• Journal of The Korean Association For Science Education
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• v.10 no.2
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• pp.11-24
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• 1990

The objectives of this study are to find out the research methodology about misconception, the types of scientific concepts to be misconcepted the analysis methodology of causes of misconception, and remediation methodology of misconception. The research methods of this study are descriptive ques tionnare, interview, classroom observation and curriculum analysis. The results of this study are: ${\circ}$ The descriptive questionnaire is sufficient to obtain children's ideas. ${\circ}$ The types of science concepts to be misconcepted are 'the invisible natural phenomena,' 'the vague Understanding', 'the contents of teachers' lecture', 'the lack of children's cognitive development,'and 'the influence of nursery stories.' ${\circ}$ The Cause analysis methods of misconception are that the analysis of the cognitive level of the questionnaire items, the examining the item concepts are taught or not and the investigation about the agreement of the cognitive level of the questionnaire item and children. ${\circ}$ Remediation methods are visualijation and instrustion of invisible natural phenomena, concrete presentation of the scientific concepts, and acceleration of the cognitive development.

• Journal of Science Education
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• v.38 no.2
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• pp.331-343
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• 2014

The types of misconceptions and their consistencies of the elementary school teachers about the characteristics of currents according to the connection methods of batteries in simple electric circuits were investigated. The misconceptions of the elementary school teachers about them could be divided into three types. Among the respondents of the 96 elementary school teachers for this study, the 2 elementary school teachers consistently understood the characteristics of currents on the basis of the misconception type of focusing only the number of batteries connected regardless of the connection methods of batteries, the 8 elementary school teachers did on the basis of the misconception type of confusing the series connection and the parallel connection of batteries, and the 4 elementary school teachers did on the basis of the misconception type of confusing the series and parallel connection of batteries with those of resistors. Also, they consistently applied these misconception types to not only the situations to use the learned concepts but the situations to use the differentiated concepts about the connection methods of batteries.

• 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.

• 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.

• 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.14 no.3
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• pp.285-292
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• 1994

The purpose of this study is to investigate the misconception about circulatory / excretional system and to determine the effectiveness of two teaching strategies. The subject was 214 middle school students. The control group was instructed with the traditional teaching method.On the other hand, the experimental group was taught with the concept mapping teaching method. Then the effectiveness of the two teaching strategies were compared in terms with the changes of their conceptions about circulatory/excertional system. The major findings of this study are as follows. 1. The major misconception types were identified. 1) The function of blood is only transportation. 2) The artery is equal to arterial blood. 3) The colon and the anus are also excretional organs. 4) Urine is formed from the bladder. 5) Urine and feces are also excrement. 2. Different conceptional change was observed between control group and experimental group at 0.05 significance level. The concept mapping strategy was more effective than traditional teaching method. 3. No significent difference was found between male and female students in the effectiveness of concept mapping strategy.

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

• Journal of the Korean association of regional geographers
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• v.20 no.1
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• pp.141-151
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• 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 The Korean Association For Science Education
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• v.22 no.4
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• pp.683-695
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• 2002

In this study, we analyzed types of explanation on osmosis concept that were represented in chemistry and biology textbooks of high school and college. There were 5 types of explanation on osmosis concept. The types of explanation were diffusion of solvent, collision, hydration, equilibrium of concentration and screen of holes. Last two types of explanation were classified into misconceptions. The various types of explanation on osmosis concept might cause to have be a reason that students had many misconceptions and to feel difficult to learn about osmosis concept. Many of textbooks is accord to types of concept explanation and figure explanation on osmosis but some is not.

• Journal of The Korean Association For Science Education
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• v.18 no.4
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• pp.473-483
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• 1998

A learner's cognitive conflict with his /her existing conception is regarded to be one of the most important factors for a conceptual change. In this study, the effects of the conflict situation types on inducing students' cognitive conflicts in Newton's law were examined. The thirty-four students of 10th grade were selected from a rural high school based on the result of pre-test. The two different types of conflict situations among many possible types were used in this study. One type was using logical conflict situation and the other was demonstrating real conflict situation. The levels of cognitive conflict were measured by 4-point Likert scale by three interviewers. As the results, the demonstration method was more effective than the logical argument method. In case of the logical argument method, rather than showing scientific conceptions, suggesting another misconception was more effective to the students who have misconception. However, logical argument method was not effective to those who have scientfic conceptions. To the students who have unscientific conceptions, the demonstration method was very effective for inducing cognitive conflict. From the results of this study, demonstration method of teaching seems to be very effective for inducing students' cognitive conflict and overcoming their misconceptions on scientific concept.