• 아동학회지
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• 제28권1호
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• pp.55-69
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• 2007

This research examined age differences in the way 3-, 4-, 5-year-old children solve scientific problems involving magnetic and nonmagnetic objects. Their scientific process skills and scientific concepts were examined in 1) hypothesis setting, 2) hypothesis verification and 3) hypothesis application. Data was analyzed by one-way and two-way ANOVA and Scheffe. Children's scientific process skill presented differences by age in each phase of problem solving. That is, the scientific concept level demonstrated by 4-year-olds was higher than that of the 3-year-olds. That of the 5-year-olds was higher than the 4-year-olds. In addition, in all age groups, the children showed a higher level of understanding about magnetic and non-magnetic objects in the hypothesis application phase than in the hypothesis setting phase.

• 아동학회지
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• 제28권6호
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• pp.135-154
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• 2007

This study examined preschool children's conceptions of social situations and mothers' responses toward their children in the home context. Participants were 78 kindergarten children and their mothers living Seoul, Korea. Results indicated that children did not distinguish social-conventional situations from moral situations, but they clearly distinguished social-conventional and moral situations from personal situations. Mothers' reported that they would make indirect responses to children's behaviors in moral situations to highlight intrinsic consequences such as violating others' rights and happiness. In contrast, they said that they would make direct responses such as mentioning rules and manners in social-conventional situations. Mothers supported their children's choices in personal situations unless the situations were dangerous or detrimental to children's health.

• 한국과학교육학회지
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• 제1권1호
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• pp.53-60
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• 1978

The aims of this study are to find the evel of the conception of 'Water Displacement', and to suggest some educational impications from the findings of the study. The result are as follows; Firstly, About 20% of 12 year children among the subjects of this study are aware of the conception of Water Displacement' which is lower than the finding of the study conducted by J. Piaget and Elkind. Secondarly. Most of the subjects in this study are in the transitional level, so this finding suggests that curricular developers should provide the material needed for the educational activities to make children develop the conception of 'Water Displacement'.

• 한국과학교육학회지
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• 제10권2호
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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.

• 한국과학교육학회지
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• 제8권1호
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• pp.23-32
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• 1988

This paper was made for the purpose of analyging primary school child's concept formation about Euclidian space. Using clinical method, this research was executed to 360 children at a primary school in Inchon city. Research results according to the problem were as following: (1) The concept formation about Euclidion space is later than that of Piaget's research. (2) The vertical concept formation is faster than the horizontal that. (3) Sex Difference of concept formation about Euclidian space is as follews; boy's concept formation is almost three time as fast as girl's

• 한국과학교육학회지
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• 제1권1호
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• pp.1-14
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• 1978

The aims of this research are two-folds; tomake an outline of 15 experiments conducted by J.Piaget and to make an analysis of Piagetian understandiug level on child's conception of Movement and Speed. The finding of this study are as follows; 1) The outline reveals that all of the experiments(15EA.) were constructed logically under the bases of Cognitive Development i.e. Succession order or placing (2EA.), Change of location (4EA.) Qualitative Speed(6EA.), and Quantification of Speed (3EA.) etc. 2) The analysis indicates that the concept on Movement and Speed which children develop go through generally from the stage (1B) of late preoperation to the stage(3A) oarly formal operation.

• 아동학회지
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• 제19권2호
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• pp.115-132
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• 1998

The present study investigated the construction of the moral concepts of 3-, 4-, and 5- year old Korean children. Instruments were the Maternal Behavior Research Instrument by Schaefer for mother and feather nurturing attitudes, and the Domain Distinctiveness Model for children's moral judgments. Maternal and teacher attitudes were categorized by the affection-rejection factor consisting of affection-affection, affection-rejection, rejection-affection, and rejection-rejection dimensions, and by the permissive, -control factor consisting of permissive-permissive, permissive-control, control-permissive, and control-control dimension. Children's data were collected with an individualized interview in which children were asked to judge moral and social conventional transgression events. 30 children were assigned to each of the maternal/teacher attitude dimensions; thus, there were 120 children for each factor. Results showed that (1) the affection-affection cohort was must strongly related to moral rules using both the seriousness criterion and deserved punishment criterion, and (2) the permissive-permissive cohort was most strongly related to reasoning and action. However, this cohort did not break out of children's structural limitation (limited responses to the intangible).

• 한국지역사회생활과학회지
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• 제23권4호
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• pp.479-490
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• 2012

This research focuses on the self-concept in children of low-income families. A questionnaire was given to elementary school-aged children(grades 3-6). 454 children from low-income families were surveyed. The major findings were as follows: first, the variables that affected the self-concept among the low-income families children were relatively different. For boys, the major influential individual variables were in the following order: grade, stress, and the father's affective attitude. For girls, the major influential individual variables were in the following order: stress, support from friend, father's affective attitude, and grade. Second, through this comparison, this study examined the relative influence of variables that affected children's self-concept. This study proposes interventions to improve their self-concept mechanisms.

• 한국지역사회생활과학회지
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• 제23권4호
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• pp.447-455
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• 2012

The purpose of this study was to investigate children's conception of liquid conservation according to their ages and tasks in the boiling phenomenon The subjects were thirty 4-year-olds, thirty 6-year-olds, and thirty 8-year-olds recruited from two day-care center, one kindergarten, and one elementary school, in Seoul. Statistical methods used for data analysis were frequencies, percentiles, means, standard deviations and repeated measures ANOVA. As the result, there was a significant difference in children's conception of liquid conservation in the boiling of water according to their ages. 8-year-old children showed higher levels of cognition than 4 and 6-year-olds. There was no difference in children's conception of liquid conservation in the boiling of water according to tasks.

• 아동학회지
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• 제28권5호
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• pp.175-191
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• 2007

This study selected 113 gifted underachievers and 128 gifted achievers from 17 elementary schools to examine gifted children's personal characteristics(self-concept, locus of control, and learning habits) that have an effect on underachievement. Self-concept(general self-concept and academic self-concept), locus of control, and learning habits(endurance, learning strategy, and learning motivation) variables were analyzed to determine gifted underachievers' personal characteristics. (1) Comparison of personal characteristics of gifted achievers with gifted underachievers indicated gifted underachievers had low self-concept, external locus to control, and problems in learning habits. (2) The sub factors of habits of learning motivation and learning strategy had the greatest effect on underachievement of gifted children.