• Journal of the Korean earth science society
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• v.23 no.3
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• pp.242-258
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• 2002

This study investigated preservice teachers' understandings of the ontology and epistemology underlying constructivist notions of teaming. Throughout this study, the epistemological, ontological, and pedagogical characteristics for each teacher's developing views of learning were identified through four in-depth interviews. Data from interviews were used to create three profiles containing ontological beliefs, epistemological commitments and pedagogical beliefs. This study has demonstrated that the notion of a constructivist profile change has significant potential for informing the analysis and description of preservice teachers' beliefs changes. Major findings include: constructivist profile changes overtime, diversification of profile components over time, features of the teachers' pedagogical belief profile changes, and teachers' unawareness of their profiles. However, changes in ontological beliefs and epistemological commitments were not easy, nor were they easily internalized for these teachers. The implications of this research are that preservice teachers should be aware of coexisting different categories of their learning-to-teach profiles, and that teacher educators should provide these preservice teachers with instruction designed to change preservice teachers' profiles towards increasing constructivist views of teaching and learning and restricting other undesirable categories.

• Journal of The Korean Association For Science Education
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• v.17 no.3
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• pp.229-237
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• 1997

Due mainly to the complexity of educational system, it is difficult to comprehend the phenomena and nature of the science education. Educators have developed various kinds of means and methods useful for easy understanding of the phenomena and nature. This study added another method supporting that the phenomena and nature of the science education should be understood in the context of educational system. System approach into thought is holistic and contextual in nature. It focuses on both the whole and its relevant parts, and is concerned with environmental context. By its definition, a system interact not only with another system but also with its environments. The purpose of this study was to answer such questions as "What is the science education?", or "What is the meaning of the science education?", "Why do we teach science?", "Why are we ought to teach science?", and "How do we know that those facts and methods are valid?" The results for the study are as follows: 1. Science education is the human behavior with the purpose to attain something through science and education. It is socio-cultural process, social and organizational activity into which the public deeply involved. The process and activity are usually undergirded upon the value of science education. 2. The science education system is analyzed in the light of the legislative institution. The system model that characterize of the system and the interrelationship among the systems is suggested in terms of the conceptions of boundary, components, variables, parameters and linkage, etc. Then, the science education system is divided into the plan-system, do-system and see-system by the use of the criterion of plan-do-see that is the general process of human activity. The study also identified that the system of science education is consisted of the aspects of science education administration, school science education, and science education evaluation. 3. As the frame of thought on the contextuality in the science education system, the contexts of meaning, organization, legislation and policy were presented, along with the main cognitive interest, the system, the orientation, and the premise of each context which were used to explain the reasons. The results of this study suggested a new approach into the comprehension of the educational phenomena in teaching science and the possibility of understanding science education as a whole.

• Journal of The Korean Association For Science Education
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• v.34 no.5
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• pp.511-521
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• 2014

In this study, we conducted an exploratory investigation of the imaginative writing processes of middle school students. Twelve 8th graders were asked to imagine and write about the daily life of atoms, assuming that they became specific atoms for themselves. The think-aloud method was used to investigate students' writing processes. We recorded students' writing processes, and also collected the data through interviews to clarify ambiguities in their writing processes. The analyses of the results revealed that their imaginative writing processes could be classified into the three types by the two aspects of writing process components (retrieving information and generating ideas). That is, the integration of retrieving information and generating ideas, the predominant retrieving information, and the predominant generating ideas. The students who were classified into the type of the integration of retrieving information and generating ideas came up with a story and properly introduced science concepts into it. These suggested that this type of students expressed their own understanding more effectively, and that this type was most appropriate for imaginative writing in learning science. The results also showed that the imaginative writing processes were greatly influenced by whether the planning step was adequately considered or not. On the bases of the results, we suggest the teaching strategies for effective imaginative writing in learning science.

• Journal of The Korean Association For Science Education
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• v.34 no.5
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• pp.449-457
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• 2014

Recent studies have shown that teachers should have be aware of and understand students' misconceptions, which is one of the major components of PCK. However, teachers often have difficulties in understanding misconceptions and in applying appropriate instructional strategies to change misconceptions. Thus, we designed a method course for pre-service teachers (PSTs) adapting the concept of "teacher as researcher". In the course, PSTs conducted research to investigate students' misconceptions in physics. Twenty-five female PSTs participated in the study. They went through the research process including creating question items, administering items to their target populations, collecting and analyzing student responses, and writing a research paper. Data source included individual interviews with the PSTs, field notes during classroom observation and PSTs' research papers. The results were as follows. First, the PSTs confirmed students' misconceptions and learning difficulties in physics. They experienced discrepancies between their conjecture and research findings. Second, PSTs developed the sophisticated understanding of students' misconceptions and appropriate teaching strategies. Third, the research experience provided the PSTs opportunities to reexamine their physics content knowledge while creating items and explaining scientific concepts. They realized that physics teachers should develop sound understanding of physics concepts for guiding students to have less misconception. Lastly, they realized the necessity of being a teacher as a researcher.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.2
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• pp.247-282
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• 2011

In the elementary school mathematics textbooks of the 7th national curriculum, just simple construction education is provided by having students draw a circle and triangle with compasses and drawing vertical and parallel lines with a set square. The purpose of this study was to examine the mathematical thinking of sixth-grade elementary school students in the construction process in a bid to give some suggestions on elementary construction guidance. As a result of teaching the sixth graders in gifted and nongifted classes about the equal division of line segments and evaluating their mathematical thinking, the following conclusion was reached, and there are some suggestions about that education: First, the sixth graders in the gifted classes were excellent enough to do mathematical thinking such as analogical thinking, deductive thinking, developmental thinking, generalizing thinking and symbolizing thinking when they learned to divide line segments equally and were given proper advice from their teacher. Second, the students who solved the problems without any advice or hint from the teacher didn't necessarily do lots of mathematical thinking. Third, tough construction such as the equal division of line segments was elusive for the students in the nongifted class, but it's possible for them to learn how to draw a perpendicular at midpoint, quadrangle or rhombus and extend a line by using compasses, which are more enriched construction that what's required by the current curriculum. Fourth, the students in the gifted and nongifted classes schematized the problems and symbolized the components and problem-solving process of the problems when they received process of the proble. Since they the urally got to use signs to explain their construction process, construction education could provide a good opportunity for sixth-grade students to make use of signs.

• Journal of the Korean earth science society
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• v.31 no.2
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• pp.172-184
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• 2010

This study is to investigate the problem solving styles according to the left /right brain preference among earth science gifted students. We took the R/LCT and the test of BPI to investigate the brain preference of earth science gifted students (N=16), and took S-CPST to investigate the problem solving styles on them. In the R/LCT, the earth science gifted students were classified into 3 groups (8 left-brain preference students, 7 right-brain preference students, 1 middle-brain preference student). In the BPI, 8 students had the appearance of left-brain preference, whereas 8 students had the appearance of right-brain preference. According to the result of S-CPST, first the left brain preference students tended to resolve a problem into simple components, then they put together each simple component. They prefer to solve a problem using numbers and mathematical signs logically, but they were afraid of giving trouble to describe own idea with pictures. Whereas the right brain preference students solved a problem with 3 steps. First, they saw an overall form of problem. Second, they tried to analyze each simple component of it, and then, made up all in one. Also, the right brain preference students observed the intuitive pattern of problem first, and then suggested the various problem solving methods later, and they took a solving plan using a picture in detail. In sum, earth science gifted students are unequal in problem solving styles according to the left/right brain preference. Thus, a teaching-learning method needs to be developed based on left/right brain preference for more effective gifted education.

• Education of Primary School Mathematics
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• v.20 no.2
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• pp.143-151
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• 2017

An increasing number of students are giving up on learning mathematics at all grade levels, including elementary school. The study in this paper considers seven non-cognitive student characteristics to identify which are strongly correlated with giving up on mathematics at the elementary school level. Data were collected with a survey on the non-cognitive domain of mathematics learning that was developed by the Korea Foundation for the Advancement of Science and Creativity in 2015. The data were collected from 3,636 elementary school students in Korea, and we analyzed the data using the statistical computing program R. Of the seven components, efficacy and interest have a strong correlation with students' tendency to profess that they have given up trying to learn mathematics. The findings of the study shed light on which non-cognitive domain areas mathematics teachers need to pay more attention to in order to make their teaching effective. This study further investigated the correlation between responses to each of the 24 survey items and students' claim that they have given up on mathematics. Using the 8 items with the highest correlations, we have developed a shorter, 8-item version of the survey, which will be useful for similar future studies.

• Journal of The Korean Association For Science Education
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• v.31 no.4
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• pp.567-586
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• 2011

The purpose of this study was to investigate the gifted students' view on argumentation and the aspects of the argumentation in problem-solving type experiment. As a result, very lively argumentation was identified but quality enhancement on argumentation wasn't found over time. Students made frequent use of dialogic argumentation component, and especially, request & response component was highly used. Though usage frequency is low, the component of ground & question on ground was shown in 3rd class, and simple agreement gradually reduced, and reinforcing elaboration & metacognitive question has slightly increased. Also, students' argumentation were closely related to teachers' teaching approaches as some teacher-led steps doesn't appear in students' argumentation. By comparison in steps, 'problem solving activity & result analysis' step included 2 times more argument components than the previous step. We also found that method grouping teams does not almost affect the argumentation of gifted students. By survey results, most students recognized that they experienced free argumentation and this program activate argumentation and 'strange things' or 'difficulty' of program topics are obstacles in vitalization of argumentation. 'Surface growth experiments' was the most lively argumentation topic. The argumentation was lively made in the step of 'finding solution. 'Teachers' scaffolding accelerate the argumentation and help resolve difficulties in argumentation. Thus, students have positive recognition for the argumentation process in the experiments and recognize that argumentation process is needed.

• Journal of Educational Research in Mathematics
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• v.9 no.1
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• pp.183-203
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• 1999

In this study, we analysed the constituents of proof and examined into the reasons why the students have trouble in learning the proof, and proposed directions for improving the teaming and teaching of proof. Through the reviews of the related literatures and the analyses of textbooks, the constituents of proof in the level of middle grades in our country are divided into two major categories 'Constituents related to the construction of reasoning' and 'Constituents related to the meaning of proof. 'The former includes the inference rules(simplification, conjunction, modus ponens, and hypothetical syllogism), symbolization, distinguishing between definition and property, use of the appropriate diagrams, application of the basic principles, variety and completeness in checking, reading and using the basic components of geometric figures to prove, translating symbols into literary compositions, disproof using counter example, and proof of equations. The latter includes the inferences, implication, separation of assumption and conclusion, distinguishing implication from equivalence, a theorem has no exceptions, necessity for proof of obvious propositions, and generality of proof. The results from three types of examinations; analysis of the textbooks, interview, writing test, are summarized as following. The hypothetical syllogism that builds the main structure of proofs is not taught in middle grades explicitly, so students have more difficulty in understanding other types of syllogisms than the AAA type of categorical syllogisms. Most of students do not distinguish definition from property well, so they find difficulty in symbolizing, separating assumption from conclusion, or use of the appropriate diagrams. The basic symbols and principles are taught in the first year of the middle school and students use them in proving theorems after about one year. That could be a cause that the students do not allow the exact names of the principles and can not apply correct principles. Textbooks do not describe clearly about counter example, but they contain some problems to solve only by using counter examples. Students have thought that one counter example is sufficient to disprove a false proposition, but in fact, they do not prefer to use it. Textbooks contain some problems to prove equations, A=B. Proving those equations, however, students do not perceive that writing equation A=B, the conclusion of the proof, in the first line and deforming the both sides of it are incorrect. Furthermore, students prefer it to developing A to B. Most of constituents related to the meaning of proof are mentioned very simply or never in textbooks, so many students do not know them. Especially, they accept the result of experiments or measurements as proof and prefer them to logical proof stated in textbooks.

• The Journal of Korean Academic Society of Nursing Education
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• v.7 no.2
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• pp.333-348
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• 2001

The study was intended to investigate the degree of satisfaction and experiences of maternity nursing practice and to examine the relationships between satisfaction and experiences. Data were collected from a college located in Inchon from April 2, 2001 to October 30, 2001. A general characteristics questionnaires, questionnaire for clinical practice satisfaction and maternity nursing clinical checklist were used to measure the satisfaction and experiences of maternity nursing practice. The subject were supposed to record their clinical experience in maternity clinical practice checklist. 153 questionnaires for satisfaction of clinical practice and 178 maternity nursing clinical practice checklists used for analysis. The data were analyzed by SPSS-PC+ program. The results of this study were as follows ; 1) The mean score of satisfaction of clinical practice was 3.34(a perfect score 5) and among the 4 categorial components from the questionnaire of satisfaction the score of 'clinical practice teaching' was high(3.85) and 'clinical practice environment(2.91)' and 'clinical practice contents(2.90)' was relatively low. 2) There was significant value between place of clinical practice and clinical practice satisfaction among 7 clinical practice hospital and the most high score of clinical practice satisfaction is 3.70 and the low score is 2.91(F=7.706, p<.001). The score of delivery room was significantly higher than the OBGY room and there was significant value among the place of clinical practice(DR : F= 6.441, p<.001, OBGY room : F=7.908, p<.001). 3) In delivery room, the frequency of observation are 2.61 day, the frequency of practice are 1.33 day and in OBGY room the frequency of observation are 1.73 day, the frequency of practice are 1.31 day for 2 week of maternity clinical practice and the most frequent practice of maternity nursing care was checking vital sign. 4) There were significant relationships between the ranking score of clinical satisfaction and clinical experiences in maternity nursing practice. Based on the results, it is suggested that the satisfaction of clinical practice was related to environment of clinical practice and it is necessary to improve environment of clinical practice and make a strategies to enhance the quality of maternity clinical experience.