• Journal of Korean Elementary Science Education
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• v.24 no.3
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• pp.236-241
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• 2005

The purpose of this study was to investigate the elementary and middle school students' understanding of observation, prediction, and hypothesis in everyday and science educational contexts. The questionnaires for testing understanding of three categories were developed, which obtained Cronbach alpha .91. It was consisted of 40 questions of 10 items related to observation, prediction, and hypothesis. Thy test was administrated to 868 subjects from grade 3 to grade 9. The results showed that the each level of their understanding of observation, prediction, and hypothesis ranged between $29{\~}58\%$, $43{\~}53\%$, and $10{\~}25\%$. The level of understanding of observation and prediction showed tendency to promote increasingly from grade 3 to grade 9, but the level of hypothesis did not.

• Korean Institute of Interior Design Journal
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• v.20 no.4
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• pp.101-108
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• 2011

When observing an object in a space, a part of it is remembered into our perception in the time for paying attention or conscious observation and it reaches to our visual understanding. In this study, it examined characteristics by each subject through the process of visual understanding by changes in such observation time. The results from this study are summarized as belows: First, through analysis of the observation data focused on the distance between the observed points, it was able to apply those visual theories organized before to the analysis of characteristics of the time for understanding by each subject. Second, there showed big differences in the time for visual understanding by each subject according to changes in the observation time so that it was found that there were big differences according to the characteristics of subject's intention or purpose of the observation of a space. Third, as the number of continuous observation gives an important clue in judgement of how well the space was understood, it was able to compare and organize the mutual characteristics of the time the attention was concentrated, the time observed intentionally and the time understood visually. Fourth, it was found that the shorter subjects gave the intentional observation in observing a space, the longer they spent the time for paying attention, while the less they could understand it visually.

• Korean Institute of Interior Design Journal
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• v.21 no.2
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• pp.92-100
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• 2012

This study was to examine the pattern of visual interpretation in the process of eye-tracking. I categorized the subjects' observation inclination for analysis so that I could find out which element the user observing the space concentrated and explored. First, for 2 minutes of observation, there occurred 171 times of eye-fixations and 9.8 times of observation frequency on average, which showed that the subject, through this observing fixation, spent 44.5% of the entire time performing the visual activity in order to acquire the "visual understanding" of the lobby-space. Second, I found out that there was a consistent observation type as the time passed. I could categorize the subjects observing the space into 6 concentrating types and 3 discontinuing ones of observation types, which category can be utilized as data for analyzing the subjects' characteristics at space-observation. Third, the type, which was so intensive as to get the visual understanding on the space, was mostly of the case that (1) the subject had a kind of high degree of observation type, exploring the space, again having high degree of the observation type [Type A], (2) the subject repeated the concentration from the early part to the latter [Type C], which can be considered to be the observation type generally shared. Fourth, in the case of observing the space, 45.8% of the subjects showed a high rate of concentration at the time of starting the observation and in less than two minutes. The subjects of type A can be considered to understand the space visually by distinctively repeating the concentration and exploration.

• Korean Institute of Interior Design Journal
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• v.21 no.1
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• pp.95-102
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• 2012

This study analyzed the observation characteristics with the subject of observation data through defining the change of the observation degree as attention /conscious observation /visual understanding. Furthermore, by obtaining the formular with which to estimate the subjects' observation amount, this study suggests a potential method for easier analysis of observation characteristics. The conclusions from the study are as the followings. First, the observation frequency was being generated with wide deviation among subjects while there was a flow-on characteristics depending on the degree of observation. These characteristics enabled the study to obtain the formular with which to estimate the observation amount. Second, the study could establish the area frequency by grade from the entire observation data. The area I was at most 4% for the area frequency but accounted for 18.2% of the entire effective observation time, and the area II 16% and 38.7% respectively. Accordingly, only considering the observation area distribution of the area I or the areas I and II shows which position of the space the subjects were observing. Third, with the subject of the relatively higher observation time at at the subject's observation characteristics, as the observation phase was getting higher, the observation time decreased more. Forth, by obtaining the formular to estimate the observation amount for observation data according to the change of observation degree, the study could find the estimating observation characteristics of additional subjects. The formular shortens the analysis time and facilitates the analysis process.

• Korean Institute of Interior Design Journal
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• v.20 no.3
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• pp.135-142
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• 2011

There occurs subtle shaking in our eyes while in looking at objects and this study sets up the standard of reconciliation from the property of observation and organizes the property of data reconciliation by the observation range to secure the feasibility of reconciliation range and method of the original data obtained from observation experiment and its analysis process. The results from above study can be concluded as in the followings: First, it made clear the process to exclude eye blink and data out of image range from the original data so to set up the range of available data. Second, on the basis of existing theory, it was possible to define the minimum attention time as 0.1 second (3 times of observation) and the visual understanding time of space as 0.3 second (9 times of observation) in the study on the property of observation, and this definition of observation time of sight fixation becomes an important indicator in the analysis of observation data. Third, based on the observation theory of continuity securing and attention, it was able to arrange the standard of reconciliation by carrying out reconciliation works only when fixed data with more than three times of observation showed consecutively before and behind the data with intermittent movements. Fourth, In the sector whether visual understanding occurred (more than 9 times), it increased by 12% for the frequency of observation and by 7.8% for the times of observation compared with the ones before the reconciliation. These results showed to have a constant change by subjects so that it was able to arrange a foundation to secure objective data in the analysis of the observation range and its extent.

• Journal of The Korean Association For Science Education
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• v.30 no.1
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• pp.157-169
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• 2010

Scientific observation has been recognized as one of the fundamental aspects in scientific inquiry. However, more detailed discussions and practical guides for teachers' and students' understanding about the nature of scientific observation have not been conducted. Therefore, based on literature reviews, we described the nature of theory-laden scientific observation as 11 detailed statements. Using theses statements, we investigated science teachers' and students' recognition of each statement. According to results, certain aspects of theory-laden scientific observation were determined as important aspects to be considered for science teachers' in-service programs or for students' learning activities in understanding the nature of science.

• 제어로봇시스템학회:학술대회논문집
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• 1988.10a
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• pp.627-632
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• 1988

Through the introduction and understanding of the total system design and the system integration for sounding rocket with the purpose of the pure scientific research, that is, atmospheric research, resources observation, space observation and etc, the system will be operated easily, readily and effectively in the development and manufacturing of launching vehicles for the scientific satellite and communication satellite in the future.

• Research in Mathematical Education
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• v.12 no.1
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• pp.67-83
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• 2008

Promoting students' mathematics understanding is an important research theme in mathematics education. According to general theories of learning, mathematics understanding is close to active learning or significant learning. Thus, if a teacher wants to promote his/her students' mathematics understanding, he/she should pay attention to the students so that the students' thinking is in active situation. In the first part of this paper, some mathematics teachers' ideas about paying attention to their students in Chinese high school are given by questionnaire and interview. In the second part of this paper, we give some teaching episodes about how experienced mathematics teachers promote their students' mathematics understanding based on paying attention on them.

• Journal of Korean Elementary Science Education
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• v.18 no.2
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• pp.35-46
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• 1999

The most of elementary school science textbook contents are composed of observation and experiment activities. When students study natural phenomena, observation and experiment are st rongly emphasized to improve understanding of scientific concepts and inquiry abilities. The purpose of this study is deep understanding about experimental science classes. This ethnographic study is conducted by observations of experimental science classes in natural setting and interviews of teachers, students of the 5th grade. The conclusions of this study are as follows: First, the general process of the elementary science experimental classes is 'identifying learning purposes -1 planning experiments -1 predicting the results -1 experimenting-t summarizing the results.' The experiments are conducted by group activities and the teachers conceived that the me st difficult step considered by students is 'planning experiments'. Second, students like hands-on activities, but they feel difficulty on less guided experiments. Students perform results oriented-activities. Third, in group activities, students prefer to work with the same gender or collaborative peers.

• Journal of the Korean Society for Heat Treatment
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• v.21 no.6
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• pp.320-325
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• 2008