Jeonju National University of Education

About: Jeonju National University of Education is a education organization based out in Jeonju, South Korea. It is known for research contribution in the topics: Grunwald–Winstein equation & SN2 reaction. The organization has 29 authors who have published 58 publications receiving 970 citations.

Examining students' views on the nature of science: Results from Korean 6th, 8th, and 10th graders

Abstract: In this study, students' views on the nature of science (NOS) were investigated with the use of a large-scale survey. An empirically derived multiple-choice format questionnaire was administered to 1702 Korean 6th, 8th, and 10th graders. The questionnaire consisted of five items that respectively examined students' views on five constructs concerning the NOS: purpose of science, definition of scientific theory, nature of models, tentativeness of scientific theory, and origin of scientific theory. Students were also asked to respond to an accompanying open-ended section for each item in order to collect information about the rationale(s) for their choices. The results indicated that the majority of Korean students possessed an absolutist/empiricist perspective about the NOS. It was also found that, on the whole, there were no clear differences in the distributions of 6th, 8th, and 10th graders' views on the NOS. In some questions, distinct differences between Korean students and those of Western countries were found. Educational implications are discussed. © 2004 Wiley Periodicals, Inc. Sci Ed, 89:314–334, 2005

Comparability of a Paper-Based Language Test and a Computer-Based Language Test

Abstract: With the advent of the digital revolution, language testers have endeavored to utilize state-of-the-art computer technology to satisfy the ever-growing need for a tool to measure English communication skills with maximal accuracy and efficiency. Thanks to the concerted efforts made by experts in such fields as computational linguistics, computer engineering, computer-assisted language learning, and psychometrics, language testers have recently succeeded in developing computer/web-based language tests. Among them are the TOEFL CBT by Educational Testing Service and CommuniCAT by the University of Cambridge Local Examinations Syndicate. As with the paper-based language test (PBLT), more rigorous research is now being conducted on the validity of computer-based language tests (CBLT) and computer adaptive language tests (CALT). Content analyses and comparability studies of PBLT and CBLT/CALT are prerequisites to such validation research. In this context, utilizing an EFL test battery entitled the Test of Engl...

Reexamining the Role of Cognitive Conflict in Science Concept Learning

Abstract: In this study, we defined and quantified the degree of cognitive conflict induced by a discrepant event from a cognitive perspective. Based on the scheme developed, we investigated the relationship between cognitive conflict and conceptual change, and the influences of students' cognitive characteristics on conflict in learning the concept of density. Subjects were 171 seventh-grade girls from two city middle schools in Korea. Tests regarding logical thinking ability, field dependence/independence, and meaningful learning approach were administered. A preconception test and a test of responses to a discrepant event were also administered. Computer-assisted instruction was then provided to students as a conceptual change intervention. A conception test was administered as a posttest. In analysing students' responses to the discrepant event, seven types of responses were identified: Rejection, reinterpretation, exclusion, uncertainty, peripheral belief change, belief decrease, and belief change. These types were then ordered into four levels. The results indicated that there existed a significant correlation between cognitive conflict and conceptual change. t-test results revealed that there were statistically significant differences in the degree of cognitive conflict by the levels of students' logical thinking ability and field dependence/independence. Meaningful learning approach, however, was found to have no statistically significant effect on cognitive conflict. Educational implications are discussed.

Surface plasmon resonances, optical properties, and electrical conductivity thermal hystersis of silver nanofibers produced by the electrospinning technique.

Abstract: In the present study, silver metal nanofibers have been successfully prepared by using the electrospinning technique. Silver nanofibers have been produced by electrospinning a sol−gel consisting of poly(vinyl alcohol) and silver nitrate. The dried nanofiber mats have been calcined at 850 °C in an argon atmosphere. The produced nanofibers do have distinct plasmon resonance compared with the reported silver nanoparticles. Contrary to the introduced shapes of silver nanoparticles, the nanofibers have a blue-shifted plasmon resonance at 330 nm. Moreover, the optical properties study indicated that the synthesized nanofibers have two band gap energies of 0.75 and 2.34 eV. An investigation of the electrical conductivity behavior of the obtained nanofibers shows thermal hystersis. These privileged physical features greatly widen the applications of the prepared nanofibers in various fields.

The influence of students’ cognitive and motivational variables in respect of cognitive conflict and conceptual change

Abstract: In this study, the relationships among students’ cognitive/motivational variables, cognitive conflict, and conceptual change were investigated. Subjects were 159 seventh graders in Korea. Tests regarding logical thinking ability, field dependence/independence (FDI), meaningful learning approach, failure tolerance, mastery goal orientation, and self‐efficacy were administered to examine students’ cognitive/motivational characteristics. A preconception test and a test of responses to discrepant event were also conducted to examine the degree of students’ cognitive conflict induced by a discrepant event. Computer‐assisted instruction, designed to change an undifferentiated weight‐density concept into a scientific density concept, was then provided to students as a conceptual change intervention. A conception test was administered as a post‐test. The results indicated that FDI was the only statistically significant variable correlated with the degree of cognitive conflict. A stepwise multiple regression analy...