• Korean Journal of Childcare and Education
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• v.8 no.5
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• pp.67-87
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• 2012

The purpose of this study is to investigate childcare teacher's knowledge of child safety education. In this study, Novak and Gowin(1984)'s concept map was applied to investigate knowledge of safety instruction. Forty teachers working at child centers were completed the concept map. The results of this study were as follows: First, Teachers used 194 higher concepts. 'Safe action in dander situation'(77.8%) was most frequently used higher concept and followed by 'traffic safety('35%). Second, Teachers used 1,270 dependent concepts. Third, there was significant difference in density according to frequency of safety instruction. These results can be meaningful to decide the contents of child safety instruction for teacher's education and as a basic data for teacher's education.

• Journal of the Korean Geographical Society
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• v.34 no.3
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• pp.281-293
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• 1999

이 연구는 개념 및 개념학습의 의미와 가치를 평가해 보고, 기존의 지리교육 기본 개념에 대한 논의를 정리하여 현장 교사들의 기본 개념 인식과 비교한 후, 향후의 지리교육 내용 구성의 방향을 모색해 보았다. 지리교육의 개념은 지리적 현상의 작동 과정을 이해하는데 도움을 주는 개괄적인 관념으로서 관련 지식들을 인지구조 속에 붙들어 매어주는 역할을 한다. 현장교사들이 가장 중요하다고 인식하고 있는 기본개념은 인간-자연관계, 입지, 지역, 지도화, 지역적 차이, 문화 등이며, 이는 전통지역지리학에서 강조되어 온 개념들이다. 반면에 지역적 결합, 공간 및 공간관계, 장소, 지구사회, 이동 등의 개념은 교사들이 잘 이해하지 못하고 있는 개념으로 밝혀졌다. 이러한 분석과 관련하여 주의를 기울여야 할 점은 지리학과 지리교육의 기본개념을 무차별적으로 혼용해서는 안 된다는 점이다. 학문적 성과와 교육적 성과는 다른 것이며, 이에 맞춰 지리교육의 교육적 효과를 높일 수 있는 구체적인 하위개념들이 개발되어야 할 것이다.

• Proceedings of the Korean Information Science Society Conference
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• 2002.10d
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• pp.295-297
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• 2002

본 연구에서는 정보 검색의 효과를 향상시키기 위한 방안으로 개념망을 제안한다. 개념망은 주어진 문서의 집합에서 제시된 주요 개념을 추출하고, 추출된 개념들 사이의 관련성을 분석하여, 관련성이 높은 개념 사이에는 링크를 설정함으로써 개념을 노드로 하는 네트워크를 구성한 것이다. 개념 추출과 링크 설정은 문서에 출현하는 명사의 출현 빈도를 근거로 하였다. 사용자가 정보검색을 위하여 키워드를 입력하면 본 시스템은 입력된 키워드를 중심으로 구축된 개념망을 제시한다. 사용자는 제시된 개념망을 조사함으로써, 자신이 입력한 단어가 검색하고자 하는 목표개념을 적절히 반영한 단어인지 확인할 수 있고, 새로운 검색어를 추가하거나 기존의 것을 수정함으로써 검색의 효과를 향상시킬 수 있다.

• Journal of the Korea Society of Computer and Information
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• v.14 no.6
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• pp.99-106
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• 2009

Over recent decades, concept mapping has been used as a valuable Learning and Teaching tool. A number of studies have shown a positive impact on student learning. One of the disadvantages of this technique has been that assessing them or providing feedback to students is time consuming. We aim here to introduce ways of reducing the complexity of using concept map techniques in online activities. Several types of scoring methods for the concept map based assessment have been developed. In this paper, we describe the development of an automatic assessment system that implements those techniques. We contribute a design that uses semantic web technologies for both the management and the scoring of the concept maps.

• Journal of Educational Research in Mathematics
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• v.26 no.1
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• pp.23-45
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• 2016

We are able to analyze a social or a natural phenomenon by using the conception. if we understand a concept of an object. However it is not easy to understand a concept of an object. The process of comprehending the concept is a long rigorous mental journey. Hence, understanding concepts has been emphasized in studies in education. Previous studies demonstrate that conception has a dual nature, which has both an operational and a structural nature. We are able to acknowledge that structural conception develops from an operating conception. Nevertheless, discovering a dual nature of conception and knowing whether students acquired the dual nature, especially the structural nature are difficult to achieve. In this research, I examine the operational and the structural nature of a center of mass conception and analyze whether students acquire structural nature of the center of mass conception, and find implications which we would do to build the structural conception on a concept.

• Journal of The Korean Association For Science Education
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• v.23 no.6
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• pp.617-626
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• 2003

Although many studies have investigated the effectiveness of concept mapping and the learning cycle, in Korea none have explored the effectiveness of concept mapping and the learning cycle combined. This study explored the effectiveness of concept mapping, the learning cycle, and a combination of concept mapping/learning cycle(CL) in high school biology class. Students' science achievement, the science related attitudes and scientific inquiry ability was measured. The results indicated that concept mapping, the learning cycle, and CL treatment were significantly different from the traditional one in science achievement(p< .05). However, the three treatments were not significantly different from each other. No significant difference exists among different learnings in high and average-ability students. But, concept mapping was the most effective in low-ability students. For the students' scientific inquiry ability, CL and learning cycle were more effective than concept mapping and traditional learning. No significant difference exists among different learnings in high-ability students. CL and learning cycle were more effective than concept mapping and traditional learning in average and low-ability students. For the students' science related attitudes, concept mapping, the learning cycle, and CL were more effective than the traditional learning. But, there was no significant difference among these three groups.

• Proceedings of the Korean Information Science Society Conference
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• 2000.10b
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• pp.84-86
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• 2000

연관 규칙 마이닝 과정에 참조되는 일반 개념 계층은 개념간의 명확한 관계만을 표현한다. 실제로는 개념 사이의 관계가 애매한 경우가 많다. 이 논문에서는 개념간의 애매한 관계까지 반영할 수 있는 퍼지 개념 계층을 이용하여 일반화된 연관 규칙을 마이닝하는 방법을 제안한다. 퍼지 개념 계층에서의 하위 개념을 상위 개념으로 적절하게 반영하는 방법과 마이닝된 연관 규칙에서 중복되는 규칙의 가지치기(pruning)에 사용되는 측도를 소개한다. 또한 퍼지 개념 계층을 이용한 일반화된 연관 규칙 마이닝 방법의 응용성을 보이기 위해 실험 과정과 결과를 보인다.

• Journal of The Korean Association For Science Education
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• v.24 no.2
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• pp.246-257
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• 2004

The purpose of this qualitative study was to identify high school students' conceptual differentiation patterns on human digestion system. The subjects were 124 high school students and this group was guided to independently construct concept maps. Among them, 19 were selected for an in-depth interview and a short test. The concept maps, interview transcripts and the results of short-test were analyzed to identify conceptual differentiation patterns. The results were as follows. Mainly three distinct conceptual differentiation patterns were identified. The first pattern can be named as an 'Free-flow type'. The group belongs to this pattern expressed numerous examples than meaningful concepts with unclear understanding of hierarchial relation between each concepts. Also, this group had difficulties in grasp interrelations of different concepts. The second pattern can be identified as 'Sequence type'. This group constructed concept maps by featuring conceptual sequence. The group applied meaningful learning, yet assembled concept maps primarily according to sequence of learning and exhibited less organized concept maps than hierarchial type. The third pattern can be named as 'Hierarchial type'. All students elaborated concept maps after lessons. The sequence type changed hierarchial type or sequence mixed with hierarchial type but free-flow type was hardly changed.

• Journal of the Korean earth science society
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• v.25 no.8
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• pp.739-747
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• 2004

This study was to promote meaning ways of leaning and observe the influence of concept maps on middle school students' conceptual formation with regards to the topic of the 'sea water'. Concept map is one way to examine a leaner's conceptual formation process. The subjects of this study consisted of four classes within the first grade students of a Busan middle school, which were divided into two groups: the experimental group which applied concept map teaching and the ordinary teaching group. This study was carried out before and after class, examining the science leaning achievement, self-directed leaning characteristics, and awareness change on the concept maps. The result of this study was as follows: First, the leaning achievement of middle school students was positively affected by the use of concept maps. Second, the teaching method with concept map was more effective self-directed leaning characteristics compared to the ordinary one. Third, concept map teaching was a positive reaction to conceptual formation.

• Journal of The Korean Association For Science Education
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• v.17 no.4
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• pp.461-479
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• 1997

The concept map is the diagram of two dimensions which hierachically arrays main concepts from those of the textbook and shows their relations. The research analyzed five of the ten high school earthscience textbooks approved by the Minister of Education according to the 6th reformed curriculum in 1995, one of which this research chose to make out the concept maps. The chapter [III. the Universe] contains the outer space of the earth presents new concepts about the stars and the universe and introduces the latest research in astronomy. This study changed textbook contents into Novak's concept map, searched for concepts requiring complement for learners in oder to obtain concepts from those of the textbook and pointed out problems on the basis of that result still better concept map is set up. We have the following conclusions. First, it is necessary to rule out unnecessary small units so as to make more effective understanding and to rearrange the units to have relation to contents. Second, the higher concept and lower concept need to be rearranged systematically in making an array of textbook contents. Third, the concept should have something to do with learners' experences and consciousness by showing learners the real examples relevant to the concept for the link between them.