metaphorical terms, and the recognition of their level of understanding is expected to be a good starting point considering that recognizing their own misconceptions is the first step in correcting them. Terminologies in science education is always an important subject of discussions, striving to select the right term according to the times, and scientific terms may change. It is expected that the results of this study will be the basis for discussions on the modification of terms.

• Korean Journal of Cognitive Science
• /
• v.13 no.1
• /
• pp.53-59
• /
• 2002

This paper presents a model for diagnosing students'learning misconceptions in the domain of heat and temperature using fuzzy cognitive maps(FCM) and fuzzy associative memory(FAM). In a model for diagnosing learning misconceptions. an FCM can represent with cause and effect between preconceptions and misconceptions that students have about scientific phenomenon. An FAM which represents a neurallike memory for memorizing causal relationships is used to diagnose causes of misconceptions in learning. This study will present a new method for more autonomous and intelligent system than a model to diagnose misconceptions that was being done with classical methods in learning and may contribute as an intelligent tutoring system for learning diagnosis within various educational contexts.

• School Mathematics
• /
• v.10 no.3
• /
• pp.463-487
• /
• 2008

The purpose of this study was to analyze teachers' pedagogical content knowledge on probability. Teachers' pedagogical content knowledge on probability was analyzed in detail into 2 categories: (a) subject matter knowledge, (b) knowledge of students' understanding and misunderstanding. The results showed, in terms of the subject matter knowledge, that the teachers have some probability misconception. And, it showed, in the point of the knowledge of students' understanding, they could not explain why students have difficulties to solve some tasks with regard to probability. This study raised several implications for teachers' professional development for effective mathematics instruction.

• Journal of the Korean Chemical Society
• /
• v.43 no.3
• /
• pp.328-339
• /
• 1999

This study was to clarify the problems of questionnaires related to misconception researches of middle school chemistry and to prepare a ground for the correct misconception research for students. For these purposes, the questionnaires of the misconception researches related to chemistry in middle school were analyzed, and the mistakes of the questions which were used in 7th grade students were found, based on a definition of misconceptions in this study. Also, the errors in contents of the questionnaires were indicated. The results of the analysis revealed that most of the 7th grade students did not have misconceptions contrary to some of the previous researches conclusions. They only had no conceptions related to the contents. In order to support this analysis, two different questionnaire sets (questionnaire set A and B) for 182 7th grade students were used. After obtaining similar results to those of the previous researches by the questionnaire set A, the students' thoughts were examined by the questionnaire set B. From the results of this study, the correct answer rates of subjective questions were very low compared with those of objective questions in the questionnaire set A for 7th grade students. It was hard to find consistency among the results of the researches using the questionnaire set A. And many contents of the questions consisted of the questionnaire est A were not consisted with a definition of misconceptions. There were errors in the contents of the questions, too. The students classified as the havingscience-concepts group and the having-misconceptions group by the questionnaire set A were classified as the having-no-concepts group by the questionnaire set B.

• Journal of the Korean association of regional geographers
• /
• v.20 no.1
• /
• pp.141-151
• /
• 2014

This study is to explain understanding types about the concept of a 'Region' in the 3rd grade high school students(39) through open-ended questionnaires and describe the pedagogical utilizations for this. Students' understanding types about the concept of a 'Region' are compared and then determined through two meaning agreement and association between meaning of students' understanding which is collected through open-ended questionnaires and meaning of a 'Region' which is described in high school curriculum. The results are as in the following. First, Students' understanding types about the concept of a 'Region' were divided into four categories: full, partial, ambiguous, and converted understanding. Second, The degree of right meaning agreement and association existing between two meanings is rising steadily by converted, ambiguous, partial, and full understanding. For this reason, This result can make sure the understanding degree about the concept of a 'Region' is different depending on the students. Third, Students' partial understanding, ambiguous understanding and converted understanding on region concept could be judged as misconception not fully corresponded to region concept in the curriculum explanation. Fourth, Teachers can achieve conceptual change through this misconception as a subject matter of educational dialogue for meaning change.

• Journal of Korean Elementary Science Education
• /
• v.31 no.2
• /
• pp.253-268
• /
• 2012

The purpose of this study is to investigate the elementary pre-service teachers' conceptions of 'color of gases' focusing on the survey from freshmen at a National University of Education. For the study, the views about 'color of gases' were surveyed from the pre-service teachers. And the responses were analyzed based on the patterns. The results from the study are as follows: First, the conceptions about 'color of gases' were divided into 2 top-level, 5 mid-level and 7 sub-level categories. Second, the number of students who answered 'certain gas has color' was significantly greater than those who answered 'every gas has no color'. However, only a small number of students who answered former understand the scientific meaning of color and the color of gases correctly. Third, out of 5 misconception categories, greater number of students answered with 'inaccurate scientific knowledge (Ma1)', so the category was classified again into five detailed sub-categories. Fourth, most of the students, who answered 'every gas has no color', stated "they have not seen any color gases through their lives" based on their own experience. Fifth, the distribution percentage for scientific conceptions vs misconceptions was not related with the students' gender but highly related with students' academic area and their science courses taken at high school. Sixth, the pre-service teachers have various types of misconceptions regarding the 'color of gases' and when they have to explain visibility of gases to other people they tend to pass on their misconceptions. Based on the results from the study, some educational guidelines were suggested.

• Journal of Gifted/Talented Education
• /
• v.22 no.1
• /
• pp.141-155
• /
• 2012

The purpose of this study was to analyse characteristics of explanatory writing of scientifically gifted students who participated in gifted educational programs. Considering aspect of content of their explanations about cell, many of them explained the common characteristics of animal and plant cells, but a few of them did cellular characteristics of one kind of animal and plant. Some gifted students regarded cell membrane function as that of cell wall, and had a misconception that the cell was the smallest unit to consist human body. In terms of the structure of explanation, most of them didn't know the structural characteristics of explanatory writing. Finally, more than 50% of them had written using various ways to explain cell such as classifying, comparing, contrasting and exemplifying. Especially, all biologically gifted students had creatively explained drawing a picture. It was findings that the explanatory writing could be used as the instrument to evaluate knowledges of gifted students and suggested the elements of writing to teach scientific explanatory writing.

• Hwankyungkyoyuk
• /
• v.20 no.1
• /
• pp.19-27
• /
• 2007

This study was intended to answer the question, 'What kinds of effects will be aroused by experiential learning for environment based on living area?'. Experiential learning for environment was operated to 17 elementary school students in 4th grade in Kyeong-san city. The results were drawn analyzing the mind map for the changes of environmental consciousness before and after learning, and they are as below. First, it had an effect to change the meaning association of the relationship between 'river and me'. Meaning association was 'river-a thing' before experiential learning, but it was developed as 'river-a thing-me' after learning. This means that students expanded understanding of the world that they were belonging and self-spatialization was promoted. The expansion of meaning association would be a start point and a method to promote their segmentation for each student. Second, students could self-directly modify misconception and preconception after experiential learning. It showed that students could find meanings in the world that they were belonging by experiential learning for environment, and misconception obtained by concept learning without actual situation could be revised through the truth recognition in meanings, and student could see what things displayed. Therefore preconception would be corrected. Of course, everything would not be completed by just one time of experiential learning, and consistent experience learning should be operated. Third, experiential learning promoted the change of sensitivity. Students had shallow sensitivity, which appeared in the relation with things, since having learned only inside of class without a direct observation. However their sensitivity could be increased by experiencing specific things. Fourth, there was the change of classification recognition. Students found properties of things with a direct observation. It raised their ability to classify things, and to understand an individual thing in 'a class'.