• Journal of the Korean Chemical Society
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• v.62 no.3
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• pp.243-252
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• 2018

In this study, we compared 8th graders' macroscopic and microscopic conceptions related to the properties of substances. A test for the basic particle concept and a test for the macroscopic and microscopic concepts of melting point, solubility, and density were developed and administered to 371 students. Their responses were classified into 4 categories on the bases of their understanding of the macroscopic and microscopic concepts. The proportions and characteristics of each category were also analyzed. The analyses of the results revealed that the students who understood the macroscopic concepts had various misconceptions at the microscopic level. Many students had difficulty in understanding not only microscopic concepts but macroscopic concepts. The microscopic responses of the students who did not understand the macroscopic concepts hardly corresponded with their macroscopic level responses. The students who responded correctly to the test for the basic particle concept also had difficulty in understanding the concept of the properties of substances. When they understood the macroscopic concepts, the proportions of the students who understood the microscopic concepts were high. On the bases of the results, educational implications for effective teaching and learning of concepts related to the properties of substances and for improving the future national curricular are discussed.

• The Journal of Korean Philosophical History
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• no.25
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• pp.293-313
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• 2009

A general sequence of moral instruction in elementary school is advanced to understanding of contents, application of understanding, reflection of application. The understanding of contents as first stage of instruction is related with abstract moral concepts. A model of concept analysis as one of the moral instruction models could be applied to understand on abstract moral concept. We can find rationale of that model from the 'analysis of concept' that is proposed by John Wilson. His 'analysis of concept' is thinking technique based on informal logics of ordinal language. These technique is constituted of 'Isolating questions of concept', 'Right answers', 'Model cases', 'Contrary cases', 'Related cases', 'Borderline cases', 'Invented cases', 'Social context', 'Underlying anxiety', 'Practical results', 'Results in language'. And these techniques could be categorized some of stages like finding a concept for analysis, finding a cases for understanding, concerning on the contexts about using context, concerning on the verification of defined concept. But it has difficulties that directly applicate these stages and technique to elementary school students. For instruction in elementary school, teacher should be translated these terms about each stages and technique to terms suited for students. And it is good for students that these activity can inspire students' interests. In this thesis, I'm trying to translate original terms about concept analysis technique to terms that elementary school students can understand. And then, I'm intending to propose of moral instruction method about truth telling as a example.

• Journal of the Korean Institute of Landscape Architecture
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• v.50 no.2
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• pp.102-115
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• 2022

The purpose of this study is to present types of design concept based on the specificity of landscape design, and to derive a theoretical framework for the landscape design concepts by analyzing the design concepts appearing in urban park design competitions. Through literature review, five types of landscape design concepts were categorized into value and vision, analysis and interpretation, form and structure, program and element, and process and operation. Using this framework, the design concepts shown in 96 works submitted to 18 domestic and overseas urban park design competitions were analyzed. The results of the analysis are summarized as follows. First, due to the complexity of contemporary urban parks, design concepts are presented as mixtures of main concepts and secondary concepts in multiple layers. Second, it was identified that design concepts of 'form and structure' were used the most in urban park designs, followed by the 'program and element' concepts. The 'value and vision' and 'analysis and interpretive' concepts are introduced as third and fourth. Third, the reason that the 'form and structure' concept is widely used as main and secondary concepts is judged to be because the form of a space, which is the key result of the design, has an important influence on the identity of the design. Fourth, the reason that the 'program and element' concept type is widely introduced is that urban park design has a stronger planning aspect to produce programs during the design process, compared with other design fields where programs are usually given in advance. Lastly, it is difficult to see that the properties of the site solely affect the type of design concept, because a design concept is the result of a complex and creative process in which a designer subjectively interprets the objective characteristics of the site and project, and given design guidelines can affect the type of design concept.

• Journal of the Korean earth science society
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• v.44 no.1
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• pp.47-61
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• 2023

Rather than an abstract discourse, the purpose of this study is to outline the core concepts in the 2015 revised curriculum as a concrete teaching and learning method in the school context. We interviewed eight secondary science teachers and reported their perceptions and perspectives on core concepts using a backward design model based on the cyclical process of the platform, deliberation, and design for developing teaching and learning materials to understand core concepts. The participants perceived these core concepts differently, such as big ideas corresponding to the ultimate principle, minimum science concepts required for daily life, and primary and significant key concepts. In addition, this affects the association of teaching and learning. When core concepts are understood as transferable and expandable big ideas, there is a tendency to focus on the relationship between concepts and design project learning in a specific direction. However, if core concepts are identified as minimum science concepts at the level of science literacy, that can be recalled within the context of life, there is a tendency to emphasize on activities that make a meaningful difference to the lives of students with focus on case studies that are relevant to everyday life. Once core concepts are identified as key scientific content elements, such as basic or significant concepts, teachers recognize that it is essential to emphasize concept changes by correcting misconceptions, acquiring accurate scientific knowledge, and developing problem-solving items through paper-and-pencil evaluation. As the 2015 revised curriculum is finalized and the 2022 revised curriculum is scheduled for release, effective policy support is required to ensure that the curriculum is revised, which emphasizes the purpose of big ideas by naming core concepts as core ideas, to be stably implemented in schools.

• Journal of Korean Elementary Science Education
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• v.24 no.3
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• pp.259-267
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• 2005

This study was to investigate the elementary students' preconception on the brightness of electric bulb and degree of consistency on their preconceptions. Participants were 160 students of fifth graders in Seoul area. They had already teamed about the brightness of series circuit and parallel circuit of batteries. After they solved six problems in the same context, we provided them a pair of circuit which was an anomalous situation. And then they conducted CCLT (Cognitive Conflict Level Test). Elementary school students showed various preconceptions when they explained the light of bulb of two Simple electric Circuits. Many Students Consistently Showed the Scientific misconceptions like 'the light of bulb of two simple electric circuits was that the more batteries and the fewer bulbs were brighter.' The level of consistency that students presented scientific misconceptions was grouped all of four, such as 'high, middle, low, and nothing.' Therefore the higher scientific achievement they have, the higher consistency they have. As the students had high consistency level, they revealed high cognitive conflict level significantly. This high consistency will help them to change their preconception on the brightness of electric bulb and their cognitive conflict.

• Journal of Korean Philosophical Society
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• v.148
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• pp.213-238
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• 2018

The purpose of this paper is to study logical status and meaning of '$l{\grave{e}}i$[類]' in integrated concept system of 'míng[名]'. The subordinate relationships and integrated systems between genus and species are made up 'míng[名]' in pre-Chin's logical arguments. And '$l{\grave{e}}i$[類]' is a concept that designate what kind of category in all names of sorts and kinds in early China. The logical argumentations of early Chinese philosophers reflect subordinate relationship and integrated system of 'míng[名]'. And then early Chinese philosophers use the 'míng[名]' in other to denote a general concept that totally indicate meanings of genus and species like as Confucius' '$zh{\grave{e}}ng$ míng[正名]'. However early Chinese philosophers make philosophical issues of correspondence between míng[名] and shí[實], not subordinate relationships between genus and species. And then they use the 'míng[名]' in other to denotes not a general concept but a kind of category. Therefore the concept of 'míng[名]' used as a meaning of general concept and sorted out integrated concept system of 'míng[名]' as two categories of míng[名] and shí[實] at the same time in logical argumentations of early Chinese philosophers. The '$l{\grave{e}}i$[類]' of pre-Chin difference from genus of Aristotle spontaneously and conceptually. It is not a concept that in other to compose subordinate relationships and integrated systems. It is not a kind of genus. It divide a kind of denotation that means some kind of aggregations into existence and nonexistence. And it divide a kind of connotation that means some kind of attributes into same and difference. When early Chinese philosophers make distinction and demonstration the correspondence between míng[名] and shí[實], so to speak distinction mean to divide and classify into correspondence or non-correspondence, and demonstration mean to argue about the division and classification. Therefore the concept of '$l{\grave{e}}i$[類]' is a criteria that is to divide and classify the correspondence between míng[名] and shí[實] in integrated concept system of 'míng[名]'.

• Journal of the Korean earth science society
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• v.28 no.7
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• pp.762-774
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• 2007

The purpose of this study was to investigate misconceptions about plate tectonics which spread widely among freshmen at high school with drawing. For this, we chose 6 conceptions about plate tectonics by analysis of 7th curriculum and of 11 kinds of science textbooks. Questionnaire of drawing about plate tectonics were developed depending on them. Data was collected from 134 students who was freshmen at high school in Daegu. The result of this study was as follows. First, In structure of plate, 'upper mantle type' and 'crust type' misconceptions were more than half of the respondents. Second, In distribution of plate, 'cracked earthquake zone type' and 'earthquake frequency type' misconceptions were more than half of the respondents. Third, In formation of ocean ridge at oceanic crust- oceanic crust divergent plate boundary, 'divergence type' and 'collision type' misconceptions were more than half of the respondents. Fourth, In formation of mountain ridge at continental crust- continental crust convergent plate boundary, 'collision type' misconceptions were more than half of the respondents. Fifih, In formation of mountain ridge at oceanic crust- continental crust convergent plate boundary, 'subduction type' and 'fault type' misconceptions were more than half of the respondents. Sixth, In transform-fault at oceanic crust- oceanic crust transform-fault boundary, 'direction type' and 'section type' misconceptions were almost half of the respondents. In this study, students' drawings about plate tectonics showed similar misconceptions. This imply that drawing conceptions can be used by the strong evidence of misconceptions which spread widely among students. Furthermore, this study has a significance that this conclusion is useful to teachers as basic teaching-teaming materials of plate tectonics.

• Journal of The Korean Association For Science Education
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• v.19 no.1
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• pp.91-99
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• 1999

The researches related to students' preconceptions and conceptual change model have been reported that students' learning motivation is one of the key variable for the conceptual change. The effects of students learning motivations on conceptual changes were evaluated. Subjects of this study were 8th grade students. and they were divided into 2 groups. One group was taught by traditional teaching method, and the other group by concept change teaching model. After the intervention, learning motivations of the students were testified. The students of high motivation who were taught by concept change teaching model showed higher scores in the concept of chemical change than the students by traditional teaching method. But there was no difference in both groups of students who have low learning motivations. The learning motivations before the intervention. the motivations stimulated by classes. and the degree of concept understanding showed high correlation. The motivations stimulated by classes explain 23.3 % of the degree of concept understanding. The results seems to mean that students learning motivations contribute to the understanding of concepts. Especially confidence of learning as a subcategory of the learning motivation contributes significantly to the understanding of new concepts. In contrast, the traditional teaching methods and the teaching methods of concept change learning theory were not effective for the stimulation of students learning motivations.

• Journal of The Korean Association For Science Education
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• v.26 no.6
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• pp.753-764
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• 2006

The concept of blood circulation is so complex, dynamic and abstract that students have difficulty in understanding it and students' preconceptions hardly change into scientific concepts even after the lessons. The purpose of this study is to examine middle school, high school, and undergraduate students' understanding of blood circulation and to find the reason why the lack of deep understanding is displayed in students' explanations for the blood circulation. The study consists of three parts. First, the test was designed to investigate students' ideas for blood circulation as components of the structure, the function, the behavior and the mechanism. Second, the test was applied to 7th, 10th and 13th graders to investigate the students' understanding of blood circulation and categorize the types of students' blood circulation model according to their academic level. Finally, the concepts the students had little understanding of were analyzed to decide which ontological category they fell into and further to inquire the characteristics of each concept. The results showed that many students comprehend the structure and the function of blood circulation components well, and there was no significant difference in students' understanding according to the academic level. In contrast, understanding the behavior and the mechanism of circulatory components has remarkably improved in high school students and undergraduates majoring in science and engineering. Also, students' blood circulation models were classified into seven different types. High school students and undergraduates majoring in science and engineering demonstrated a significantly higher percentage on the type of double-loop-branch compared to other academic levels. In addition, it was found that the lack of deep understanding was caused by students' misconceiving the 'equilibrium' category as 'event' category.

• Communications of Mathematical Education
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• v.19 no.1 s.21
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• pp.291-302
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• 2005

학생들이 분수 개념을 이해하기 위하여 분수 개념에 대한 표상과 현행 교과서에 기술되고 있는 분수 개념에 대한 실제를 살펴보았다. 그리고 5학년 남학생 3명과 여학생 3명을 대상으로 동치분수의 개념과 모델링이 동치분수를 이해하는데 어떤 역할을 하는지를 살펴보고자 하는 것이 본 연구의 목적이다.