Browsing by Author "Kim, M."

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    A Confirmatory structural equation model of achievement estimated by dichotomous attitudes, interest, and conceptual understanding
    (Eurasia Publishing House, 2010) Kim, M.; Song J.
    Many models in science education have tried to clarify the causal relationships of affective variables on student performance, by presenting theoretical models, exploratory SEM (structural equation models), and confirmatory SEM. Based on the literature, the recent AS-TI-CU model scrutinised the most robust stimuli of conceptual understanding (CU): intrinsic attitude towards science (AS) and topic interest (TI). However, the confirmatory model has not been extended to estimate how students achieve in the secondary science or in Korea where student's disengagement in science is prevalent. Sampling 10 th- and 11 th-graders in Korea (N = 219), this study thus aims to clarify how the forth factor "school achievement (SA)" interacts in the structural equation modelling. The multiple-group SEM analysis in AMOS7 reveals that student's intrinsic AS stimulates their school achievement in both graders and that their topic interest abnormally discourages school achievement only in the 11 th-graders. The findings provide explanations for the latent threats of negative attitudes and for the "age 14's dip". Lastly, how to form a theory of persuasion of attitude change is discussed for a further research question.
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    Lyotropic liquid crystalline mesophases made of salt-acid-surfactant systems for the synthesis of novel mesoporous lithium metal phosphates
    (Wiley‐VCH Verlag GmbH & Co. KGaA, Weinheim, 2019) Uzunok, Işıl; Kim, J.; Çolak, Tuluhan O.; Kim, D.; Kim, H.; Kim, M.; Yamauchi, Y.; Dağ, Ömer
    Mesoporous lithium metal phosphates are an important class of materials for the development of lithium ion batteries. However, there is a limited success in producing mesoporous lithium metal phosphates in the literature. Here, a lyotropic liquid crystalline (LLC) templating method was employed to synthesize the first examples of LiMPO4 (LMP) of Mn(II), Co(II), and Ni(II). A homogeneous aqueous solution of lithium and transition metal nitrate salts, phosphoric acid (PA), and surfactant (P123) can be spin coated or drop‐cast coated over glass slides to form the LLC mesophases which can be calcined into mesoporous amorphous LMPs (MA‐LMPs). The metal salts of Mn(II), Co(II) and Ni(II) produce MA‐LMPs that crystallize into olivine structures by heat treatment of the LLC mesophase. The Fe(II) compound undergoes air oxidation. Therefore, both Fe(II) and Fe(III) precursors produce a crystalline Li3Fe2(PO4)3 phase at over 400 °C. The MA‐LMPs show no reactivity towards lithium, however the crystalline iron compound exhibits electrochemical reactivity with lithium and a good electrochemical energy storage ability using a lithium‐ion battery test.
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    Teacher's reflection of inquiry teaching in finland before and during an in-service program: examination by a progress model of collaborative reflection
    (Springer Netherlands, 2013) Kim, M.; Lavonen, J.; Juuti, K.; Holbrook, J.; Rannikmäe, M.
    In inquiry-based science education, there have been gradual shifts in research interests: the nature of scientific method, the debates on the effects of inquiry learning, and, recently, inquiry teaching. However, many in-service programs for inquiry teaching have reported inconsistent results due to the static view of classroom inquiries and due to the partial perspective between individual and collaborative reflections. Thus, by means of a theoretical progress model of collaborative reflection, this qualitative research aims to investigate reflections of four participant teachers before and during a half-year in-service teacher program. The model captures the following four interactions for each individual teacher and among the teacher cohort: belief to practice, practice to belief, stimulation, and reinforcement. The audio-video data and their quantification allowed identification of the teachers' consistent prior beliefs and practices as a multiplicity of inquiry teaching and their interwoven progress during the program. The findings are further discussed in terms of the implicit development and the richer repertoire. © 2012 National Science Council, Taiwan.