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https://doi.org/10.3938/NPSM.69.727
Analysis of Middle School Students' Vision Concepts by Achievement Level
New Phys.: Sae Mulli 2019; 69: 727~736
Published online July 31, 2019;  https://doi.org/10.3938/NPSM.69.727
© 2019 New Physics: Sae Mulli.

Jaebong LEE*

Korea Institute for Curriculum and Evaluation, Jincheon 27873, Korea
Correspondence to: jblee@kice.re.kr
Received April 30, 2019; Revised June 20, 2019; Accepted June 20, 2019.
cc This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
The purpose of this study was to investigate the concepts that middle school students have about vision. We analyzed the students’ concept types and the characteristics of each achievement level by using the National Assessment of Educational Achievement. According to the results of the study, most students do not understand why they can see objects. The percentage of correct answers was about 30\%, which is consistent with the results of previous studies. Analyzing the data according to achievement level, we found that the majority of the advanced-level students understood vision, but the below-proficient-level students answered less than 50\% correctly. The results also showed that male students had a higher percentage of correct answers than female students, especially regarding the types of concepts, which are shown mostly by achievement level. As a result of analyzing several concept types, we could classify 9 major concept types based on the method of explanation using object, reflection and the eye. Based on these results, we suggest implications for teaching and learning about vision.
PACS numbers: 01.40.ek, 01.40.gb
Keywords: Vision, Concept types, Misconcept


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