• Journal of The Korean Association For Science Education
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• v.20 no.1
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• pp.77-87
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• 2000

The purpose of the study is to understand the change process of middle school students' physics conceptions by the presented types of conflict situations. 274 middle school students were selected from one school in Pusan, however 257 students were participated in all the procedure of the study. After we classified students' physics conceptions into scientific and unscientific conceptions, presented three types of conflict situations. In this study three different cognitive conflict strategies were adopted; the first one is logical arguments(LCS: logical conflict situation), the second is actual demonstration(DCS: demonstrational conflict situation), and the third is two strategies together(DLCS). In this study, first, we investigated the change process of students' physics conceptions by three types of conflict situations. Second, we compared the effect of three conflict situations presentation, which includes positive effect by conceptual change from misconception to scientific conception and negative effect by conceptual change from scientific conception to misconception. Third, we studied characteristics of conceptual change by characteristics of conflict situations. In result, DLCS group and DCS group were more positive effect than LCS group in mechanics, DLCS group and LCS group were more positive effect than DCS group in electricity. It seems that mechanics are closely related to physical experiences, while electricity are more abstract.

• 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 Association For Science Education
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• v.27 no.7
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• pp.592-608
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• 2007

This study explored the types of conceptual change of 'force' within middle school students' conceptual ecologies. This qualitative study was implemented with the use of classroom observations and two interviews with the participants. 11 middle school students (7 females and 4 males) joined in this study. The interviews with the participants were conducted individually before and after the 'force' unit. The collected data were all transcribed and analyzed interpretively. The results of this study consisted of two parts. First, the participants' conceptual ecologies of 'force' were categorized into 4: epistemological commitments (fixed or interactional explanatory consistency), analogy (attribute, working), metaphysical beliefs (people-oriented ontology, animism, causationism, mixed), and past experiences. Second, two representative cases including 'stable' and 'transitional' states were explained based on the interactions within their own conceptual ecologies. We can see students' conceptions with the integrated perspective in the sense that this results tried to get contextual and interactional understandings of the status of the conception and the possibilities of conceptual change. In addition, it implied that conceptual change research should have the perspective of conceptual ecology evolution in the future.

• Korean Journal of Childcare and Education
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• v.5 no.1
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• pp.59-79
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• 2009

The purpose of this study to analysis the response pattern of the constructive instruction model that reflect constructivism learning theory for change on 6 science concepts. Specially, this study analyzes the constructive instruction model's effect among 3, 4, 5 years old and explain to the 6 scientific concepts that change from false response to correct response. The subjects are 34 public institution children who located in the Jinju city and was need to explain the scientific concepts. For the response pattern analysis of the this study is using scientific conceptual task on the function of ear and blood, the reason of thunder, typhoon, evaporation and ship's flotage. Conclusions that appear through result of constructivism activities effect on change of six scientific concepts and the constructive instruction's effect is more 5 year old than 3, 4 years old age.

• Proceedings of the Korea Information Processing Society Conference
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• 2017.04a
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• pp.861-864
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• 2017

본 논문은 Exponential histogram을 사용하여 데이터스트림에서 개념 변화를 검출 하는 기법을 제안한다. 스트림 데이터와 같이 빠르게 증가하는 데이터에 대한 개념 변화를 찾는 것은 중요 문제이다. 기존에 사용하던 슬라이딩 윈도우 기반의 방법들은 과거의 데이터를 버렸지만, 제안하는 방법은 과거의 데이터를 효율적으로 저장하며, 윈도우의 크기를 변경 할 수 있는 방법을 제안한다. 실험을 통해 제안하는 방법에 대한 효율성과 정확성을 보인다.

• Proceedings of the Korea Information Processing Society Conference
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• 2017.04a
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• pp.865-867
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• 2017

본 논문에서는 데이터스트림 환경에서 개념 변화를 탐지하기 위해 합성곱 신경망(CNN)을 사용하는 방법을 제시한다. 데이터스트림 환경에서 입력될 수 있는 데이터를 패턴화하여 신경망 모델에 학습시키고, 패턴화한 데이터를 학습시킨 신경망 모델을 이용하여 스트림 환경에서 개념 변화를 검출 가능함을 보인다.

• Proceedings of the KSEEG Conference
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• 2001.05a
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• pp.80-86
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• 2001

해상에서의 환경변화는 육지보다 훨씬 변화무쌍하여 그 위험도가 복잡·다양하다. 그런데 우리나라에서의 해상안전 관리체계는 사후처리 개념으로 진행되고 있어 재산과 인명피해가 큰 것이 특징인 해상사고가 발생하게 되면 아무리 빨리 대응한다고 해도 그 피해를 최소화하는데 한계가 있다. 이러한 한계극복을 위해서는 사전예방 개념의 해상안전 관리체계 확립이 필요하다. 본 연구에서는 해상에서의 안전관리를 위기개념으로 접근하여 해상에서의 환경변화에 따른 위험도를 주기적으로 분석하고 대응함으로써 해상에서의 국민의 인명과 재산보호에 최대 효과를 도출할 수 있는 해상 위기관리 시스템에 구현을 위한 기초 조사내용을 기술하였다.

• Korean journal of communication and information
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• v.28
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• pp.77-110
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• 2005

This study's purpose is a search for the conceptual variety of media education. For this purpose, media education's surrounding is used to search by two of view. First view is about the condition of media education that includes an advent of new media, consumer's attitude change to user and variety of educational change. And then the variable paradigm of media education are viewed how it is connected with the theories of media with time. Change of surrounding and theoretical variety tell us why concept of media education should be revised. So, in this study, many scholar's definitions of the media education are regarded. From the rally stage of education for the television, the media education's definition has formed as new field. After that, media education expanded to the media literacy as communication competence with an advent of new media. This means that media education would be variably extend to verbal media education, critical interpretation of the contents and communication with community.

• Proceedings of the Korea Contents Association Conference
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• 2017.05a
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• pp.223-224
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• 2017

본 연구에서는 21세기 무용예술 창작환경변화에 따른 실제 행해지는 안무법들을 알아보는데 그 목적이 있다. 이를 위해 먼저 안무의 사전적 의미, 학술연구에서의 안무의 개념을 살펴보았다. 그리고 2000년도 이후 댄스포럼 잡지 중 5년 단위로 잡지를 선정하여 이로부터 안무가들의 인터뷰를 수집 후 안무방법에 대한 언급이 있는 기사들만을 추출 하여, 21세기 현장에서 이루어지는 안무의 실제에 대해 정리하였다. 안무의 사전적 개념은 17세기 안무의 개념과 크게 다르지 않았고 저작권에서도 동작의 형으로만 그 범위를 제한하였다. 20세기에 들어 움직임의 창작 뿐만 아니라 작품의 연출에 까지 그 범위가 확장되었다. 21세기의 안무가들은 사전적 안무의 개념에 집중하는 경우도 있었지만 주로 안무 작업 시 작품 전체의 연출에 집중하였으며, 움직임은 주로 무용가들과의 소통을 통해 창작하였다. 융 복합 환경으로 변화해가는 창작환경의 변화를 고려하였을 때 지식재산권의 문제를 고려한 안무 개념의 고찰에 대한 많은 연구들이 진행되어야 한다.

• Journal of The Korean Association For Science Education
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• v.18 no.3
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• pp.427-441
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• 1998

The present study tested the hypothesis that adolescents' performance on scientific reasoning tasks and their ability to change theoretical concepts during instruction are mediated by prefrontal-cognitive functions, such as planning and inhibiting. Subjects sampled from four Korean secondary schools were administered a test of scientific reasoning ability and tests of the prefrontal lobe functions. A series of lessons on theoretical concepts was also administered. Subjects' performance on the test of scientific reasoning and pre- to posttest gains in the concept test were used as dependent variables. This study found that students' planning and inhibiting abilities were highly correlated with and they significantly predicted their scientific reasoning ability and conceptual gains. Further, principal component analysis showed prefrontal lobe functions were categorized into two main components. Component 1, which was loaded by planning and working memory functions, was termed as the representing process. Component 2, which was loaded primarily by the inhibiting functions, was termed as the inhibiting process. Scientific reasoning and conceptual change were also linked to these two components, indicating that these cognitive processes are mediated by both representing and inhibiting processes.