• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.6
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• pp.2763-2772
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• 2012

This study drew the reason of the limitation in low-carbon city plan from a absence of 'social sustainability' and supplemented its limitation by suggesting the new concept of city facility called Green Media. It clarified the concept of Green Media, and analyzed its effect on low-carbon city plan based on the analysis of related cases inside and outside the country. This study made an important step forward in introducing the new concept to complement social sustainability, analyzing its effect, and suggesting the applicable details.

• Journal of the Korean School Mathematics Society
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• v.25 no.1
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• pp.79-104
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• 2022

It is very important to help students learn by examining how well students solve math problems. Therefore, in this study, four methods(error analysis by problem type, schematization analysis, area graph analysis, and broken line graph analysis) were constructed to analyze how the connectivity between concepts of middle school functions affects the problem solving results. The students' learning situation was visually expressed to enable intuitive understanding. This analysis method makes it easy to understand the evaluation results of students. It can help students learn by understanding their learning situation. It will be useful in mathematics teaching and learning as it can help students to monitor their own problems and make a self-directed learning plan.

• Journal of Korean Elementary Science Education
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• v.26 no.4
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• pp.359-371
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• 2007

The purpose of this study was to investigate elementary school students' conceptions of gas and analyse the type of alternative conceptions of gas which students constructed. To appreciate the conceptions formed by elementary school students on this topic, 173 sixth grade students from an elementary school located in Suwon participated in this study. Additionally, their conceptions and their alternative conceptions of gas represented by the questionnaires were analyzed. The questionnaires consisted of 11 questions related to the conception of gas. To analyze the types of alternative conceptions which presented themselves, constructed prototypes were generated by interviewing the students themselves. From our results, we suggest that sixth grade elementary school students have various conceptions of gas and tend to think that gas is weighty, and that gaseous volume decreases by pressure. However, their conceptions of gas melting in water were very low, as only about 16% of students were aware of this scientific conception. Students who did not understand precisely the conception of the nature of oxygen, carbon dioxide and hydrogen were over 20%. The results of the interviews showed that the construction of alternative conceptions of gas was affected by various and complex causes.

• Journal of the Korean association of regional geographers
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• v.19 no.4
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• pp.764-774
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• 2013

In this study we reviewed how acid rain as the global environmental problems was dealt with geography textbooks from Korea and England. The results are as follows. First, unlike geography textbooks from England, the concept and criteria of acid rain are not explained exactly in Korea geography textbooks. Second, whereas the cause of acid rain was explained with natural and artificial factors in geography textbooks from England, in Korea the artificial factors only were explained. But if the artificial factors only will be introduced to students, they may misunderstand about the acid rain. Third, the results and policies of acid rain were provided in geography textbooks from Korea and England. But whereas they were deal with separately in Korea, in textbooks from England they were provided with their patterns and concrete cases. So it is necessary to provide the exact concept, results and processes of the global environmental problems structurally in geography textbooks. And it is necessary to provide the results and their policies of the global environmental problems with concrete cases for students' understanding and sympathy about them. If the concepts and causes of global environmental problems are not understood previously, it is possible to stimulate only the moral and ethical aspects too much when the results and policies of them is introduced in geography textbooks.

• Communications of Mathematical Education
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• v.23 no.1
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• pp.145-174
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• 2009

Based on the thinking that people can understand more clearly when the problem is related with their prior knowledge, the Purpose of this study was to analysis students' informal knowledge, which is constructed through their mathematical experience in the context of real-world situations. According to this purpose, the following research questions were. 1) What is the characteristics of students' informal knowledge about fraction before formal fraction instruction in school? 2) What is the difference of informal knowledge of fraction according to reasoning ability and grade. To investigate these questions, 18 children of first, second and third grade(6 children per each grade) in C elementary school were selected. Among the various concept of fraction, part-whole fraction, quotient fraction, ratio fraction and measure fraction were selected for the interview. I recorded the interview on digital camera, drew up a protocol about interview contents, and analyzed and discussed them after numbering and comment. The conclusions are as follows: First, students already constructed informal knowledge before they learned formal knowledge about fraction. Among students' informal knowledge they knew correct concepts based on formal knowledge, but they also have ideas that would lead to misconceptions. Second, the informal knowledge constructed by children were different according to grade. This is because the informal knowledge is influenced by various experience on learning and everyday life. And the students having higher reasoning ability represented higher levels of knowledge. Third, because children are using informal knowledge from everyday life to learn formal knowledge, we should use these informal knowledge to instruct more efficiently.

• Journal of The Korean Association For Science Education
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• v.43 no.2
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• pp.73-86
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• 2023

This study compared the characteristics of scientific emoticons made by general and science-gifted elementary students. To do this, fifth graders (n=53) at a general elementary school in Gyeonggi province and fifth graders (n=35) at a gifted science education institute in Seoul were selected. Scientific emoticons written by the students were compared according to the number and types. Analysis of the results reveal that the science-gifted students made more scientific emoticons than the general students for thirty minutes. In the comparison of the types of scientific emoticons, there were some similarities and significant differences between general students and science-gifted students. Overall, however, it was found that science-gifted students made more various types of scientific emoticons than general students in 'form' aspects (e.g., generative form of text, descriptive form of text, and expressive form of image) and 'information' aspects (e.g., emotion, construction level, excess of curriculum level, scientific disciplines, and use of scientific knowledge) of the texts and the images in the scientific emoticons. The scientific emoticons made by general and science-gifted elementary students included very few misconceptions. Educational implications of these findings are discussed.

• Journal of The Korean Association For Science Education
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• v.22 no.1
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• pp.40-53
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• 2002

This study was based on the analysis of earth and environmental science items in PISA 2000 data. The purpose of this study was to identify i) gender differences in scientific literacy, ii) item characteristics that favored either female or male, and iii) misconceptions that 15-years-old Korean students have in the field of earth and environmental science. The results revealed significant gender differences. Overall, male students demonstrated higher level of achievement than female students. On the other hand, amongst high ability students, female students outperformed male students in open-constructed items. Female students tended to score higher on items that required long answers or items related to scientific processes, whereas male students outperformed female students in science knowledge or items that required data interpretation. The study also revealed that a majority of Korean students had misconceptions in fundamental earth and environmental science knowledge, such as the direction of earth's axis and equator, and the causes of Greenhouse Effect.

• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.587-598
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• 2018

In this study, we investigated the characteristics of pre-service science teachers' curriculum design for lessons using self-generated analogy. Three pre-service science teachers at a college of education in Seoul participated in this study. After a workshop on lessons using self-generated analogy, they planned and demonstrated lessons. All of the teaching-learning materials were collected, and their lessons were observed and videotaped. Semi-structured interviews were also conducted before and after their lessons. The characteristics of lessons using self-generated analogy were analyzed in the perspectives of PCK. The analyses of the results revealed that they used various strategies to promote students' generating analogies. They lacked understanding of the stages of the lessons and the role of teachers. Although all of them considered assessment, they used limited assessment methods and assessment dimensions. Some actively considered students' misconceptions, and specifically anticipated analogies that students could generate. They determined topics for lessons considering various aspects such as the level of self-generated analogy and the characteristics of scientific conceptions. On the bases of the results, we suggest some educational implications for pre-service science teacher education.

• Communications of Mathematical Education
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• v.28 no.1
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• pp.1-17
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• 2014

Recently a student's mathematical thinking and problem-solving skills are emphasized. Nevertheless, the students solved the problem associated with a given type of problem solving using mechanical algorithms. With this algorithm, It's hard to achieve the goal that are recently emphasized. Furthermore It may be formed error or misconception. However, consistent errors have positive aspects to identify of the current cognitive state of the learner and to provide information about the cause of the error. Thus, this study tried to analyze the error happening in the process of solving gearwheel-involved problem and to propose the correct teaching method. The result of student's error analysis, the student tends to solve the gear-wheel problem with proportional expression only. And the student did not check for the proportional expression whether they are right or wrong. This may be occurred by textbook and curriculum which suggests only best possible conditioned problems. This paper close with implications on the discussion and revision of the concepts presented in the curriculum and sequence related to the gearwheel-involved problem as well as methodological suggested of textbook.

• Proceedings of the Korea Water Resources Association Conference
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• 2017.05a
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• pp.128-128
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• 2017

준설(Dredging)은 수중에서의 토사굴착이며, 하천유로의 확장, 항만의 수심증가, 매립이나 축제용의 토사채취 등의 목적으로 행해진다. 하천의 준설은 하천의 흐름 특성 및 제반 여건 변화를 가져오기도 한다. 준설 직후 낮아진 하상으로 수위가 낮아지는 경우가 있는 반면, 수위 저하를 동반하지 않는 경우 준설 부근에서 퇴적이 발생하며 이는 하천의 수위 상승으로 이어 질 수 있다. 또한 퇴적으로 인하여, 최심 하상고가 높아지면 상승정도에 따라 준설 시기를 결정해야 한다. 따라서 본 연구는 SCHISM(Semi-implicit Cross-scale Hydroscience Integrated System Model)모형을 이용하여 이상화 수로에서 준설로 인한 하상변동 후 기존 단면으로 복구되기까지 소요되는 시간과 그에 따른 하천의 수리특성 영향을 검토하였다. SCHISM 수치모형은 Virginia Institute of Marine Science의 Dr. Zhang 교수가 개발한 3차원 수치모의 프로그램으로 현재 중국에서 황허강(Yellow River)의 하상변동 관련 연구를 수행하는데 많이 사용되고 있다. 하천 지형은 이상화 수로로 하천설계기준(2009)을 참고하여 제방 경사는 1:3이며, 수로 제원은 4대강 살리기 사업을 통하여 준설이 실시된 국가하천 자료를 참고하였다. 격자간격은 10 m인 사각격자 이며 모의 시간은 하상변동을 일으키는 유량 개념인 유효유량을 적용하여 60일로 설정하였다. 수치모의를 통하여, 최심 하상고 변화 및 하상변동량을 확인하여 침식 및 퇴적 구간을 구분하였고, 시간에 따른 기준 단면으로의 복구 정도를 유량과 유사량을 변경하면서 민감도 분석을 수행하였다. 향후 본 연구는 하천 준설 계획 시 참고자료로 활용이 가능할 것이며, 준설로 인한 하천수리특성 변화 및 준설시기 결정의 선행연구로써 의미가 있다고 판단된다.