• 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.43 no.2
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• pp.213-224
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• 1999

Preconceptions of middle school students related to chemical change the students are surveyed. The students are divided into experimental group that are learned by concept change theory teaching model, and control group that are learned by traditional teaching method based on science textbooks. After the planned classes, the tendencies of concept change of the two groups according to students learning motivations are analyzed. New teaching methods, which based on concept change learning model and students learning motivations, developed by this research. And the effects of the new teaching method are testified. As a result, it is proved that most of the students have a lot of preconceptions, and persist the wrong conceptions after the classes. This tendency is same in the control group and in the experimental group.

• Journal of The Korean Association For Science Education
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• v.29 no.1
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• pp.1-9
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• 2009

The purposes of this study are to investigate the effects of the Science Conceptual Model Completion Activity and Science Conceptual Model Modifying Activity on middle-school students' achievement in science conceptual learning, and to analyze if there are any correlations among their achievements by purposed activities, their cognitive level and school science achievement. For the study, 112 middle school students were sampled for three groups, which are two experimental groups (Model Completion activity group, Model Modifying Activity group) and one control group. Pre- and post-tests were taken to measure the students' achievement in science concepts, and the logical thinking ability test was administered after the implementation period. In addition, their school science achievements were analyzed. The research findings are as follows: First, the Science Conceptual Model Completion activity is more effective for middle school students' science conceptual learning than the Science Conceptual Model Modifying activity or conventional activity. Second, higher school science achievement also results in higher achievement of science concepts through the Conceptual Model Modifying activity or the Conceptual Model Completion activity. Lastly, the Conceptual Model Completion activity is more effective for the concrete operational level students to attain science concepts than formal operational level ones. Meanwhile, on the contrary, the Conceptual Model Modifying activity is more effective for formal operational level students than the concrete operational level ones.

• Proceedings of the IEEK Conference
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• 2003.07d
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• pp.1247-1250
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• 2003

본 논문에서는 다수의 개념을 효과적으로 학습할 수 있는 논리적인 진화방식을, 보다 일반적인 문제에 적용하기 위하여 확장하였다. 기존의 알고리듬이 0 차 논리(zero-order logic)에 의해 표현되는 개념만을 학습할 수 있었던 점을 개선하여, 특징논리로 표현되는 개념까지 학습할 수 있도록 확장하였다. 또한 확장된 알고리듬을 이용하여, 실수입력을 가지는 개념 또한 학습할 수 있도록 하였다. 제안된 알고리듬은 이전의 알고리듬과 마찬가지로, 다수의 개념을 학습할 때, 이전의 학습결과를 이용하여 새로운 개념을 쉽게 학습할 수 있는 특징을 가지고 있다. 제안된 알고리듬에 의해 특징논리로 표현되는 개념을 학습할 수 있으며, 다수의 개념을 학습할 때 성능향상이 이루어지는 것을 실험을 통해 확인하였다.

• Journal for History of Mathematics
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• v.18 no.2
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• pp.9-22
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• 2005

Natural numbers have not yet been studied adequately on the aspect of its historical development in spite of its mathematical and educational importance. This article studied the historical development of natural number concept, that is, its historical meaning in the mathematical development process and influence of cultural and social element in relation with way of understanding number. From these examinations, we identified some characteristics in the history of natural number concept.

• Proceedings of the Korean Information Science Society Conference
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• 2003.04c
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• pp.383-385
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• 2003

본 논문에서는 개념 기반 검색엔진 시스템(Concept-based Search Engine System)의 검색 정확도를 향상시키기 위한 방법으로 MeSH를 이용하였다. MeSH는 Medical Subject Headings의 약자로서 MEDLINE 논문의 원활한 검색을 위하여 주제어를 코드화한 것으로 이를 개념 그래프의 시소러스로 사용하여 개념 그래프의 가장 중요한 부분인 개념 추출의 정확성을 보장하도록 하였다. 본 논문은 2003년 MeSH의 Descriptor Data의 Term 항목을 사용하여 개념과 관련이 있는 유의어를 추출했다. 추출된 유의어로 개념 그래프를 구성한 것과 문서 내에서의 단어 빈도수에 의하여 개념 그래프를 구성한 것의 검색 결과를 비교한 결과 MeSH 를 시소러스로 사용하여 개념 그래프를 구성한 것이 훨씬 더 정확한 결과를 내는 것을 확인할 수 있었다.

• Journal of the Korean Society for information Management
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• v.16 no.4
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• pp.53-74
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• 1999

This paper describes concept mapping techniques for eliciting and representing knowledge. Concept mapping techniques range from very informal to very formal. Informal concept mapping techniques are usually very easy to use and understand for humans, but not for computers. Formal concept mapping techniques are computational, but humans usually find them hard to understand and use. A knowledge acquisition and representation tools which handle both kinds, and the transition from informal to formal, would be very useful. It is proposed that concept maps be regarded as basic components of any knowledge-based system, complementing text and image with formal and informl active diagrams.

• Annual Conference on Human and Language Technology
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• 2001.10d
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• pp.233-238
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• 2001

개념은 그 개념을 나타내기 위한 특성들이 결합된 지식의 단위이며 각 특성은 개념에 속한 개체들의 성질을 축약한 것으로 정의될 수 있다[4]. 이 논문은 백과사전 설명문 텍스트를 분석하여 개념을 구성하는데 필요한 정보를 몇 개의 대표적인 특성으로 분류하고, 이를 개념의 특성정보로 구축하였으며, 이를 관련 개념 문서에 적용하여 특성 정보를 인식하는 것을 보여준다. 본 연구는 백과사전이 세계 지식(world knowledge) 전반을 함축적으로 표현하고 있다는 가정에서 출발하였으며 적은 양의 데이터에 대한 수동 분석 결과를 통해 많은 양의 코퍼스를 분석한 것과 같은 의미있는 결과를 얻었다. 백과사전에 표현된 많은 개념 중 "질병"에 관하여 실험한 결과 평균 81%의 정확율로 질병의 특성 정보인 원인, 증상, 치료를 자동 인식함을 보여주었다. 개념의 요소 정보 인식은 정보의 이나 질의 응답과 같은 분야에 적용될 수 있다.

• Proceedings of the Korean Information Science Society Conference
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• 2008.06c
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• pp.305-309
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• 2008

기존의 온톨로지 구축에 관한 연구들을 살펴보면 개념의 상 하위 관계와 관련한 연구 또는 기구축된 도메인에 특화된 지식베이스에 기반한 도메인 온톨로지 구축 연구가 주를 이룬다. 그러나 개념과 개념간의 관계는 상 하위 구조와 같은 단순한 계층적 구조로는 그 다양한 특성을 표현할 수 없으며, 도메인 온톨로지를 구축하는 경우에 기구축된 데이터베이스와 같은 개념간 관계가 잘 정의된 데이터는 반드시 필요하였다. 예를 들면, 다양한 지식이 구축되어 있는 데이터베이스나 특정 도메인에 관한 전문 사이트(예 : 의학정보, 약학정보 사이트) 등이 있어야 개념간의 다양한 관계가 표현되어 있는 온톨로지를 구축할 수 있었다. 본 연구에서는 도메인 온톨로지를 구축함에 있어서 이러한 제약을 극복하기 위하여 도메인에 특화된 문서들을 웹 검색을 통하여 수집하였고, 수집된 문서 데이터를 이용하여 자동으로 도메인에 특화된 개념들을 추출하고 이들 개념들을 클러스터링함으로써 개념들간의 다양한 관계를 표현할 수 있는 도메인 온톨로지의 자동 구축 가능성을 제시한다.

• Korean Educational Research Journal
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• v.37 no.1
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• pp.103-116
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• 2016

In this study, we examined scientific concept of middle school students about the concept of 'separation of mixtures' Understanding level of students was different by the educational achievement level, and the higher the educational achievement level, the more exactly they understood scientific concept. Misconception was observed at all the achievement level. The higher the achievement level, the common misconception was associated with concept definition. And the lower the achievement level, the common misconception was associated with phenomenon.