• Journal of The Korean Association For Science Education
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• v.30 no.8
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• pp.1110-1122
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• 2010

The purpose of this study was to identify elementary school students' alternative conceptual types of the movement of the moon and to find out how these types change when confronted with cognitive conflict situations. To find out alternative conceptual types, 206 sixth graders were sampled, and to investigate how the alternative conceptual types were changed by cognitive conflict situations, and 30 students were systematically resampled by alternative conceptual types. Data were collected through the pre- and post-test instruments, including five items that were used for testing the students' alternative conceptual types and changes after conflict situations. After the pre-test, students were instructed to determine the change of the alternative preconceptions using conflict situations. We found that a majority of students had various kinds of alternative preconceptions formed from their early years of elementary school. The cognitive conflict situations were effective for the conceptual change of the movement of the moon. Specifically, in all groups, the subjects' understanding of "the movement of the early evening crescent moon" changed scientifically.

• School Mathematics
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• v.5 no.1
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• pp.115-133
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• 2003

Investigation of the students' mathematical misconceptions is very important for improvement in the school mathematics teach]ng and basis of curriculum. In this study, we categorize second-grade middle school students' misconceptions on the learning of linear function and make a comparative study of the error-remedial effect of students' collaborative learning vs explanatory leaching. We also investigate how to change and advance students' self-diagnosis and treatment of the milton ceptions through the collaborative learning about linear function. The result of the study shows that there are three main kinds of students' misconceptions in algebraic setting like this: (1) linear function misconception in relation with number concept, (2) misconception of the variables, (3) tenacity of specific perspective. Types of misconception in graphical setting are classified into misconception of graph Interpretation and prediction and that of variables as the objects of function. Two different remedies have a distinctive effect on treatment of the students' misconception under the each category. We also find that a misconception can develop into a correct conception as a result of interaction with other students.

• Communications of Mathematical Education
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• v.15
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• pp.175-180
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• 2003

본 연구에서는 중학교 과정에서 기본이 되는 개념이라 할 수 있는 음수 개념의 이해실태를 중학교 1학년 학생들을 대상으로 분석하고, 예비수학교사들이 음수 개념에 대해 어느 정도의 '교수학적 내용지식'을 갖고있는지 파악하여 분석하고자 하였다. 또 학생들이 겪는 음수개념 학습에서의 어려움을 해결하기 위한 방안을 제시하여 음수 개념 지도에 도움을 주고자 한다.

• Journal of KIISE:Software and Applications
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• v.26 no.6
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• pp.822-832
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• 1999

개념 그래프는 개념구조(conceptual structures)를 그래프로 표현한 논리 시스템으로 자연어 처리에 적합한 여러 특성을 지니고 있다. 그러나, 개념주조의 그래프 표현은 개념 그래프에 대한 연산의 복잡도를 증가시키고 의미 표현의 일관성(consistency)과 유일성(uniqueness)을 잃게 한다. 본 논문에서는 개념 그래프의 이러한 문제점에 대해 자세히 살펴보고이를 해결한 개념 트리의 표현 방법을 보인다. 표현의 유일성을 위해, 개념 트리는 중심어 선행 표현(perorder expression)에 의해 제약된다 또한 , 표현의 일관성을 위해 집합 참조대상 (set referents)을 확장하고 이를 다루기 위한 set join연산을 재정의한다. 우리는 개념 트리가 자연어 문장에 대한 표현력을 유지하면서 효율적임을 보인다.

• Journal of the Korean Society of Systems Engineering
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• v.6 no.1
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• pp.53-59
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• 2010

본 논문은 전세계적으로 신교통시스템으로 연구되고 있는 튜브운송시스템에 대한 개념과 화물용 튜브운송시스템의 운영개념서 및 운영요구사항의 개발에 관한 것이다. 철도시스템의 개발 초기에 시스템의 정확한 운영개념을 확립하고 이를 기반으로 시스템에 대한 사용자의 명확한 사용자 요구사항 및 운영요구사항을 도출하는 과정은 매우 중요하며, 시스템의 개발 초기 단계 측 개념설계 단계에서 반드시 수행되어야 한다. 본 논문을 통해서 문헌적인 운영개념서의 형식에 대한 조사, 특징, 그리고 현실적인 운영상황을 고려한 화물용 튜브운송시스템의 운영개념서를 제안하였다. 운영개념서를 통해서 사용목적, 운영시나리오, 비상상황 등의 정보가 식별하였으며 이를 바탕으로 시스템의 운영요구사항서를 개발하였다. 개발된 운영개념서 및 운영요구사항서는 확인된 사용자 요구사항 및 시스템 요구사항으로 구체화 되며, 시스템 아키텍처의 참고문서로서 활용될 수 있다.

• The KIPS Transactions:PartB
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• v.8B no.4
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• pp.373-380
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• 2001

본 논문은 한국어 보조동사의 의미를 Sowa에 의해 제안되고 국제표준이 되고있는 개념그래프를 이용하여 형식적으로 기술하는 방법을 제안한다. 이를 위해 영어의 양상과 상에 관한 개념그래프를 알아보고 한국어 보조동사를 통사/의미론적으로 고찰한다. 한국어 보조동사의 개념그래프적 기술을 위해, 각종 논문과 국어사전에서 한국어 보조동사 40개의 여러 예문들을 수집하여 완료, 진행, 봉사, 시도, 강세, 원망, 지속, 추정의 8가지 의미로 분류하고 이들을 개념그래프로 기술한다. 실험에서는 이들 8가지 의미들을 인공지능언어의 일종인 LIPS과 유사한 KIF로 작성하고 C++를 이용하여 한국어 보조동사가 포함된 문장을 입력받아 개념그래프로 변환하는 프로그램을 구현한다. 문장 내의 모든 범주들의 개념과 개념 관계가 자연어의 모든 의미관계를 표시할 수 있는 개념그래프는 한국어 보조동사의 다양한 의미를 기술하는데 적합함을 알 수 있었다.

• Journal of Korea Entertainment Industry Association
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• v.14 no.4
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• pp.349-354
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• 2020

This paper, firstly, propose a new Clustering scheme Based on Conceptual graphs (CBC) that can describe objects freely and can perform clustering efficiently. The conceptual clustering is one of machine learning technique. The similarity among the objects in conceptual clustering are decided on the bases of concept membership, unlike the general clustering scheme which decide the similarity without considering the context or environment of the objects. A new conceptual clustering scheme, CBC, which can perform efficient conceptual clustering by describing various objects freely with conceptual graphs is introduced in this paper.

• 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.

• Journal for History of Mathematics
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• v.20 no.3
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• pp.105-126
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• 2007

The present paper considers how to teach mathematical concepts. In particular, we aim to a balanced, unified achievement for three elements of concept loaming such as concept understanding, computation and application through one's mathematical intuition. In order to do this, we classify concepts into three patterns, that is, intuitive concepts, logical concepts and formal concepts. Such classification is based on three kinds of philosophy of mathematics : intuitionism, logicism, fomalism. We provide a concrete, practical investigation with important nine concepts in theory of vectors from the viewpoint of three patterns of concepts. As a consequence, we suggest certain solutions for an effective concept learning in teaching theory of vectors.

• Journal for History of Mathematics
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• v.20 no.4
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• pp.153-174
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• 2007

The concept of Function is not just a single concept but an integrated concept that includes various mathematic topics such as arithmetics, geometry and so on. Therefore, the concept of function is the basic principal underlying mathematics. Moreover, we should think of function as conceptual expedient for understanding the phenomena in the variously changing real world. Therefore in this article, I would like to consider the concept of an integrated function through historical investigation. Especially, from the middle ages to the 19th century, representation which related to the function has been evolved, and therefore, I will consider function as an integrated concept through changing the concept of function.