• Journal of Korean Elementary Science Education
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• v.28 no.2
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• pp.161-177
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• 2009

This study aims to explore how teachers construct scientific explanation during instructional practices to help students' scientific inquiry. Before investigating teachers' classroom practices, elementary school science curriculum was examined to identify scientific concepts, particularly in earth science. Then, a total of six teachers' scientific explanation in actual teaching practices was analysed focusing on a) explanation of scientific concepts; b) rationale for scientific explanation; c) connection between scientific explanation and everyday explanation. The findings are as follows. First, the science curriculum provides $1{\sim}2$ main scientific concepts per unit, which are mostly appeared in the unit title. Those concepts and sub-concepts are not explicitly described but embedded in students' inquiry activities. Second, the teachers explain scientific concepts and discuss the rationale behind the scientific explanation, but rarely connect scientific explanation to everyday explanation. Also, the level of scientific explanations is low remaining level 1 or 2, not reaching 3, the highest level. Based on the results, the study suggests a) teachers need to provide explicit and clear explanations about scientific concepts; b) teachers are required to connect scientific explanation and everyday explanation; c) the level of teachers scientific explanation should be elevated by using an evidence, reasoning and claim, the components of scientific explanation as well as introducing new scientific concepts and inquiry activities.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.3
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• pp.328-339
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• 2023

The purpose of this study was to investigate the astronomy-related concepts formed by elementary school pre-service teachers and analyze the distribution of misconceptions. The study was conducted on 43 pre-service teachers enrolled in the second year of an elementary teacher training college located in the central region of Korea. As a result of the study, first, pre-service elementary school teachers' misconceptions about astronomy concepts showed a diverse distribution. In particular, pre-service elementary school teachers still had misconceptions regarding seasonal changes, which were pointed out in many previous studies. Second, pre-service elementary school teachers had formed concepts at the level of simple memorization of astronomy concepts and were having difficulty applying the concepts they knew to various cases. Based on these research results, future astronomy-related education should be directed toward understanding astronomical phenomena through the application and application of various cases rather than simple memorization, and astronomy education in teacher training courses and teacher training should also reflect this content.

• Education of Primary School Mathematics
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• v.16 no.3
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• pp.251-266
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• 2013

With elementary school students who have learned the primary concepts of the four arithmetic operations as its subjects, this study has investigated in depth how schema and transformed schema are composed by recognition of the correct concepts and connection of concepts, that is to say, what schema learners form along with transformed schema with the primary concepts of the four arithmetic operations to understand the secondary concepts when power and mixed calculations are taken into contents. It has also investigated how the subjects use the schema they have formed for themselves and the transformed schema to approach problem solving, and how their composition of concepts and schema in problem solving ability achieve transformations. As a result, we can tell that the recognition of precise primary concepts and transformed schema work as important factors in the development from the primary to the secondary concepts. Here, we can also see learn that the formation of the schema created due to the connection among the primary concepts and the recognition of them and of the transformed schema play more important roles in the development toward the secondary concepts and the solution of arithmetic problems than any other factors.

• Journal of Society of Preventive Korean Medicine
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• v.16 no.2
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• pp.31-39
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• 2012

Objectives : This work is aimed to reveal the relations between concepts of subhealth(mibyung) and Korean medicine patterns. Methods : We carried out a literature searching on Oasis, RISS, DBpia, Pubmed to summarize concepts of Mibyung. CNKI Searching also was performed with keyword related to mibyung(未病), subhealth(亞健康) and syndrome. Results : Korea, China and Japan have different concepts of mibyung. China's mibyung concept is relatively broader and wide which includes healthy, subhealth, development of disease and recurrence avoid. In contrast, Korea and Japan's mibyung concepts are focused on China's subhealth. Though Mibyung's patterns are varied widely depends on studies, China's studies of subhealth and TCM patterns showed that Deficiency patterns are diagnosed at high frequency in clinical study and literature study. Conclusions : This work could contribute to further study of subhealth(mibyung) and their relations to patterns, diagnostic methods and treatment efficacy.

• Journal of the Korean earth science society
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• v.44 no.1
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• pp.47-61
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• 2023

Rather than an abstract discourse, the purpose of this study is to outline the core concepts in the 2015 revised curriculum as a concrete teaching and learning method in the school context. We interviewed eight secondary science teachers and reported their perceptions and perspectives on core concepts using a backward design model based on the cyclical process of the platform, deliberation, and design for developing teaching and learning materials to understand core concepts. The participants perceived these core concepts differently, such as big ideas corresponding to the ultimate principle, minimum science concepts required for daily life, and primary and significant key concepts. In addition, this affects the association of teaching and learning. When core concepts are understood as transferable and expandable big ideas, there is a tendency to focus on the relationship between concepts and design project learning in a specific direction. However, if core concepts are identified as minimum science concepts at the level of science literacy, that can be recalled within the context of life, there is a tendency to emphasize on activities that make a meaningful difference to the lives of students with focus on case studies that are relevant to everyday life. Once core concepts are identified as key scientific content elements, such as basic or significant concepts, teachers recognize that it is essential to emphasize concept changes by correcting misconceptions, acquiring accurate scientific knowledge, and developing problem-solving items through paper-and-pencil evaluation. As the 2015 revised curriculum is finalized and the 2022 revised curriculum is scheduled for release, effective policy support is required to ensure that the curriculum is revised, which emphasizes the purpose of big ideas by naming core concepts as core ideas, to be stably implemented in schools.

• Journal of Science Education
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• v.34 no.1
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• pp.93-104
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• 2010

The purpose of this study was to investigate the high school students' interests and and perceptions about the soil concepts. The data were obtained from 72 boys and 82 girls at a high school in Daegu area. The questionnaires were developed 8 questions for students' interest and 10 questions for students' understanding. The results of this study were as follows. In the examination of students' interest on the soil concepts, boys showed 3.2point(64.9%) out of 5point and girls showed 3.2point(64.6%) out of 5 point. Furthermore, a percentage of correct answers for understanding on the soil concepts was 47.4%. In detail, Boys had 48.2% and girls had 46.6%, boys showed higher understanding about soil concepts than girls. And students understood soil concepts by a visible side, to approach the soil concepts from a biological point of view, rather than a geologic one. Also high school students didn't think soil concepts to consist of minerals and rocks from a geologic point of view. Correlation between interest and understanding on the soil concepts was very weak by showing r=.170(p<.05).

• Child Health Nursing Research
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• v.10 no.2
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• pp.165-172
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• 2004

The main purpose of this study is to examine the concepts appeared on research and provide future research directions in field of child health nursing. 205 studies of the total 318 studies had been analyzed first for the concepts of the client domain and this time 113 studies were analyzed for the practice, the client-nurse and the environmental domain in nursing. The practice domain includes mentalistitic, enactment, knowledge utilization, role related phenomenon, the client-nurse domain includes touch, communication, interaction phenomenon, and the environmental domain includes physical, social, symbolic environment. All were originally published between 1990 and 2000 in Korea. An analysis of concepts for this study was used the metaparadigm framework for nursing proposed by H. S. Kim(2000). 1. 103 studies belonged to the practice domain. Among them, 56(54％) studies used concepts related to enactment phenomenon like education(21.4％), giving information(7.1％), breast feeding(5.4％), caring(5.4％), airway suction(5.4％), nonnutritive sucking(5.4％). 44(43％) studies used concepts related to knowledge utilization like program development and evaluation of smoking, mother-infant interaction, home health nursing, obesity management. And only 3(3％) studies used role related concepts like quality of nursing, direction of health education, contents of child health nursing education. 2. Only 2(0.006％) studies belonged to the client-nurse domain. One concept is empathy in communication phenomenon and the other concept is role conflict in interaction phenomenon. 3. 8(0.02％) studies belonged to the environmental domain. Among them, 3 studies related to physical environment like space, noise and 5 studies related to social environment like social support, home environment. But the concept of symbolic environment was not used. The findings of this study provide the evidence that research related to the client-nurse domain and the environmental domain should be conducted actively to improve the practice of child health nursing. So that the research in field of child health nursing should be dealt with the concepts of four domains to develop knowledge systematically.

• Journal of Korean Academy of Nursing
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• v.22 no.2
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• pp.143-156
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• 1992

This descriptive study explored the health and illness concepts of preschoolers to provide understanding on which to build research. The subjects were convenience sample three to six year of age attending one art institute in Cheju city. Data were collected through semistructured interviews by author, Children were asked to draw two figures, one healthy and one ill persons. The drawings were not analysed to grasp the meaning as in a projective technique, but only to relate to their response. Data were coded and categorized by content analysis. The results of this study are summarized as follows : 1) Three year olds responded with some unrelated answers but well to questions related to their experiences of illness ; older participants answered questions related health and illness concepts more easily. Generally the levels of subjects' responses did not differ according to age and sex. 2) Preschoolers' answers about the cause, treatment and prevention of illness, and the meaning and promotion of health were coded and then classificated to 9 categories, (food, obedience to authoritys physical function, presence or absence of illness or symptoms, hygiene. treatment, traumatic injury, rest and germs). Food and obeidence to authority categories were most frequent responses the food category was associated with obeidence to authority because it seemed that the children follow the orders of their parents or other authority figures to eat or not to eat something This result was compatible with that of previous studies that preschoolers perceived illness as possible punishment for misbehavior. Participants except for one four year old boy did not suggest that germs cause illness. The children perceived themselves and their families as healthy even though they had symptoms of illness. 3) Preschoolers' health and illness concepts were. influenced by their experiences and related to their development that rules derived from authority and if not complied with, will bring punishment. These oonceptualizations may be the disparity that they perceived themselves and their families as healthy even though they were ill. A previous study by Perrin and Gerrity suggested that the level of children's illness concepts correlated with that of their physical causality and was lower than it. But the levels of health and illness concepts in this sample higher than those of the physical causality.

• Proceedings of the Korean Society of Agricultural Engineers Conference
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• 2005.10a
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• pp.467-472
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• 2005

The objective of this study was to ad dress concepts and classifications of rural amenity that has been issued in rural development. There are varieties of amenity concepts which are established not only in foreign countries but also in domestic. The concepts amenity have evolved several different aspects depends upon the societal situation and needs by the time goes on. In this paper, amenity concepts were explored and classified to find a suitable rural amenity concept to Korea so that the concept can provide a basic framework for the rural development and rural amenity resources uses.

• Journal of the Korean Society of Clothing and Textiles
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• v.21 no.2
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• pp.383-395
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• 1997

The purposes of this study were 1) to identify gender differences of high school student's uniform satisfaction, clothing interests, and self-concepts among high school students and 2) to examine the relationships among self-concepts, clothing interests, and school uniform satisfaction. The questionnaire was distributed to 832 high school students, male and female, in Kangwon Province. Data were analyzed by frequency, 1-test, and Stepwise Multiple Regression Analysis. The results of this study were as follows: There was no gender difference on self-concepts between male and female high school students. However there were gender differences on clothing interests and school uniform satisfaction between male and female students. Results provided implications for high school uniform and adolesent clothing.