The purpose of this study was to examine the effects of two strategies, imaging detailed scenes and inspecting one's interpretation by description, on the interpretation of emotional feelings of the characters in stories. It was also investigated whether or not those strategies could change the readers' viewpoints of the stories. Twenty-seven college students, as subjects, were asked to tell Gon's feelings in several scenes in the story of Gongitsune and to point out any important viewpoints in the story without receiving any instructions. Then, the subjects were given instructions based on the two strategies and they were asked the same questions. The results of the investigation were as follows; 1) they had consistently more appropriate interpretations of Gon's feelings in several scenes, 2) they adopted viewpoints to clarify descriptions for each scene and ignored indirect viewpoints for descriptions, for example, the theme of the story or the background. It was suggested that the strategy of inspecting one's interpretation was effective in the process of the class discussion. However, the strategy of imaging detailed scenes seemed to be insufficient because there were not enough responses to the questions in class. This could be one of the reasons that the viewpoints of the reading were not changed as much as expected.

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This research focuses on the derivation relation that exists in the mistaken rules that learners have toward their misconception system. It will suggest a strategy for converting the misconception system. 110 students in Korean elementary, junior high and high schools were tested on the reality of the weight of old dry cells. The results showed that 42% mistakenly thought that as dry cells become old, they lose weight. Moreover, this misunderstanding led students to believe that old dry cells were electrical tin cans. I examined support strategies for converting them into correct concepts. The results of this were that 63% of misconception systems were converted into correct concepts. It became clear through this that, in the case of the problem of the weight of old dry cells, if it is possible to change the misconception of derivation source to a correct version, the misconception system can also be corrected.

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In science of elementary school, concepts of germination, flower, and photosynthesis are taught separately in different grades. In our previous study, it was revealed that children could not relate these three contents spontaneously. In order to encourage children to relate these three contents spontaneously, we developed a teaching program, "life cycle of plants" and examined it's effectiveness. Thirty sixth graders were taught by the text, "life cycle of plants" after the class in photosynthesis. When children reflected survival strategies of plants in each stage of their life cycle, they activated and utilized their previous knowledge of germination, concepts of flower, and organ for photosynthesis. In the post test, questions concerning conditions of germination, concepts of flower, and organ for photosynthesis were asked. They obtained higher score than children in our previous study. What's more, those who had not learned the conditions of germination and denotation of flower in their previous school year could obtain high score in this test. The teaching program was proved to be effective.

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