• Journal of The Korean Association For Science Education
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• v.21 no.4
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• pp.745-756
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• 2001

This paper is about interactional characteristics of a middle school student's conceptual ecology in the context of conceptual change. A case study in this paper shows that: (1) there is interacted with three characteristics(conceptions, past experience, and explanatory coherence) within conceptual ecology; (2) the interactional characteristics of conceptual ecology have significant affects on the difficulties of conceptual change. Implications of this case study are that: (1) teaching for conceptual change should start at the certain site related to subject-matter task within students' conceptual ecology; (2) Students' inconsistent explanations could be used as the clue of conceptual change; (3) Past experience is the important area of conceptual ecology research for understanding learners.

• Journal of The Korean Association For Science Education
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• v.21 no.4
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• pp.648-657
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• 2001

Using the concepts on the need of existence of living things, we investigate students' concepts on interdependence concepts between living things. The purposes of this study are to identify components of conceptual ecologies influencing on students' concepts and to describe the relations between those components and their concepts. The subjects of this study are 4 boys, 2 girls in the 3rd grade of middle school. The sources of data used in this study include a questionnaire, interviews and observation of the discussion class. Then, all data collected through each methods are compared and summarized in the relation to the questions of research. As a conclusion, it reveals that students' concepts are connected with several cognitive or affective components. Especially, the major components influencing on students' concepts are their metaphysical beliefs, conceptions includes other fields. These components function as constraints. Given these results, a teacher who want to teach a new concept to students should consider their characteristics and the components of conceptual ecology.

• Journal of The Korean Association For Science Education
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• v.36 no.5
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• pp.729-737
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• 2016

Natural selection is the core idea of evolution that pre-service biology teachers need to understand to solve diverse biological problem. This study aims to investigate the level of Korean pre-service biology teachers' understanding of natural selection by comparing their knowledge with their Chinese, American, and German biology major undergraduate counterparts. In particular, this study focuses on two conceptual components of natural selection (i.e., ecology and genetics). This study used a total 1226 pre-service biology teachers and biology majors' data. The instrument measuring the understanding of natural selection concepts was Conceptual Inventory of Natural Selection, which consists of ten ecology concept items and ten genetics concept items. The Rasch model analysis, multivariate analysis of variance, and univariate analysis of variance were used for the statistical tests. The result reveals that the level of Korean pre-service biology teachers' understanding of natural selection were similar with Chinese undergraduates' understanding and significantly lower than American and German undergraduates.' In the first year student data, the level of genetics concept of Korean pre-service biology teachers were significantly lower than Chinese and German students. In the fourth year student data, the level of ecology concept of Korean pre-service biology teachers were significantly lower than American and German students. Based on these results, the ecology concept education and balanced natural selection concept education are discussed.

• Journal of The Korean Association For Science Education
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• v.31 no.5
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• pp.680-693
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• 2011

In conceptual ecology, a concept does not exist independently but occupies an ecological niche in ecological environment. Among many biological concepts, genetic concepts are connected to several units including the genetics unit, and within the genetics unit the concepts of sub-areas are highly dependent on one another. For this reason, we analyzed conceptual diversity and conceptual proximity of genetic concepts through the ecological niche approach. For this purpose, we surveyed 995 9th graders. The areas covered in the survey were four genetic concepts: gene, chromosome, mitosis, and meiosis. The questionnaire presented biological concepts or terms related to each area, and the respondent marked the relevance between the presented biological concepts or terms and each area on a scale of 1~30 points. With 9th grade students, we analyzed the change of genetic concepts through class by the ecological niche approach. Through class, the total number of concepts increased in all of the areas, and the increase was smallest in the area of meiosis followed by mitosis, chromosome and gene. Relative density decreased with increases in the number of concepts. The conceptual diversity index also increased through class in all of the areas, and the increase was smallest in the area of meiosis followed by mitosis, chromosome and gene. In addition, difference in the relative density of concepts was reduced after class, and difference in the score of relevance was also reduced and consequently similarity among concepts increased. From these results were drawn conclusions as follows: First, through class, the conceptual diversity of genetic concepts increased. Second, through class, the conceptual proximity of genetic concepts increased.

• Proceedings of the Korean Environmental Sciences Society Conference
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• 2006.11a
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• pp.421-424
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• 2006

종래의 개발은 양면성을 가지고 있다. 하나는 개발로 인한 경제적 효율성과 편리성 부분이고, 다른 하나는 그러한 개발로 인한 자연훼손 및 생태계 파괴이다. 이로 인해 개발과 보전은 양립할 수 없는 상반적인 개념으로 받아들여져 왔고, 개발론과 보전론의 대립적 구도가 지속되어 왔다. 우리나라는 국토의 65% 이상이 산지이기 때문에 산지의 부분적 개발은 피할 수 없는 사회적 요구인 동시에, 산지는 자연생태계의 보고로서 생태계 보전이 필수적인 지역이다. 이러한 산지 개발과 보전에 대한 상반적 이해를 통합하여 자연과 인간의 공생체계를 갖추기 위해서는 인간중심의 사고에서 탈피하여 사람과 생태계 그리고 자연을 하나로 보는 총체적인 측면에서 접근하는 새로운 패러다임이 설정되어야 한다. 본 연구에서는 산지의 정량적인 가치를 평가하기 위해 시 공간적으로 다양한 인자들에 대해 시스템적인 관점에서 그 중요성을 고려하고자 하는 에머지 개념을 통해 산지 본래의 가치를 평가하였다. 에머지 개념은 그 동안 생태계가치평가, 개발사업의 편익-비용평가, 환경수용력 평가, 개발대안 평가, 환경계정, 환경훼손 소송관련 비용 평가 등에 적용되었다. 이러한 에머지 개념을 이용한 평가 방법을 통한 의사결정이 이루어지면 산지뿐만이 아닌 생태계의 지속가능한 이용을 실현하기 위한 적절한 정책의 선택과 이의 이행 실효성을 높일 수 있을 것으로 기대되며, 자연환경 가치의 정량적 평가를 통해서 우리는 한층 더 자연환경 및 자원의 다원적 기능에 대한 자각을 할 수 있을 것으로 판단된다.

• Journal of The Korean Association For Science Education
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• v.27 no.7
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• pp.592-608
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• 2007

This study explored the types of conceptual change of 'force' within middle school students' conceptual ecologies. This qualitative study was implemented with the use of classroom observations and two interviews with the participants. 11 middle school students (7 females and 4 males) joined in this study. The interviews with the participants were conducted individually before and after the 'force' unit. The collected data were all transcribed and analyzed interpretively. The results of this study consisted of two parts. First, the participants' conceptual ecologies of 'force' were categorized into 4: epistemological commitments (fixed or interactional explanatory consistency), analogy (attribute, working), metaphysical beliefs (people-oriented ontology, animism, causationism, mixed), and past experiences. Second, two representative cases including 'stable' and 'transitional' states were explained based on the interactions within their own conceptual ecologies. We can see students' conceptions with the integrated perspective in the sense that this results tried to get contextual and interactional understandings of the status of the conception and the possibilities of conceptual change. In addition, it implied that conceptual change research should have the perspective of conceptual ecology evolution in the future.

• Journal of The Korean Association For Science Education
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• v.31 no.4
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• pp.513-527
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• 2011

There have been studies about conceptual ecology making a profound study of conceptual changes in learners' cognitive structure. Because learners' cognitive structure have been compared to ecology, it is natural to think that conception in learner's cognitive structure have a niche as species in ecology have niches. Therefore, it is necessary to study niche approach about conception that learners recognize in their cognitive structure. The purposes of this study were to identify relationships among conceptions that 5th grade elementary school students recognize about photosynthesis and to identify how these relationships among conceptions about photosynthesis change before and after a class of photosynthesis in curriculum in terms of an approach of ecological niche which are composed of 3 domains - diversity of conceptions, relevance and frequency rate of conceptions, and competition among conceptions. Open ended questionnaire was developed by 4 fields: photosynthetic place, photosynthetic products, photosynthetic materials needed and environment factors of photosynthesis. The subjects sampled in this study were 310 5th grade elementary students in 5 cites. Before and after classes in photosynthesis in science curriculum, students were asked to write down conceptions that they knew about the 4 fields of photosynthesis of questionnaire and to write down scales of relevance from 1 to 30 about how they think the conceptions are related to the field of photosynthesis. The results of this study showed the following: First, most students have had a variety of conceptions and commonly recognized 'light' and 'water' as concepts in photosynthesis. Second, students still recognized their preconceptions like 'soil' and 'root,' etc. that were far from scientific conceptions of photosynthesis although they took classes in photosynthesis. Third, students needed to take the various strategies of teachers because they did not recognized scientific conceptions appropriately about photosynthetic fields. Fourth, it appeared that photosynthetic conceptions recognized by students had status in terms of relevance and frequency rate of conceptions, and competition among conceptions, and that they looked like the niche of conceptions in their conceptual ecologies.

• Proceedings of the Korea Water Resources Association Conference
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• 2019.05a
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• pp.420-420
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• 2019

법적인 정의를 차치하고 나면 하천유지유량의 정의는 사람과 자연이 한정된 수자원을 바람직하게 공유하기 위한 유량 측면의 범위로 나타낼 수 있다. 하천유지유량의 산정과 관리는 사람의 물이용과 배치되면서 동시에 진행해야 하는 하천수 관리의 핵심요소이다. 물관리 일원화 이전에 물관리 업무가 분산되어있는 상황에서 당시 환경부는 환경생태유량이라는 건강한 생태계유지에 주 목적이 있는 개념을 생산하였고, 시범사업을 거쳐 고시를 추진하고 있다. 하천유지유량과 환경생태유량은 다루는 범위와 공간적 차이가 있을 뿐이며 근본적인 개념과 생성의 원인은 같은 것이다. 따라서 본 연구에서는 하천유지유량과 환경생태유량의 개념과 본질을 살펴보고 효율적인 제도적 장치 마련의 방향성, 기술적 방향성에 대해 논하였다.

• 한국벤처창업학회:학술대회논문집
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• 2016.04a
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• pp.67-69
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• 2016

이 연구는 경영학과 MBA교육과정이 세상의 모든 제품과 기업에 공통적으로 적용되듯이, 세상의 어떤 분야의 제품이든 그 시작인 한 개 착안에서부터 시장력 확보를 위해 시도 되는 도전행위의 매개인 모든 착안과 아이디어가 기업이 되는 과정인 제벤처행위에 공통적으로 적용되는 학문이 될, MVA(PH-MVA, master of venture arming, 벤처무장학)학의 개념적 모델링의 시작에 필요로하는 정의론과 개념론으로, MBA에 있어 경영학원론이 개론화되듯, MVA에 있어 그 개론서가 될 벤처학원론서 설계에 있어서의 시작인 1편 기초론을 구성하는 내용을 벤처창업이나 기업의 신제품개발 부서에의 취업을 희망하는 학생들과 제벤처 생태계의 모든 직간접 관련 직무자 들이 공통적으로 무장하면 벤처적 행위에 필요로하는 여러 가지 직무자들 같이 소통력은 물론 직무매칭력 등의 분업 협업력이 매우 높아 질 것이라는 주장을 바탕으로한다. 그리고 제시하는 정의와 개념을 제벤처 생태계 전체의 표준으로 참고 삼아, 누구의 어떤 모델이든, 창조경제의 일부로서 미생들의 벤처(창업, 기업만들기 도전)행위나 완생기업들의 신제품개발 모두에 두루 적용 될 수 있는, 누구나가 이해, 공감, 교감, 습득이 용이한 벤처학 개발이 왕성하게 활성화될 수 있도록 하는 것이 곧 창조경제 활성화를 위한 학자들의 사명이자 새로운 성장동력 모델의 발굴이기도하다는 측면에서의 동참이 될 수 있기를 바라는 마음이다. 아울러, 이러한 정의와 개념을 바탕으로 전개되어, 벤처생태계 전반에서 수행 될 교육이 개인들의 창업(기업만들기)을 목표로하는 공부가 되기도하고 연장에, 완생기업들이 필요로하는 신제품개발에 있어서의 기본적인 능력과 자질을 갖춘 인재선발적 취업준비공부도 될 수 있는 통합적 교육이되어야한다는 취지를 가지고있다. 또 연구를 통해 제벤처(기업의 신제품개발 도전협업행위 포함) 생태계에서의 직무자들의 직무매칭력 및 협업행위에 있어서의 다양한 용어와 정의와 개념들의 제각각으로 부터 발생되는 상치(相馳, 제각각, 불통, 협업마찰, 대립, 갈등, 등)력을 해소하는 것이 역설적으로 협업력을 최적으로 활성화 할 수 있다는 사실을 모두가 인지, 수용토록 하고자 함을 목적으로한다. 이러한 연구를 전벤처단계의 벤처기초학을 바탕으로하는 제벤처생태계 개념을 일원화 통합화하는 연장에 전개되는 공통무장교육 모델화를 목적으로한다.

• River and Culture
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• v.2 no.4
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• pp.64-68
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• 2006

기존의 수환경 평각가 BOD 및 COD 개념의 이화학적 평가법 이었다면, 현재 우리나라 환경부에서 개발 추진 중에 있는 수질평가 기법은 생물 지표특성을 이용해 생태건강성을 평가한다는 점이다. 즉, 기존의 인간위주의 개념에서 탈피하여 인간과 함께 실제 생태계내에 사는 생물관점에서 평가된다는 것, 즉 수환경 관리정책의 페러다임이의 전환이라 할 수 있다.