• Journal of Educational Research in Mathematics
• /
• v.16 no.2
• /
• pp.157-177
• /
• 2006

The concepts of ratio and proportion do not develop in isolation. Rather, they are part of the individual's multiplicative conceptual field, which includes other concepts such as multiplication, division, and rational numbers. The current study attempted to clarify the beginning of this development process. One fourth student, Kyungsu, was encourage to schematize his trial-and-error-based method, which was effective in solving so-called missing-value tasks. This study describes several advancements Kyungsu made during the teaching experiment and analyzes the challenges Kyungsu faced in attempting to schematize his method. Finally, the mathematical knowledge Kyungsu needed to further develop his ratio and proportion concepts is identified. The findings provide additional support for the view that the development of ratio and proportion concepts is embedded within the development of the multiplicative conceptual field.

• Proceedings of the Korea Inteligent Information System Society Conference
• /
• 2000.04a
• /
• pp.261-270
• /
• 2000

개념 계층(Concept Hierarchy)은 데이터베이스 분야에서 사용되는 대표적인 배경 지식(Background Knowledge)으로써, 데이터베이스에 내재되어 있는 구조적인 정보, 데이터의 분포, 영역전문가(Domain Expert)에 의해 주어지는 외부 지식 등이 반영되어 있다. 개념 계층의 특성상 부모(parent)-자식(child) 관계가 있는 두 노드가 있을 때, 한 노드의 값으로부터 다른 노드의 값을 추정할 수 있다. 이 추정된 값을 기대치라고 하고, 한 노드의 값으로부터 추정된 기대치와 실제치가 상당히 상이한 값을 보이는 노드가 있을 때, 이를 흥미롭다(interesting)라고 할 수 있다. 그러나 아직까지 개념계층상에서의 흥미로운 부분 탐색에 대한 연구가 없었으며, 흥미로움(interestingness)의 척도(measurement)에 대한 연구로서는 신뢰도(confidence), 리프트(lift), 컨빅션(conviction)등이 있다. 그러나 이런 흥미도의 척도에 관한 연구도 연관규칙에 한정되어 이루어졌으므로 개념계층상의 데이터에 적용하기 위해서는 약간의 수정 및 새로운 정의가 필요하다. 본 논문에서는 데이터의 특성에 따른 개념계층이 존재할 때, 이를 이용하여 기대치와 실제치가 상이한 흥미로운 부분을 발견하고자 하며, 이를 위하여 개념계층이 존재할 때, 이를 이용하여 기대치와 실제치가 상이한 흥미로운 부분을 발견하고자 하며, 이를 위하여 개념계층상에서의 흥미도의 척도를 제안하고 흥미로운 부분을 탐색하는 방법을 기술하고자 한다. 또한 데이터마이닝의 결과인 연관규칙을 개념계층에 적용하여 연관규칙을 통해 얻어질 수 있는 기대치를, 지지도(support), 신뢰도(confidence), 리프트(lift), 컨빅션(conviction)등의 관계를 통해 다양한 방법으로 모색해본다. 이 연구에서 제안하는 이러한 개념계층상의 흥미로운 부분의 탐색은, 전자 상거래에서의 CRM(Customer Relationship Management)나 틈새시장(niche market) 마케팅 등에 적용가능하리라 여겨진다.

• Journal of The Korean Association For Science Education
• /
• v.21 no.4
• /
• pp.745-756
• /
• 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 Society for information Management
• /
• v.22 no.1 s.55
• /
• pp.125-144
• /
• 2005

This study uncovered ambiguity and inconsistency of the semantic relationships of the existing thesaurus by analyzing the concept relationships of AGROVOC and proposed the concept relationships of ontology in partially overcoming these limitations. By the results of analyzing the concept relationships, the study proposed conceptual model as most important part of conecept relationships of ontology and semantically developed concept relationship types. These relationships partially can perform inferences and must be useful for information knowledge system based on more exact semantic relationships. Also the study found out new relationship types and they will be useful for extension of the concept relationships of existing thesaurus. And these relationship types showed that they were useful for the existing thesaurus as Legal Thesaurus.

• Journal of Elementary Mathematics Education in Korea
• /
• v.20 no.2
• /
• pp.283-309
• /
• 2016

The purpose of this study is to investigate gifted students in elementary mathematics how they understand of situations involving multiplication and concepts of multiplication. For this purpose, first, this study analyzed the teacher's guidebooks about introducing the concept of multiplication in elementary school. Second, we analyzed multiplication problems that gifted students posed. Third, we interviewed gifted students to research how they understand the concepts of multiplication. The result of this study can be summarized as follows: First, the concept of multiplication was introduced by repeated addition and times idea in elementary school. Since the 2007 revised curriculum, it was introduced based on times idea. Second, gifted students mainly posed situations of repeated addition. Also many gifted students understand the multiplication as only repeated addition and have poor understanding about times idea and pairs set.

• Journal of The Korean Association For Science Education
• /
• v.9 no.2
• /
• pp.89-97
• /
• 1989

어떤 현상에 대한 학생들의 수업전 개념구조가 과학자들의 그것과 다를때 이 수업전개념을 간단한 정성적인 퀴즈를 통하여 학생 스스로 인식하게 하고 실험 또는 관찰을 통하여 학생 자신의 수업전개념 보다는 과학자들의 개념이 실험결과를 더 잘 설명할 수 있다는 것을 깨닫게 함으로써 학생들의 수업전 개념구조를 변화시키려는 교수모델을 고안하여 그 효과를 검토하였다. 고등학교 1학년 남학생 115 명(실험집단 58명, 비교집단 57명)과 고등학교 2학년 여학생 120명(실험집단 59명, 비교집단 61명)을 대상으로 뉴우턴 제2법칙에 대한 학습에 적용하고 2주후에 뉴우턴 제2법칙에 관한 시험(13문항)을 실시하였다. 그 결과, 퀴즈에 사용한 것과 유사한 상황을 다룬 문제에서는 실험집단의 성적이 비교집단의 성적보다 유의하게 높았다. 그러나, 같은 개념을 다루나 새로운 상황의 문제에서는 그 효과가 유의한 차이를 나타내지 않았다. 한가지 개념이 여러가지 새로운 상황속에 나타날때 학생들에게 이미 친숙한 상황과 새로운 상황사이의 유사점을 강조하며 위의 교수법을 계속하여 사용한다면 학생들의 뿌리깊이 밝힌 수업전 개념구조를 변화시킬 수 있으리라 사료된다. 위의 교수법은 학생들이 자신의 수업전 개념구조를 명확히 인식하고 그 불합리함을 깨달아야 하므로 자신의 수업전 개념구조에 근거하여 어떤 결과를 예측할 수 있는 예측논리(Expectation or biconditional Reasoning)가 형성된 이후의 학생들에게만 효과가 있으리라 가정하였으나 교수방법과 예측논리 사이에 유의한 상호작용효과(interaction offect)는 나타나지 않았다. 다만 여학생의 경우에서만 학생들에게 새로운 상황의 문제에서도 예측논리를 이미 형성한 실험집단의 평균이 이에 상응하는 비교집단의 평균보다 높았다. 이것은 남학생과 여학생을 지도한 교사의 교수경력과 학생들의 수업전 개념구조에 대한 교사의 인식정도에 큰 차이가 있었음을 고려할 때, 위의 수업방법을 사용하는 데 있어 교사가 학생들의 수업전 개념구조가 학생들의 개념획득에 얼마나 커다란 영향을 끼치는가에 대해 인식하는 것이 중요한 요인임을 시사한다.

• Journal of the Korean earth science society
• /
• v.22 no.4
• /
• pp.268-277
• /
• 2001

This study was to investigate the preconception and phases of children's conceptual change about season through an instruction on the concept. Participants in the study were seventy-eight fifth graders in two classrooms of an elementary school located in Incheon city. Children's preconception was examined using a questionnaire, consisted of a drawing and literal explanation. The questionnaire also was used at the midterm-test, post-test, and one-week delayed-test. The results shows several findings as follows: some children (a) change their synthetic conceptions to form another synthetic conceptions through the instruction; (b) exhibit that their conceptions are unstable; and (c) are mainly influenced by distance and heating effect on the seasonal spatial distribution between the Earth and the Sun, and by the Earth's rotation on the seasonal change of constellations in acquiring the scientific concepts.

• Journal of The Korean Association For Science Education
• /
• v.42 no.4
• /
• pp.477-486
• /
• 2022

This study explored a possibility of science concept learning in scientific practice-based science instruction through the review of literature about situated learning theories and practice-based science education. It was revealed that the situated learning theories were closely related to the recent trend in science education which emphasizes students' active engagement in scientific practices. From the perspective of situated learning, concept learning occurs in the process in which learners make use of concepts as resources and further develop the concepts through the emergence of conceptual agency during their participation in practices. The study also found that the situated learning perspectives could apply to science concept learning in scientific practice-based instruction: Science concepts are used as resources in practice-based science learning, students can better engage in scientific practices as they take advantage of science concepts as resources, and the emergence of conceptual agency can facilitate science concept learning during the participation in scientific practices. Implications for school science education were suggested.

• Journal of The Korean Association For Science Education
• /
• v.19 no.2
• /
• pp.305-314
• /
• 1999

The effects of three teaching models were compared in this research. One of those is concept change model, another is concept change model based on students learning motivations, the other is traditional teaching method based on science textbooks. The subjects of this research were the 8th grade students of Korean middle school. They were divided into three groups, and tested learning motivations. All of the three groups improved their learning motivations and concept understanding by the classes. Especially, the group of concept change model based on students learning motivations represented most effective improvement of learning motivations. The concept change teaching model and concept change teaching model based on students learning motivations are more effective in concept understanding than traditional teaching method based on textbooks. The students who have high learning motivations improved their concept understanding by the classes of concept change model based on students learning motivations. The students who have low learning motivations improved their learning motivations by the classes of concept change model based on students learning motivations also.

• Journal of Korean Elementary Science Education
• /
• v.19 no.2
• /
• pp.1-13
• /
• 2000

The purposes of this study were to survey the elementary students' conceptions of electric circuits and of electric currents, and to explore the relationships between them. The questionaire were developed into matched forms which corresponds to each conceptions of electric circuits and electric currents. The elementary students were selected from 4th and 5th grade in a elementary school in a large local city, which of the total numbers of students were 163. The student who have well-developed conception in electric circuits are superior in conceptions of electric currents to other student who have not in each items of questionnaire required to draw a simple basic electric circuits for lightening the bulb, to select the basic elements of circuits, to identify the arrangement of batteries and bulbs. So we concluded that the scientific conceptions of electric circuits could contribute to the scientific conceptions of electric currents, as expected in elementary science textbooks.