• Journal of Korean Elementary Science Education
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• v.19 no.1
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• pp.41-56
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• 2000

The purpose of this study was to investigate the change of elementary school students' conception on the movement of the moon, after teaching a lesson about the lunar phase which focused on concrete activities. The 396 subjects in this study consisted of intact groups of second, third, fourth, fifth, and sixth grade students. Pre-test and post-test instrument concerning on the conception in the movement of the moon were developed after reviewing the related literature and curriculum. Prevailing conceptions were identified by frequency of each conception. Then, the pattern of change and consistency of each conception were analyzed in comparison pre-test with post-test. To figure out the effect of teaching, the GEFT and the GALT instrument were administered to analyze it by gender, cognition mode and level. SPSS/WIN programs were used to process the data. The result showed that teaching 'movement of the moon' was the most effective in fourth grade. The effect of teaching 'changes in shape of the moon' was effective regardless of their sexes. Teaching 'changes in shapes of the moon' was more effective for the students whose cognitive modes were field-independent, than those filed-dependent. But the improvement by the teaching was not significantly different. The pre-score by cognitive level was significantly high in the order of the formal operational, transitional stage and the concrete operational stage. But the improvement of conception after teaching was high in the order of the concrete operational, transitional stage and the formal operational stage. That is to say, teaching was more effective as the cognitive level lowered.

• Journal of The Korean Association For Science Education
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• v.21 no.4
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• pp.710-724
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• 2001

The purpose of this study was to regression analysis for variables on effect of development of scientific thinking. The subjects sampled in this study was 117 5th grade students, 131 8th grade students, and 127 11th grade students. The students were administered test of 10 questionnaires. The GALT(group assessment of logical thinking), FIT(figured intersection test), and GEFT(group embedded figural intersection test) were used which developed previous researchers. And other questionnaires were modified. The result of this study showed that cognitive variables, psychological variables, home variables and learning environment variables made effects on scientific thinking. Cognitive variables, psychological variables, home variables, and learning environment variables explained 60%, 10%, 5% and 10% to scientific thinking. All of those variables explained around 86%. Overall, 5th, 8th and 11th grade models were similar but with some differences in the effects of contextual variables with in the models.

• Journal of the Korean earth science society
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• v.25 no.8
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• pp.656-662
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• 2004

The purposes of this study was to analyze the knowledge sources and of high school students' responses on tasks in scientific context and tasks in everyday context, and was to investigate the relationship between the consistency of responses and cognitive style. One hundred fifteen students participated in study. The students were asked to solve ten paris of problems about several concepts of circulation of atmosphere and water. Each pair of the problems consisted of two questions which were about the same concept but were about different context. That is to say, one questions related to scientific context and the other related to everyday context. Every questions included one subquestion in other to investigate the students' sources of knowledge. The students' responses on two questions in each problem were analyzed in order to compare the sources of knowledge and examine the influence of task context. The results of the study can be summarized as follows: First, students' knowledge sources varied by task contexts. That is to say, the students selected 'Science activities in school' as main source in questions related scientific context and chose 'Experience in daily life' as main source in questions related to everyday context. Second, inconsistency score on all paris of problem was significantly higher than consistency score (p<.01). This result indicated students' responses were much dependent on context. third, field-dependent students were more dependent on context, considering higher inconsistency score than field-dependent ones.

• Journal of the Korean Society for Library and Information Science
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• v.22
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• pp.361-396
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• 1992

The purpose of this study is to verify the correlations between the amount of the online searcher's search experience and their search effect. In order to achieve this purpose, the 28 online searchers working at the chosen libraries and information centers have participated in the study as subjects. The subjects have been classified into the two types of cognitive style by Group Embedded Figure Test. As the result of the GEFT, two groups have been identified: the 15 Field Independance ( FI ) searchers and the 13 Field Dependance ( FD ) searchers. The subject's search experience consists of the 3 elements: disciplinary, training, and working experience. In order to get the data of these empirical elements, a questionnaire have been sent to the 28 subjects. An online searching request form prepared by a practical user was sent to all subjects, who conducted searches of the oversea databases through Dialog to retrieve what was requested. The resultant outcomes were collected and sent back to the user to evaluate relevance and pertinence of the search effect by the individual. In this study, the search effect has been divide into relevance and pertinence. The relevance has been then subdivided into the 3 elements : the number of the relevant documents, recall ratio, and the cost per a relevant document. The relevance has been subdivided into the 3 elements: the number of the pertinent documents, utility ratio, and the cost per a pertinent document. The correlations between the 3 elements of the subject's experience and the 6 elements of the search effect has been analysed in the FI and in the FD searchers separately. At the standard of the 0.01 significance level, findings and conclusions made in the study are summarised as follows : 1. There are strong correlations between the amount of training and the recall ratio, the number of the pertinent documents, and the utility ratio on the part of FI searchers. 2. There are strong correlations between the amount of working experience and the number of the relevant documents, the recall ratio on the part of FD searchers. However, there is also a significant converse correlation between the amount of working experience and the search cost per a pertinent document on the part of FD searchers. 3. The amount of working experience has stronger correlations with the number of the pertinent documents and the utility ratio on the part of FD searchers than the amount of training. 4. There is a strong correlation between the amount of training and the pertinence on both part of FI and FD searchers.