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A Study on the Change in Science Concept according to the Characteristics of Elementary School Students in the Face of an Anomalous Situation Including Misconception
New Phys.: Sae Mulli 2018; 68: 1107~1115
Published online October 31, 2018;
© 2018 New Physics: Sae Mulli.

Jihoon KANG1, Pyoungkil YOO*2

1 Yongso Elementary School, Busan 48432, Korea 
2 Department of Science Education, Busan National University of Education, Busan 47503, Korea
Correspondence to:
Received September 10, 2018; Accepted September 28, 2018.
cc This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License ( which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
This study analyzed the correlations among the characteristics of elementary school students and changes in science concepts when they were faced with misconceptions provided by the teacher with intellectual authority. We selected scientific attitude, scientific self-concept, and science process skill, which are expected to influence scientific conceptual changes, as the characteristics of learners and analyzed conceptual changes when using three concepts, the 'weight of air', 'dissolution', and the 'change of weight when water freezes'. The study participants consisted of 230 elementary school students (117 girls, 113 boys) in 5th and 6th grade. The results of this study were as follows. First, the scientific attitudes, curiosity and open-mindedness of the students who changed concepts were statistically higher than those of students who did not change concepts. However, in terms of science self-concepts and scientific process skill, no significant differences or no consistent results were obtained. Second, scientific self-concept showed a relatively high correlation with scientific attitude ($r=.55$) and competence correlated positively with curiosity ($r=.45$) and criticism ($r=.40$).
PACS numbers: 01.40.-d,
Keywords: Anomalous situation, Conceptual change, Scientific attitude, Science self-concept, Science process skill

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