NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED458301
Record Type: Non-Journal
Publication Date: 2000-May
Pages: 34
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Conceptual Types of Korean High School Students and Their Influences on Learning Style.
Cho, In-Young; Park, Hyun-Ju; Choi, Byung-Soon
This study focused on high school students' conceptions and substantial concept change learning processes when studying the kinetic theory of gases. The study was conducted in 1998 in four classes of a public metropolitan high school in South Korea. Data was collected through semistructured and in-depth interviews and participant observation of three core participants. Each core participant was interviewed individually or in a group four times before, during (twice), and after instruction. Additional data sources included tests, questionnaires, written quizzes, and student profiles written by teachers. Three conceptual types were distinguished: (1) superficial terms speaking; (2) partial sense making; and (3) elaboration of conceptual networks. The characteristics of conceptual change learning processes were investigated. In superficial terms speaking and partial sense making types, students had defective frameworks, passive recognition, and motivational beliefs about scientific knowledge and about science learning. These things made them very passive learners. On the other hand, students of the causal sense making type generally has a scientific conceptual framework and active recognition of scientific knowledge and motivational beliefs. They had their own intrinsic authority and experienced effective conceptual change. The finding that only students making scientific sense about fundamental theoretical concepts experienced successful conceptual change indicates that the active participation of students themselves is needed in scientific sense making. This also implies that science teaching and curriculum organization should be constructed for students to make basic conceptions. To make chemistry learning effective, it is necessary to develop and use proper teaching sequences and strategies in the presupposition of understanding conceptual types of students and their teachers. (Contains 6 figures and 30 references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Korea