• Journal of The Korean Association For Science Education
• /
• v.22 no.4
• /
• pp.725-739
• /
• 2002

The purpose of this study was to investigate the relationships of graphing abilities to logical thinking and science process skills of middle school students. The subjects for this study were selected 481 students from four middle schools for TOGS(the Test of Graphing in Science), GALT(Group Assessment of Logical Thinking) and TIPS II (Test of Integrated Process Skills). This study shows that the correlation coefficient between abilities of students to construct/interpret graphs and the logical thinking was 0.45, and the correlation coefficient between abilities to construct/interpret graphs and science process skills are 0.32. As a result, abilities of students to construct and interpret graphs arc more correlate the logical thinking than science process skills.

• Journal of the Korean earth science society
• /
• v.31 no.4
• /
• pp.378-391
• /
• 2010

The purpose of this study was to investigate the graph interpretation ability and perception of high school students and preservice secondary teachers in Earth science. We developed two different instruments; one was a graph interpretation ability inventory that consists of 9 graph types with 18 items, and the other one is two questionnaires to explore the participants' perception about Earth science-related graph. The results of this study are as follows: High school students and preservice secondary teachers demonstrated their remarkable ability in interpreting a line graph, but showed their limited ability with the graph of overlapped and directional change, which means the graph interpretation ability was affected by a graph type; two groups participated in this study revealed a considerable difference in the graph interpretation ability depending on the grade level; preservice teachers were superior to high school students in discriminating two graphs, the representation method, which are different with the same topic; and many participants in both groups considered that the property of Earth science graph was considerably different from that of other science subjects, especially in directional change graph, scatter graph, contour map, and domain graph. The results suggest that the effective graph instruction strategies be developed in Earth science learning.

• Journal of The Korean Association For Science Education
• /
• v.26 no.1
• /
• pp.49-57
• /
• 2006

Line graphs are powerful tools in conveying complicated relationships and ideas because they show the relationship that exists between two continuous variables. Also, they can show readers the variations in variables and correlate two variables in a two dimensional space, and therefore, line graphs have a significant role in physics, especially kinematics. One of the purposes of the Test of Understanding Graphs in Kinematics (TUG-K) was to uncover student problems with interpreting kinematics. The TUG-K was given to Korean college students in 2004. To what extent are Korean college students able to understand such important line graphs? Analysis of the results of the TUG-K showed in which objectives students' strengths and weaknesses are found. This study investigates Korean college students' interpretation skills of kinematics graphs and the results of the study will be used to help instructors teach kinematics graphs more effectively.

• Journal of the Korean earth science society
• /
• v.29 no.6
• /
• pp.487-494
• /
• 2008

The purpose of this study was to investigate the effects of MBL experiment instruction on the 7th graders' scientific inquiry skills and graph construction and interpretation ability in the unit "Elements and movement of sea water". Results are as follows: First, this study analyzed the influence on students' scientific inquiry skill after having six MBL instructional classes. The result showed a significant difference in the scientific inquiry skills between the experimental group and the control group, which implies that the instruction using MBL was an effective way to improve students' scientific inquiry skills. Second, this study also analyzed the influence on students' abilities to construct and interpret graphs. The result did not show any significant differences between the experimental group and the control group in the ability to construct graphs. But it showed significant differences in the ability to interpretgraphs, which means that instruction using MBL was an effective way to improve students' ability to interpret graphs.

• Journal of the Korean earth science society
• /
• v.31 no.6
• /
• pp.637-646
• /
• 2010

The purpose of this study was to investigate the effects of Microcomputer Based Laboratory (MBL) on the middle school students' graphing skill and science process skill in Earth Science classes. MBL teaching materials for inquiry-based instructions were developed to teach five experimental topics related to the middle school 'Earth Science.' Thirty three middles school students participated in this study, and the pre- and post-tests were conducted. Results indicated as follow: First, MBL classes were effective in developing the graphing skill of middle school students. They were efficient both in graph construction and graph interpretation, especially in data transformation. Second, MBL classes were effective in helping participants to use science process skills, especially, in the subordinate areas including formulating hypotheses, making operational definition, graphing, and interpreting data.

• Journal of The Korean Association For Science Education
• /
• v.25 no.5
• /
• pp.624-633
• /
• 2005

Line graphs are frequently used to communicate data and basic concepts in classroom activities, Science teachers often assume that students are able to interpret the symbolic meaning of the graphs, but such an assumption is not based on sufficient evidence, The purpose of this study was to investigate the relationships of graphing ability to science-process skills and academic achievement of high school students: With regard to science-process skills, graphing ability was found to have a slight correlation with science-process skills (.41). Among the sub-skills of the science-process, graphing ability was seen to have a relatively high correlation with basic science-process skills such as 'measuring', 'inferring', 'predicting', while having relatively low correlation with integrated science-process skills such as 'formulating hypothesis' and 'generalization', With regard to academic achievement, graphing ability appeared to have no correlation with academic achievement (.06). Hence, a correlation between graphing ability and science-process skills was proved. It can also be concluded that improving graphing ability will greatly support students with their science study and, therefore, organized efforts and efficient educational methods should be developed in order to overcome the insufficient graphing ability among high school students.

• 한국지구과학회:학술대회논문집
• /
• 2006.02a
• /
• pp.94-99
• /
• 2006

본 연구에서는 고등학교 지구과학 교과서 분석을 통해 지구과학 그래프의 주요 유형과 특징을 파악하고 지구과학 그래프 관련 검사지를 제작, 투입하여 고등학생들의 지구과학 그래프 해석 능력과 인식을 분석하였다. 지구과학 그래프는 타 과학 과목에 비해 그래프의 수가 많고 그 유형이 다양했다. 특히, 선 그래프와 등치선도가 많았으며, 선 그래프 중에는 다중 선 그래프와 YX 그래프 등의 비율이 높았다. 고등학교 2, 3학년생 111명을 대상으로 한 검사지 1단계에서는 '마그마의 생성 조건', '지구 자기장의 영년 변화', '과냉각 물방울과 빙정의 포화 수증기압', 'H-R도' 등에 관한 문항의 정답률이 특히 낮았다. 검사지 2단계에서는 약 $56\%$의 학생들이 지구과학 그래프의 유형이 타 과학 및 수학 과목의 그래프와 차이가 있다고 응답했다. 검사지 3단계에서는 동일한 내용이라 하더라도 그래프의 형식이나 구체적인 표현 방법에서 학생들의 이해를 높일 수 있는 방안에 대한 고민이 필요함을 알 수 있었다. 본 연구에서 학생들은 '그래프의 유형'에 대한 이해가 다소 부족하고 자신에게 익숙한 그래프를 쉽다고 생각하는 경향을 보였다. 따라서, 과학 교육자나 과학 교육과정 설계자들은 학생들에게 그래프 연습의 기회를 많이 부여하고, '그래프' 자체에 관한 교육은 물론 지구과학의 학문적 특성과 관련지어 '그래프의 유형'에 관해 체계적인 교육을 해야 할 필요가 있다.

• Journal of Elementary Mathematics Education in Korea
• /
• v.23 no.1
• /
• pp.169-192
• /
• 2019

This study investigates how well grade 4, 5, and 6 students understand graphs before formal education is done on graphs. For this, we analyzed students' understanding of graphs by classifying them into 'reading data', 'finding relationships between data', 'interpreting data', and 'understanding situations' based on previous studies. The results show that the students have good understanding of graphs that did not have formal education. This suggests that it is necessary to consider the timing of the introduction of the graph. In addition, when we look at the percentage of correctness of each graph, it is found that the understanding of the line graph is weaker than the other graphs. The common error in most graphs was that students relied on their own subjective thoughts and experiences rather than based on the data presented.

• Journal of The Korean Association For Science Education
• /
• v.22 no.4
• /
• pp.768-778
• /
• 2002

Science teachers often suppose that students are able to know the symbolical meaning of graphs when they see the graphs. But such a assumption is not based on the firm theories but a mere image. And we need to search them for holding the abilities to construct and to interpret. In addition, unfortunately, many researchers show that they scarcely have the graphing skills. And then, The Test of Graphing in Science(TOGS) was administered to 535 7th to 12th graders, for we search them for holding the graphing abilities to some degree. Though the higher grade, the better score, they lack the first three among 9 objectives of TOGS which are scaling axes, assigning variables to the axes, using a best fit line, plotting points, translating a graph that displays the data, selecting the corresponding value for y(or x), interrelating/extrapolating graphs, describing the relationship between variables, interrelating the results of the two graphs. It was concluded from this that subjects' graph construction is lower than their graph interpretation in graph skills. It suggests that school science have a bias toward graph interpretation. This tendency represents more strikingly in the case of upper students in TOGS than the others'.

• Education of Primary School Mathematics
• /
• v.17 no.2
• /
• pp.113-125
• /
• 2014

The purpose of the study is to examine how the 6th graders interpret graphs, and on basis of the research, to seek for guidance on ways to improve their analysis capabilities. All the students from two classes of D elementary school in Busan became the target to examine how to interpret graphs. On the basis of the result, 6 students who characterized by graph interpretation got an in-depth interview and the outcome was analyzed in detail. The students are able to understand both quantitative and qualitative meaning of graphs and they learned practicality while they think of graphs connecting with real life, most of all they have been interested in interpreting the meaning of graphs.