• Journal of The Korean Association For Science Education
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• v.36 no.3
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• pp.423-434
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• 2016

The purpose of this study is to investigate preservice earth science teachers' mental models through applications of Coriolis force experiment apparatus. After the root of preconception was examined by face to face interviews based on the questionnaire, five preservice earth science teachers were finally selected for this study. The mental models about concept of Coriolis force was classified into naive mental model, static unstable mental model, dynamic unstable mental model, and scientific mental model through the result of individual interviews and their drawings. According to the mental model analysis about Coriolis' force conception, students C and M showed naive mental model about concept of Coriolis force before experiment. After the experiment, student M's model changed to static unstable mental model. Student C's model improved to dynamic unstable mental model. In adiition, students D and O's model improved from static unstable mental model to dynamic unstable mental model. In the case of student B, the dynamic unstable mental model was maintained after the experiment, however, student B's preconception changed to scientific concept. It turned out that a change occurred from low mental model level to integrated mental model after the application of the developed Coriolis' force experiment apparatus. According to the results, national curriculum is similar to static unstable mental model and the result of developed Coriolis' force experiment apparatus is similar to dynamic unstable mental model. It is suggested that it become the theoretical foundation to develop more comfortable and advanced Coriolis force experiment apparatus by improving the experiment apparatus.

• Journal of The Korean Association For Science Education
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• v.18 no.3
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• pp.347-355
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• 1998

This paper reports on a way of using cognitive conflict in order to bring about conceptual changes. Cognitive conflict occurs when there is a discrepancy in students mind between everyday events and the scientific concepts which are used to explain these events. In order to overcome this conflict auxiliary scientific hypotheses can be introduced, which makes the resolution easier. In this paper, we suggest a new model of conceptual change and a model of instruction named 'structured contrastive activity' which consists of three stages: contrastive discussion by introducing the auxiliary hypotheses for clarifying the cognitive conflicts of students, observing the phenomena in idealised contexts in order to increase the status of the scientific concepts, laboratory experiments which bridge the two contexts.

• Proceedings of the Korean Institute Of Construction Engineering and Management
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• 2004.11a
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• pp.109-116
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• 2004

The DfS(Design for Safety) concept is expected to be widely used to promote pro-active construction safety management. It will open up tremendous opportunities for tile owner, designer, and constructor to prevent accidents in construction projects. Construction safety management using the DfS concept is regarded as the most difficult job for the owner, designer and contractor to undertake, because an information model using the DfS concept is not utilized as a tool to support pro-active construction safety management. Therefore, there has been a growing need toward an information model during the design process ai recent practice of construction safety management have emphasized the significance of the pre-construction phase of projects. The objective of this study is to develop the construction safety information model being composed of conceptual, logical, and computerized information models as the tool that helps owner, designer and contractor find out and communicate as well as understand the hazardous nature of the construction projects during the design process.

• Journal for History of Mathematics
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• v.17 no.3
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• pp.73-92
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• 2004

The paper surveys various attempts to use the concept of 'fundamental ideas' -Bruner's concept- as a tool for organizing mathematics teaching and research in mathematics education. One of the characteristics of fundamental ideas in mathematics is their correspondence to the history of mathematics; therefore in forming out contents and methods in mathematics education, the history of mathematics may be serve as an interesting aspect. It is demonstrated by the example of mean values.

• Proceedings of the Korea Water Resources Association Conference
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• 2012.05a
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• pp.195-195
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• 2012

인공신경망 모형은 복잡하고 비선형의 입력과 출력 관계를 잘 반영할 수 있어서 유출 모델링에 널리 적용되어 왔다. 그러나 인공신경망 모형은 강우나 유역특성의 공간적 분포를 반영하는 것이 어려우며 물리적 개념이 결여되어 있는 단점이 있다. 본 연구에서는 유역특성과 물리적 개념을 반영할 수 있는 물리기반 모형과 인공신경망 모형의 장점들을 조합하여 물리기반 모형의 일 유출량 해석 능력을 향상하기 위하여 SWAT 모형과 인공신경망(ANN)을 연계하였다. SWAT-ANN 연계모형은 두 단계로 구성되어 진다. 첫 번째 단계에서는 관측 자료를 이용하여 SWAT 모형을 보정한다. 두 번째 단계에서는 첫 번째 단계에서 계산한 소유역별 SWAT 모형의 유출결과를 ANN의 입력자료로 이용하여 SWAT-ANN 연계모형을 구축한다. SCE-UA 최적화 방법을 적용하여 SWAT 모형의 매개변수들을 보정하였고, ANN 학습은 3층의 feed-forward 역전파 알고리즘에 기초한 Bayesian Regularization 방법을 적용하였다. ANN 은닉층의 뉴런 및 전달함수는 시행착오를 통하여 적절한 ANN 구조를 설정하여 SWAT-ANN 연계모형의 일유출량을 모의하였다. 여러 가지 통계적 오차기준을 이용하여 보청천 유역에서 SWAT-ANN 연계모형의 결과와 SWAT 단독 모형의 결과를 비교하였다. SWAT-ANN 연계모형이 SWAT 단독 모형보다 더 우수한 결과를 나타내어 일 유출량 해석을 위한 SWAT-ANN 연계모형의 유용성을 확인할 수 있었다.

• Journal of the Korean earth science society
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• v.29 no.2
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• pp.140-150
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• 2008

In this study, a new teaching model was developed using concept maps and applied to the Earth Science I unit on diastrophism. We analyzed the effects of this model on students' scholastic achievement, ability to construct concept maps, and attitudes towards concept map lessons, in comparison to traditional teaching methods. The data was sampled from 128 second-year male high school students in Gyunggido, Korea. Although the results are not statistically significant, the new teaching model seems to have contributed to an increase in scholastic achievement as opposed to the traditional teaching models. We also found that the students to whom the new teaching model was applied showed both significant and positive effects in terms of scholastic achievement, the ability to construct a concept map, and changes in attitudes towards concept map lessons.

• Journal of Korean Elementary Science Education
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• v.18 no.2
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• pp.65-77
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• 1999

The purpose of this study was to find out the effectiveness of metacognitive instruction model on the changes of science concepts, when it was applied to 6th grade students. To do this, students were tested with the achievement of molecules and molecular motion concepts and metacognitive self-regulation test as a pretest Based upon metacognitive instruction model and student's conception, instruction program were developed. This metacognitive strategy Program was applied to the experimental group and expository teaching was applied to the comparison group (followed the order and method in authorized science textbook and teachers handbook). When planned lessons were finished, students were given a post-test to find conceptual change. After six months students were given a test again to find retention effect. There was a significant difference in conceptual change and retention between comparison group and experimental group by treatment at p< .05 level, The difference between comparison group and experimental group was especially significant, when the situation of test item wasn't similar to that of the textbook Metacognitive instruction model was more effective to high group than low group in metacognitive self-regulation level on conceptual change and retention. So the metacognitive strategy Played an important role in conceptual change and retention. And we can recognize that the students who take part in the metacognitive lesson can apply the corrected concept to the other concrete situation because they can understand new concept accurately by metacognitive strategies. And we can guess that high group in metacognitive self-regulation level can team metacognitive strategy easily but relatively low group student have some trouble in learning new strategy.

• Journal of the Korean Society for information Management
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• v.22 no.1 s.55
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• pp.125-144
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• 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 The Korean Association For Science Education
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• v.28 no.4
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• pp.302-315
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• 2008

Circular motion has been one of the most difficult concepts for students to understand. To facilitate for students to form scientific mental models about circular motion, this study developed 4M learning cycle teaching model based on the integrated mental model theory and strategies. For this study, fifty-three eleventh graders at a technical high school in Inchon were taught for 3 class hours. We conducted tests of basic physics concept and mental model of circular motion before, after, and two months after instruction. In results, we found that there were statistically significant improvement in the test of basic physics concept and mental model related with circular motion after instruction. Especially, this teaching model affected learning effectiveness of Correctness and Coherence of mental model.

• Journal of Environmental Policy
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• v.6 no.4
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• pp.29-54
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• 2007

Compared to corporate social responsibility(CSR) as business practices, government CSR policy have not been given much attention by researchers. This paper suggests drivers of government CSR policies and a conceptual model through examining concepts and social needs of CSR. The conceptual model encompasses three government roles: CSR vision setting, promoting and partnering. CSR can be useful to facilitate international transfer of clean technology, globalization of resource development companies, support for energy consumption of low-income classes. This paper concludes with summary and directions for future research focusing on areas of environmental and energy policies.