• Journal of Korean Elementary Science Education
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• v.25 no.1
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• pp.70-88
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• 2006

The purpose of this study is to investigate the effect of a multiple cognitive conflict strategy at remedying student's misconceptions. Elementary students have many misconceptions about the brightness of the electric bulb in simple dual circuits. Most of the misconceptions can be summed up as 'the more batteries or the fewer bulbs, the brighter is the output.' The students have learned about the brightness of the electric bulb while connected to a battery in Grade 4 and the brightness of multiple electric bulbs in Grade 5. However, about $50%$ of the students remain with the firm misconception that the brightness of the bulb is related to the number of source batteries. This strong misconception may not lead to a conceptual change in the case of only one cognitive conflict. This study used a multiple conflict strategy while tackling the cognitive conflicts in the students as they solved the problems many times. It involved 160 grade 5 students. The result was they often changed their misconceptions and used more scientific thinking than the same grade students of other schools. It remains to be seen if this success will transfer to other schools and students and we intend on studying further the differences in students regarding this learning process.

• Journal of The Korean Association For Science Education
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• v.14 no.2
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• pp.133-142
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• 1994

Many students have misconceptions that upward direction force act on the object which is moving upward after being thrown vertically upward, and no force act on the object at the top of its flight because the object stop or don't' move at the top. To change these misconceptions, in this study, deductive reasoning tasks were used, and student's responses to the tasks were analyzed. In the first part of this study, student's prior conceptions about force and motion and student's deductive reasoning abilities were investigated. And the second part, student's explanations were classified to either the premise-based or idea-based explanation. In the case of the object which is moving upward, 62% of students who had misconception changed their misconceptions to physically correct concept, but, only 24% of students changed their misconceptions for the object at the top. For the first task, more students changed their misconceptions when they made responses based on premises than based on their own idea(p<.05), so, the first task can be helpful for conceptual change. 40% students changed their own misconception by reasoning deductively based on premises provided in the first task, but only 17% students changed by the second task. Student's reasoning abilities investigated in the first part of this study did not affect the conceptual change. Four students for the first task and one student for the second task did not change their misconception even though they made premise-based explanation and had high reasoning abilities.

• Research in Community and Public Health Nursing
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• v.14 no.1
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• pp.45-54
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• 2003

Purpose: The purpose of this study is to identify sexual violence, sexual knowledge of elementary school high grade students and develop the sexual violence protect promotion program. Method: The subjects of the study were 365 elementary school high-grade students in Daegu, Gyeongbook. The instruments used in this study were sexual violence(8items) by Yom et al.(2001) and sexual knowledge (20items) by Ha(2000). The data were collected between November 26 and December 1, 2001 by using a self-administered questionnaire. Analysis of data was done by using descriptive statistics, Pearson correlation coefficient. t-test, A-NOVA and Duncan test with SPSS program. Result: 1) 78.4% of the subjects were educated for sexual knowledge. Source of knowledge for sex-related knowledge is the most teachers. 2) 50.9% of the subjects were educated for sexual violence. Source of knowledge for sexual violence is the most teachers. 3) 18.4% subjects experience sexual harassment. 8.8% of the subjects experienced serious sexual contact and 2.1% of the subjects were raped. 4) The average score of sex related knowledge was 8.93. The average score of misconception related sexual violence was 2.30. 5) Misconception of sexual violence was correlated with such demographic variables as grade(F=4.788, p=0.009), sex(t=2.971 p=0.003), region(t=3.614, p=0.000), father's education level(F=3.170, p=0.014), mother's education level(F=2.528, p=0.041), family income(F=5.577 p=0.004) 6) In the correlation between the scores of sex-related knowledge, misconception related sexual violence was a negative correlation. Conclusion: According to this study, it is needed to develop the program about sexual violence education for elementary school high-grade students.

• Journal of Science Education
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• v.44 no.3
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• pp.289-299
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• 2020

In this study, the definition, the level of difficulty, and the certainty of the understanding of 113 astronomy terminologies from 2009 revised middle school geoscience textbooks were examined. And through further interviews, the types of students' misconceptions about astronomy terminologies and their representative terms - examples of misconceptions were analyzed. The definitions of the terms presented by the students were largely classified as correct, low-level, and incorrect understanding. And low-level understanding was subdivided into high-level definition descriptions, undifferentiated concepts, and incorrect answers were subdivided into interference by scientific misconception and lack of prior knowledge. Given that the misconceptions due to terminologies can be distinguished from the prior misconception, the misconceptions due to terminologies can be effectively prevented by changing the term itself. In addition, students were aware of the advantages and disadvantages of metaphorical terms, and the recognition of their level of understanding is expected to be a good starting point considering that recognizing their own misconceptions is the first step in correcting them. Terminologies in science education is always an important subject of discussions, striving to select the right term according to the times, and scientific terms may change. It is expected that the results of this study will be the basis for discussions on the modification of terms.

• Journal of Korean Elementary Science Education
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• v.31 no.4
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• pp.481-489
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• 2012

The purpose of this study was to analyze the understanding of the sighting and hearing elementary school students have through drawing. For this purpose, we conducted a questionnaire survey of 602 elementary school students. The questionnaire was composed with open-ended question developed by West et al.(2008). This questionnaire was presented only appearance of face. And let them express the sensory pathway by drawing and writing. The students' responses for questionnaire were classified by 5 levels. Inner-researcher consistency was 0.89, inter-researcher consistency was 0.83. The data analyzed were ${\chi}^2$ by using SPSS. The result of this study were as following: First, elementary school students have misconception of sighting and hearing. There were no difference among the grade. In spite of becoming upper grade, students have still misconception. Second, scientific concept that male students have were significantly more than female. Third, the concepts of the anatomically organs are more exposed in real-life situations, students known better. Within these results, it would be used for developing teaching-learning strategies which can use misconceptions students have.

• Journal of Korean Elementary Science Education
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• v.28 no.4
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• pp.467-475
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• 2009

This study is to enquire about ideals on combustion and to propose of teaching program using the history a science in '5. Combustion and Extinguishing' unit of elementary school science textbook in 6th grade. For this purpose, investigation questionnaires based on preceding research and science textbook are developed. The reliability of the questionnaires is .784, and the questionnaires are applied to 247 students in T elementary school in Busan. Through the results of the investigation, scientific conceptions existed in some parts. But some misconceptions still existed especially (question 1), substance's changes (question 7), formation process of product (question 13), combustibles among requirements of combustion. The patterns of the misconception are similar to historical misconceptions about combustion. Besides, the discoveries and inventions of combustion have some points about correcting misconceptions. Thus the five step teaching programs on combustion which were applied to history of the science are suggested. The confidence of the developed programs was verified as being 'excellent' by specialists. This program will be applied to think deeply about combustion in elementary school lesson and useful to introduce the history of science.

• Journal of The Korean Association For Science Education
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• v.17 no.3
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• pp.333-343
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• 1997

The purpose of the present study was to investigate an appropriate instructional model in order to remedy students' misconception. As hypotheses of this study, three instructional models, cognitive conflicting, hypothesis testing, and learning cycle models, on biological 'osmosis' concept were tested in 176 high school students. Results of the present study are as follows: 1. All groups used one of three instructional models showed a statistically significant improvement in conceptual change on the 'osmosis' concept between before and after the instruction. In addition, the three hypothesized instructional models were more effective in conceptual change than a traditional expository instruction. 2. There was a statistically significant difference among three experimental groups. Cognitive conflicting model and hypothesis testing model was more effective than learning cycle models. 3. An interviewing after instruction showed that students who had scientific concept on the 'osmosis' through the instruction could effectively apply the concept to other context more than students who had no scientific concept through instruction. The present study indicated that instructional model play an important role on students' conceptual change in science classroom. According to the result of this study, the instruction emphasizing students' active participation in class and scientific reasoning process is more appropriate to remedy misconception that the instruction using students' passive participation in class and expository teaching procedure. This study also indicated that students' concept acquired through instruction is one of important factors to apply it to other context.

• Korean Journal of Cognitive Science
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• v.13 no.1
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• pp.53-59
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• 2002

This paper presents a model for diagnosing students'learning misconceptions in the domain of heat and temperature using fuzzy cognitive maps(FCM) and fuzzy associative memory(FAM). In a model for diagnosing learning misconceptions. an FCM can represent with cause and effect between preconceptions and misconceptions that students have about scientific phenomenon. An FAM which represents a neurallike memory for memorizing causal relationships is used to diagnose causes of misconceptions in learning. This study will present a new method for more autonomous and intelligent system than a model to diagnose misconceptions that was being done with classical methods in learning and may contribute as an intelligent tutoring system for learning diagnosis within various educational contexts.

• The Mathematical Education
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• v.47 no.4
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• pp.447-465
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• 2008

The purpose of this study is to suggest effective teaching methods on the concept of infinity for students to obtain the right concept in the middle school curriculum. Many people have thought that infinity is something vouge and unapproachable. But, nowadays it is rather something with a precise definition that lies at the core of modern mathematics. To understand mathematics and science very well, it is necessary to comprehend the concept of infinity. But students tend to figure out the properties of infinite objects and limit concepts only through their experience closely related to finite process, and so they are apt to have their spontaneous intuition and misconception about it. Since most of them have cognitive obstacles in studying the infinite concepts and misconception, mathematics teachers need to help them overcome the obstacles and establish the right secondary intuition for the concepts through good examples and appropriate explanation. In this study, we consider the developing process of the concept of infinity in human history and give some comments and suggestions in teaching methods relative to that concept with new suitable examples.

• School Mathematics
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• v.10 no.3
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• pp.463-487
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• 2008

The purpose of this study was to analyze teachers' pedagogical content knowledge on probability. Teachers' pedagogical content knowledge on probability was analyzed in detail into 2 categories: (a) subject matter knowledge, (b) knowledge of students' understanding and misunderstanding. The results showed, in terms of the subject matter knowledge, that the teachers have some probability misconception. And, it showed, in the point of the knowledge of students' understanding, they could not explain why students have difficulties to solve some tasks with regard to probability. This study raised several implications for teachers' professional development for effective mathematics instruction.