• Journal of Science Education
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• v.38 no.2
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• pp.331-343
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• 2014

The types of misconceptions and their consistencies of the elementary school teachers about the characteristics of currents according to the connection methods of batteries in simple electric circuits were investigated. The misconceptions of the elementary school teachers about them could be divided into three types. Among the respondents of the 96 elementary school teachers for this study, the 2 elementary school teachers consistently understood the characteristics of currents on the basis of the misconception type of focusing only the number of batteries connected regardless of the connection methods of batteries, the 8 elementary school teachers did on the basis of the misconception type of confusing the series connection and the parallel connection of batteries, and the 4 elementary school teachers did on the basis of the misconception type of confusing the series and parallel connection of batteries with those of resistors. Also, they consistently applied these misconception types to not only the situations to use the learned concepts but the situations to use the differentiated concepts about the connection methods of batteries.

• Annual Conference on Human and Language Technology
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• 2010.10a
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• pp.172-176
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• 2010

본 논문에서는 위키피디아의 '틀(temp late)'을 기조로 하여 작성된 온톨로지인 OntoCloud의 신뢰도를 보장하고 공유 및 재사용을 가능하게 하기 위하여 또 다른 어휘집합체인 워드넷(WordNet)과의 매핑을 한다. 온톨로지 매핑 기술은 온톨로지 개발 기술의 한 방법으로, 서로 비슷한 도메인을 대상으로 이미 구축되어진 서로 다른 다수의 온롤로지를 연결시킴으로서 하나의 풍부한 정보를 가지고 있는 연결망을 구축하는 방법이다. 본 논문에서는 OntoCloud와 워드넷을 두개의 온톨로지로 정의하고 각 온톨로지의 개념에 대한 정의문 비교 방법을 통해서 두개의 온톨로지에 존재하는 유사한 개념을 연결한다. 이렇게 매핑된 정보들은 OntoCloud 개념을 워드넷 어휘로 연결함으로써 개념에 대한 직관적인 이해를 돕고, 워드넷에 연결된 다른 시소러스 (예: SUMO, CoreNet 등)와 간접적으로 연결할 수 있는 틀을 마련한다. 또한 온톨로지의 상하위 계층정보를 자동으로 보강하는 등의 OntoCloud 유지보수에 활용될 수 있다. 본 논문의 실험에서는 두개의 서로 다른 온톨로지의 정의문에 사용된 어휘의 겹침 정도로 두개의 개념의 유사성을 판별하는 방법을 보인다. 본 논문에서 제시한 방법으로 약 73%의 개념 매핑에 성공하였으나, 추후 매핑 프로세스의 전처리 과정(약자 처리 및 복합명사 대응 모듈)을 추가하고 온톨로지의 구조적 특성을 활용하여 유사 개념 자동 매핑 기술을 향상시키고자 한다.

• Asia Marketing Journal
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• v.1 no.1
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• pp.3.1-3.26
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• 1998

산업구조의 고도화과정에서 개별기업들은 세분화된 전문영역의 가치활동을 담당할 수밖에 없으며, 대신 개별 기업들이 가치활동의 네트워크적 연결체제를 구축함으로써 시스템 간 경쟁체제로 이행되게 된다. 본 연구는 시스템간 경쟁상황 속에서 기업간 네트워크적 연결구조가 과연 어떠한 전략적 유효성원천을 가지는가에 관하여 살펴보고자 하였다. 이를 위해 경쟁력원천의 4가지 유형인 4 S 즉, Scale merit(규모의 경제성), Scope merit(범위의 경제성), Speed merit(속도의 경제성), System merit(시스템의 경제성)의 변천과정을 분석하였다. 시스템간 경쟁의 상황 속에서 지금까지의 경제성개념으로 설명할 수 없는 새로운 경제성 효과가 나타나게 되는데 이를 시스템경제성과 연결 경쟁력이란 개념을 통해 그 내용과 경쟁력제고의 전략적 시사점을 제시하였다. 향후 정보기술이 발전하면서 기업간 네트워킹관계를 통해 분업된 가치활동들의 연결이 보다 고도화될 것이며, 시스템 경제성의 여러 원천들이 상호 시너지적으로 결합되면서 연결경쟁력을 중심으로 한 경영패러다임의 중요성은 더욱 커질 것이다.

• Journal of Science Education
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• v.42 no.2
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• pp.256-271
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• 2018

The study aimed to investigate how the science gifted connect and integrate science concepts in the process of problem finding. Research subject was sampled from 228 applicants for a science gifted education center affiliated with a university in 2015. A creative problem solving test (CPST) in science, which administered as an admission process, was utilized as a reference to sample two groups. Sixty-seven students from top 30% in test scores were selected for the upper group and 64 students from bottom 30% in test scores were selected for the lower group. The CPST, which was developed by researchers, included one item about how to connect two science concepts among eight science concepts, sound, electricity, weight, temperature, respiration, photosynthesis, weather, and earthquake extracted from elementary science curriculum. As results, there were differences in choosing two concepts among four science major areas. The ways of connecting science concepts were characterized by three categories, relation-based, similarity-based, and dissimilarity-based. In addition, relation-based was characterized by attributes, means, influences, predictions, and causes; similarity-based was by attributes, objects, scientific principles, and phenomena, and dissimilarity-based was by parallel, resource, and deletion. There were significant (p<.000) differences in ways of connecting science concepts between the upper and the lower groups. The upper group students preferred connecting science concepts of inter-science subjects while the lower group students preferred connecting science concepts of intra-science subject. The upper group students showed a tendency to connect the science concepts based on similarity. In contrast, the lower group students frequently showed ways of connecting the science concepts based on dissimilarity. In particular, they simply parallelled science concepts.

• Journal of the Korean School Mathematics Society
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• v.15 no.2
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• pp.259-279
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• 2012

The purposes of this study were to investigate the effects of the use of link sheet in pre-service mathematics teachers' mathematics learning. The study was conducted in Calculus course during 1 semester with 25 pre-service mathematics teachers. According to the results of questionnaires and focused group interviews, the use of the link sheet helped students to develop deeper understandings of mathematical concepts and mathematical communication ability. In addition, the use of the link sheet encouraged students to realize the value of the mathematics and it also played a central role in creating active and self-directed learning atmosphere.

• Journal of the Korean School Mathematics Society
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• v.15 no.1
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• pp.199-214
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• 2012

Stochastic independence of events is not only important concept but useful role in statistics and probability. In this paper, we investigate and analyze the definition of stochastic independence used in the middle and high school mathematics education course. and We investigated that students know concept of independent events. As a result, students was a lack of understanding about the concepts associated with independence of events. and the connection between concepts associated with independent of events were partially. Also, Connections between lower-level concepts and high-level concepts can be done well so teaching-learning was needed.

• The Transactions of the Korea Information Processing Society
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• v.4 no.9
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• pp.2391-2402
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• 1997

TINA is the Open Networking Architecture which as newly introduced software architecture shares the network managements and the service managements on the Distributed Processing Environment. In this paper, based on the concepts and principles defined up to now, we implement and test the CM(Connection Management) Package included in CM which is one of the six functional areas into which TINA Management Architecture is devided. Before the implementation we learn the basic concepts accepted by the four architectures in TINA, and medelling concept of the CM. The interfaces of eaxh information objects explain the functions of computational objects implemented, and the message flows among the computational objects show the connection setup and release procedures.

• Education of Primary School Mathematics
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• v.26 no.4
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• pp.349-368
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• 2023

The purpose of this study is to explore ways for students to connect conceptual and procedural knowledge in mathematical modeling lessons. Accordingly, we selected the greatest common divisor among the learning contents in which elementary school students have difficulties connecting conceptual and procedural knowledge. A mathematical modeling lesson was designed and implemented to solve problems related to the greatest common divisor while connecting conceptual and procedural knowledge. As a result of the analysis, it was found that the mathematical modeling lesson had positive effects on students solving problems by connecting conceptual and procedural knowledge. In addition, through actual class application, a teaching and learning plan was derived to meaningfully connect conceptual and procedural knowledge in mathematical modeling lessons.

• Communications of Mathematical Education
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• v.15
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• pp.71-76
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• 2003

학생들의 분수 나눗셈에 대한 이해는 개념적 이해를 바탕으로 수행되어야 함에도 불구하고 분수 나눗셈은 많은 학생들이 기계적인 절차적 지식으로 획득할 가능성이 높은 내용이다. 이것은 학생들이 학교에서 분수 나눗셈을 학습할 때에 일상생활에서의 경험과 선행 학습과의 연결이 잘 이루어지지 못하고 있는 것에 큰 원인이 있다고 본다. 본 연구에서는 학생들의 분수 나눗셈의 개념적 이해를 돕기 위하여 경험적 지식과의 연결 관계를 활용한 교수 방안을 실험 교수를 통해 조사하였다. 결과로서 번분수를 활용한 수업은 분수 나눗셈의 표준 알고리즘이 수행되는 이유를 알 수 있게 하는데 도움이 되나 여러 가지 절차적 지식이 뒷받침되어야 하며 분수 막대를 직접 잘라 보는 활동을 통한 수업은 분수 나눗셈에서의 나머지를 이해하는데 효과가 있다는 것을 알았다. 결론적으로, 학생들의 경험과 학교에서 이미 학습한 분수 나눗셈들의 관련 지식들을 적절히 연결하도록 한다면 수학적 연결을 통해 분수 나눗셈의 개념적 이해를 이끌 수 있다.

• Communications of Mathematical Education
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• v.29 no.1
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• pp.131-155
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• 2015

The purpose of this study is to investigate if top-ranked high school students do integrated understanding about the concept of a differential coefficient. For here, the meaning of integrated understanding about the concept of a differential coefficient is whether students understand tangent and velocity problems, which are occurrence contexts of a differential coefficient, by connecting with the concept of a differential coefficient and organically understand the concept, algebraic and geometrical expression of a differential coefficient and applied situations about a differential coefficient. For this, 38 top-ranked high school students, who are attending S high school, located in Cheongju, were selected as subjects of this analysis. The test was developed with high-school math II textbooks and various other books and revised and supplemented by practising teachers and experts. It is composed of 11 questions. Question 1 and 2-(1) are about the connection between the concept of a differential coefficient and algebraic and geometrical expression, question 2-(2) and 4 are about the connection between occurrence context of the concept and the concept itself, question 3 and 10 are about the connection between the expression with algebra and geometry. Question 5 to 9 are about applied situations. Question 6 is about the connection between the concept and application of a differential coefficient, question 8 is about the connection between application of a differential coefficient and expression with algebra, question 5 and 7 are about the connection between application of a differential coefficient, used besides math, and expression with geometry and question 9 is about the connection between application of a differential coefficient, used within math, and expression with geometry. The research shows the high rate of students, who organizationally understand the concept of a differential coefficient and algebraic and geometrical expression. However, for other connections, the rates of students are nearly half of it or lower than half.