• 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.

• Annual Conference on Human and Language Technology
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• 1997.10a
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• pp.341-346
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• 1997

개념기반 분석방법은 발화문에서 발화자가 전달하고자 하는 중요한 부분만을 추출하여 개념어로 대표하여 분석하기 때문에 문장에서 발생하는 불필요한 여러 언어현상을 무시하고 주요 의미만 추출할 수 있는 강건함을 가장 큰 장점으로 갖는다. 한국어는 영어권 언어와는 달리 교착어와 부분 자유 어순의 특징을 가지기 때문에 구문정보를 이용하지 않는 순수 개념 기반의 분석기법을 한국어에 그대로 적용하면 문법의 복잡도가 증가하여 시스템 성능이 크게 저하된다. 본 논문에서 제시하는 구문정보를 이용한 개념기반의 분석방법은 순수 개념 기반의 분석기법이나 구문정보만을 사용하는 방법보다 모호성이 적고, 문법의 기술이 용이하며, 대화체 처리의 어려운 점들을 상당수 극복할 수 있다. 또한 분석루틴의 skip기능은 자연 발화문의 분석률을 높여주며, 어근으로부터 분리한 어미를 일정한 개념으로 분류함으로써 교착어의 특성으로 인한 문법의 복잡도를 해소하였고, 분석문법으로 부분 자유 어순에 따른 다양한 문장들을 수용할 수 있다.

• The Journal of Korean Association of Computer Education
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• v.18 no.3
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• pp.37-47
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• 2015

The purpose of this study is to review the concept mapping tools and provide implications for designing tools that support collaborative learning activities. For this purpose, representative concept mapping tools - Convince Me, Knowledge Forum, Cmaptools, Mindmeister, Belvedere - was analyzed by using the 3C(Communication, Coordination, Cooperation) framework. We have applied three research methods; 1) literature review on design principles of tools, 2) heuristic evaluation, 3) focus group interview. As a result, most of comcept mapping tools supported communication functions but partialy supported coordication and cooperation features.

• Journal of Science Education
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• v.34 no.2
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• pp.237-245
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• 2010

The purpose of this study was to analyze hierarchy for high school students' concepts about genetics. The assessment of genetics related concept was conducted for 10th and 11th grade students and a hierarchy map was schematized based on the evaluation result using Knowledge State Analysis Method. Some differences were found when comparing the result of whole students' hierarchy with hierarchy on 7th national science education curriculum. In analyzing hierarchy by grade, concepts of highest and lowest level turned out same but some concepts of middle level changed. In case of analysis of hierarchy for concepts about genetics by score, as score was higher, the number of concept in lower level became larger and the relationship among concepts became more structurized. Following studies are required to develop specific teaching strategies for having effective genetics concept and conduct case study of applying the concept hierarchy through this method to class in the field.

• Journal of The Korean Association For Science Education
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• v.20 no.2
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• pp.262-273
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• 2000

The purpose of this study was to develop a tool for K-12 science curriculum articulation analysis, especially the concept map of 'properties of matter' and the table of the key concepts of 'properties of matter' by grade. We have 5 steps for the purpose; to extract common subject of K-12 science curriculums, to analyze the contents of K-12 science curriculum related to the common subject, to develop and analyze concept maps of K-12 science curriculums, to develop common concept map and the table of key concepts by grade of K-12 science curriculum, and to modify and clear up the concept map and the table. First two steps are related to the develop of 'water' concept map, and the others are related to the 'properties of matter' concept map.

• Journal of The Korean Association For Science Education
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• v.24 no.2
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• pp.287-297
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• 2004

In this study, students' understanding of the analogies used for chemical concepts in science textbooks, misconceptions induced by the analogy, and the factors affecting conceptual understanding were investigated. In addition to the tests of field independency and logical thinking ability, tests of students' understanding of concepts and analogies on three states of matter, pressure-volume relation, molecular motion, and changing state depending upon energy were administered. The results revealed that half of the subjects understood the analogies differently from the textbook writers' intention and that students' conceptual understanding was significantly correlated with the degree of understanding on corresponding analogies, field independency, logical thinking ability, and prior achievement of science. The results of analyzing the direct and indirect effects of each variable on conceptual understanding showed that the direct effect of prior achievement was significant and that field independency and logical thinking ability had indirect effects through understanding of analogies and prior achievement of science. The limitations and implications of using analogies in science education were discussed on the basis of the results.

• Communications of Mathematical Education
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• v.27 no.4
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• pp.499-521
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• 2013

This paper analyzed the relationship between middle school students' belief about understanding with regard to mathematical concepts, procedures, and applications of the procedures. In order to gain our purpose, the academic achievement results of midterm examination of 139 middle school students and the surveys about their beliefs about understanding, mathematical concepts, and mathematical procedures were collected. And the cross analysis and the frequency analysis of SPSS were conducted. The research results showed that students' belief about understanding are irrelevant to their academic achievements. And the percentage of the students who believe that they understand was almost the same with the percentage of the students who understand the procedures. But there were differences between the percentage of the students who believe that they understand and the percentage of the students who understand the concepts. Through these, it is conformed. Students' belief about understanding does not mean they understand mathematical concepts. They just can solve mathematical problems through mechanical procedures.

• 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 Chemical Society
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• v.46 no.4
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• pp.345-353
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• 2002

The purpose of this study was to analyze the influence of mental capacity and understanding of the oxi-dation-reduction concepts on the completion of the balancing redox equations. Participants were 92 senior high school students and 57 science high school students. Tests were conducted to measure the mental capacity, the understanding of the oxidation-reduction concepts and the completion of the balancing redox equations and the influence on the per-formance was analyzed. The performance of the senior high school students increased as the mental capacity increased, but the performance of science high school students did not change by mental capacity. Most of senior high school stu-dents couldn't understand the oxidation-reduction concepts well. Most of science high school students, however, under-stood the concepts completely and partially. The students who had a good understanding of the oxidation-reduction concepts showed a good performance for both senior and science high school students, regardless of the problem pattern.

• Education of Primary School Mathematics
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• v.15 no.1
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• pp.13-29
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• 2012

This study is the analytic research of items having gender gap in 6th grade students in 'National Assessment of Educational Achievement(NAEA)'. For this problem solving, the following was investigated. First, items having gender gap were selected in NAEA for the past eight years. Then, the mathematical factors that cause gender gap were analyzed. Second, to do this the field test was developed using item concept map. Finally, after the analysis of field test result the reason of gender gap was deduced. Through this study the improvement of mathematics teaching and learning method in elementary school is expected.