• International Area Studies Review
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• v.16 no.1
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• pp.75-98
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• 2012

This study seeks to address concerns, such as measurement and analysis in financial literacy, and also offers comparative evidence of financial literacy among Korean-Japanese, Japanese and Korean high school students. A robust measure of financial literacy amongst young people will provide information that can indicate whether the current approach to financial education is effective. Comparative results could be summarized as follows: First, the mean percentage of correct answers in a Korean school in Tokyo was lower than that in Japan, Korea, and U.S. Second, in income, saving & investing, spending & credit areas, Japanese students were more literate financially than those in the U.S., Korea, and a Korean school in Tokyo. And, in money management area, Korean students had higher score than those in the U.S., lower than those in Japan. Third, while the financial literacy in academic preparation was the highest area, that in household management was the lowest among other areas for all studies in Japan, Korea, U.S., and a Korean school in Tokyo.

• 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.31 no.4
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• pp.600-608
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• 2011

The ultimate goal of instruction is for learners to understand contents they have to learn in class. Therefore, shedding light is needed on the characteristics of understanding required by teachers and perceived by students when class is conducted for the purpose of understanding. To do this, 87 middle school teachers were requested to write down questions they asked to improve the understanding of learners in 'reproduction and genesis' unit. They were categorized according to Wiggins & McTighe's six aspects of understanding and a questionnaire was developed based on the data. A survey was conducted on 90 teachers and 370 ninth-grade students. The findings of this study were as follows: First, the teachers demanded explaining, interpreting and perspective a lot, but applying, empathy and self-knowledge were scarcely required. Second, the teachers demanded explaining the most, and the students as well. The next aspect of understanding in both groups was interpreting, followed by perspective, applying, empathy and self-knowledge. There were significant differences among the opinions of the students according to gender (p<0.05). Third, the students persevered explaining, applying and self-knowledge the same way as the teachers demanded, but not for interpreting, perspective and empathy. This study is expected to provide some information to achieve the instruction objectives of understanding successfully.

• Journal of the Korean earth science society
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• v.41 no.5
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• pp.520-530
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• 2020

The purpose of this study was to investigate students' understanding of the terms presented on the information board in the Jinan-Muju National Geopark. To this end, a survey was conducted with 219 students (147 elementary, 41 middle, and 31 high school students) to determine the level of their perceptions of the geopark, and of the usefulness of the information board, and their understanding of the terms presented on the information boards of the National Geopark. To determine the students' understanding of terms, 10 representative information boards were selected and the entire content was converted into text. Afterwards, 256 key terms were extracted from the text through discussions with three experts, and these terms were presented to students to grasp their level of understanding. The results were as follows: First, the level of students' perceptions about the geopark was very low, so publicity and educational approaches are needed. Second, students were not interested in the information board and had a low level of understanding owing to the large amount of information and reading difficulties. Third, among the 256 terms, the number of terms that students found difficult to understand tended to decrease with increasing school grade: 80 for elementary school students, 53 for middle school students, and 31 for high school students. The reason the students had difficulty in understanding terms was that elementary school students had not yet learned the terms in the curriculum, whereas middle and high school students have difficulty understanding technical terms and Chinese characters. Therefore, the information board in the geopark will need to be easily translated into Chinese characters or additional explanations of technical terms need to be provided so that visitors can understand the concepts more easily.

• Communications of Mathematical Education
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• v.15
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• pp.71-76
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• 2003

학생들의 분수 나눗셈에 대한 이해는 개념적 이해를 바탕으로 수행되어야 함에도 불구하고 분수 나눗셈은 많은 학생들이 기계적인 절차적 지식으로 획득할 가능성이 높은 내용이다. 이것은 학생들이 학교에서 분수 나눗셈을 학습할 때에 일상생활에서의 경험과 선행 학습과의 연결이 잘 이루어지지 못하고 있는 것에 큰 원인이 있다고 본다. 본 연구에서는 학생들의 분수 나눗셈의 개념적 이해를 돕기 위하여 경험적 지식과의 연결 관계를 활용한 교수 방안을 실험 교수를 통해 조사하였다. 결과로서 번분수를 활용한 수업은 분수 나눗셈의 표준 알고리즘이 수행되는 이유를 알 수 있게 하는데 도움이 되나 여러 가지 절차적 지식이 뒷받침되어야 하며 분수 막대를 직접 잘라 보는 활동을 통한 수업은 분수 나눗셈에서의 나머지를 이해하는데 효과가 있다는 것을 알았다. 결론적으로, 학생들의 경험과 학교에서 이미 학습한 분수 나눗셈들의 관련 지식들을 적절히 연결하도록 한다면 수학적 연결을 통해 분수 나눗셈의 개념적 이해를 이끌 수 있다.

• Journal of the Korean School Mathematics Society
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• v.15 no.2
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• pp.331-348
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• 2012

With a gradual increase in research on teaching and learning calculus, there have been various studies about students' thinking about the derivative. This paper reviews the results of the existing empirical studies published in Korean and English. These studies mainly have shown that how students think about the derivative is related to their understanding of the related concepts and the representations of the derivative. There are also recent studies that emphasize the importance of how students learn the derivative including different applications of the derivative in different disciplines. However, the current literature rarely addressed how students think about the derivative in terms of the language differences, e.g., in Korean and English. The different terms for the derivative at a point and the derivative of a function, which shows the relation between concepts, may be closely related to students' thinking of the derivative as a function. Future study on this topic may expand our understanding on the role language-specific terms play in students' learning of mathematical concepts.

• Journal of Gifted/Talented Education
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• v.14 no.4
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• pp.71-91
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• 2004

For the education of scientifically gifted high-school students in the field of relativity, we have executed a research on the understanding of relativistic concepts through the case study of its students of Busan Science Academy appointed as a high school for the gifted education in science. We showed the analysis of the changes in students, understanding in the field of (special) relativity and their possible causes. The comparison of the pre-test and the post-test tends to support that the students attained better understanding through the instruction of relativity. Students' understanding and misconception of relativistic concepts were also investigated through the case study. The students showed low degree of understanding in the validity of the principle of relativity, the influence of the constancy of the speed of light on the classical physics, etc. It seems that the analysis of these concepts of insufficient understanding can make a contribution to designing the education of relativity for scientifically gifted students.

• Journal of Gifted/Talented Education
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• v.21 no.2
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• pp.287-307
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• 2011

The purpose of this study is to investigate levels of mathematically gifted students' understanding of statistical samples through comparison with non-gifted students. For this purpose, rubric for understanding of samples was developed based on the students' responses to tasks: no recognition of a part of population (level 0), consideration of samples as subsets of population (level 1), consideration of samples as a quasi-proportional, small-scale version of population (level 2), recognition of the importance of unbiased samples (level 3), and recognition of the effect of random sampling (level 4). Based on the rubric, levels of each student's understanding of samples were identified. t tests were conducted to test for statistically significant differences between mathematically gifted students and non-gifted students. For both of elementary and middle school graders, the t tests show that there is a statistically significant difference between mathematically gifted students and non-gifted students. Table of frequencies of each level, however, shows that levels of mathematically gifted students' understanding of samples were not distributed at the high levels but were overlapped with levels of non-gifted students' understanding of samples.

• Journal of the Korean Chemical Society
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• v.46 no.4
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• pp.345-353
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• 2002

The purpose of this study was to analyze the influence of mental capacity and understanding of the oxi-dation-reduction concepts on the completion of the balancing redox equations. Participants were 92 senior high school students and 57 science high school students. Tests were conducted to measure the mental capacity, the understanding of the oxidation-reduction concepts and the completion of the balancing redox equations and the influence on the per-formance was analyzed. The performance of the senior high school students increased as the mental capacity increased, but the performance of science high school students did not change by mental capacity. Most of senior high school stu-dents couldn't understand the oxidation-reduction concepts well. Most of science high school students, however, under-stood the concepts completely and partially. The students who had a good understanding of the oxidation-reduction concepts showed a good performance for both senior and science high school students, regardless of the problem pattern.

• Journal of the Korean Chemical Society
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• v.67 no.5
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• pp.362-377
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• 2023

The purpose of this study was to investigate the effect of semantic mapping as a science text reading strategy on high school students' inferential understanding. For this purpose, eight science text reading classes were conducted a reading strategy using semantic mapping for 46 students in two science-focused classes in the third grade of a high school. To investigate the effects of semantic mapping reading strategy on students' inferential comprehension, students' pre- and post-reading ability tests results were analyzed. In order to find out the change in inferential comprehension, the level of the inferential comprehension was analyzed using the analysis framework for developed in this study. For the classification of inferential comprehension, the levels of the inferential comprehension were converted into scores. The results of the analysis of changes in students' inferential comprehension showed that semantic mapping reading strategy classes influenced the changes in high school students' inference, especially bridge inference and elaborative inference among sub-elements of inferential comprehension.