• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.1
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• pp.827-836
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• 2015

This study aims to research the Kisho Kurokawa's architectural concepts, that are comprised of complex theories system, for globalization of Korea. Kurokawa's architectural concepts are composed by Metabolism, Metamorphosis and Symbiosis. And intermediate zone, ambiguity, multivalence are theories that work as media in changing process levels to three main concepts and these are used as media of Metamorphosis which embody Symbiosis. Metabolism include concepts of Metamorphosis and Symbiosis. Symbiosis is comprise of concepts of Metabolism and Metamorphosis, and is a ultimate goal of these three main concepts. Metamorphosis works as a medium in changing process levels from Metabolism to Symbiosis.

• Journal of Science Education
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• v.33 no.2
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• pp.317-320
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• 2009

I investigated Korean college students' conception about the volume change of solution when they detected the equivalence point during acid/base titration experiment using method of volume measurement. According to this study, most college students had a misconception that the volume increment was due to the formation of water by neutralization during acid/base titration. However, this is not enough to explain the volume change, neglecting contribution of a salt in solution. I calculated the partial molar volume of NaCl formed to explain the volume increment of solution during HCl/NaOH neutralization. Comparing the result of experiment with the calculation of partial molar volume, I elucidated that the main effect of volume increment was due to the partial molar volume of NaCl formed during HCl/NaOH neutralization. Here I propose to introduce college students to the concept of partial molar volume of the salt formed to reduce misconception about the volume change of solution during acid/base neutralization.

• Journal of the Korea Institute of Military Science and Technology
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• v.1 no.1
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• pp.166-188
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• 1998

본 논문에서는 쿼터니온 궤환 개념이 기존의 오일러각 궤환 개념에 비해 추력벡터제어(Thrust Vector Control) 방식을 사용하는 전술 유도탄 자세제어에 보다 효과적으로 적용될 수 있음을 보인다. 오일러각 궤환 방식을 택한 기존의 자세제어기에서 오일러각 궤환 부분을 쿼터니온 궤환으로 적절히 바꾸어 주게 되면 자세명령 크기 변화에 따른 시간응답 특성의 변화를 줄일 수 있으며, 쿼터니온 궤환 방식을 택할 경우, 우주비행체 자세제어 분야에서 활발히 연구되고 있는 고유축(Eigen Axis) 회전에 의한 자세변환을 수행할 수 있는 자세제어기 설계가 가능하다. 고유축 회전은 최단경로에 의한 자세변환 개념이므로, 이러한 능력을 갖춘 자세제어기는 신속한 자세변환이 필요한 전술 유도탄의 초기비행에 매우 효과적으로 이용될 수 있다. 더욱이, 제어법칙에 공력모멘트를 보상하는 항을 추가하게 되면 변화가 심한 공력 모멘트가 유도탄의 회전운동에 미치는 영향을 줄일 수 있어 고유축 회전성능을 보다 개선시킬 수 있다. 우선, 오일러각 궤환보다 쿼터니온 궤환이 유리한 점을 논하고, 쿼터니온 궤환에 근거한 자세제어기의 설계 개념과 제안된 제어기에 의해 구성되는 폐루우프에 대한 안정성 문제를 다룬 후, 시뮬레이션을 통해 그 타당성을 검증한다.

• Journal of the Korean earth science society
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• v.25 no.5
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• pp.348-363
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• 2004

The purpose of this study was to classify types of preconception about the motion of the moon held by middle school students and find out how the lesson applying cognitive conflict instructional model changes their conceptual view of the motion of the moon. A quantitative study was first conducted with 48 ninth graders and then followed by a qualitative study. In the qualitative study, male and female students were organized into groups of five and ten respectively. Students were instructed to observe the motion of the moon about for a month and at the same time were taught via the cognitive conflict instructional model for three class periods. Data were collected from interviews and a questionnaire evaluating the degree of concept development that each student showed. A majority of students were found to hold misconceptions formed from elementary school programs on the motion of the moon. Further, students showed lack of scientific ability to interpret the phenomena of the moon. This study showed that the cognitive conflict instructional model was effective for students to make progress regarding their conceptual views of the motion of the moon. However, it was observed that misconceptions by students may possibly occur when two dimensional figures or miniatures were used.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.1
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• pp.26-37
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• 2017

The purpose of this study was to investigate secondary pre-service science teachers' misconceptions of tide and to develop a learning module that can change misconceptions into scientific concepts and to examine the effect of the learning module for conceptual change. In order to achieve the purpose of the study, the researcher developed the test tool of tidal phenomena and the learning module using cognitive conflict strategy. The subjects of this study were 40 first year students who majored science education at a college of education in G metropolitan city. The results of this study are as follows. First, secondary pre-service science teachers had various misconceptions about tidal phenomena. Second, the developed learning module was effective in changing misconceptions about tide of pre-service science teachers into scientific concepts. However, some students had misconceptions about tidal phenomena after learning the developed module. The typical misconception was that they could not distinguish the centrifugal force generated when the earth and the moon revolve about the center of common mass as the center of rotation and the centrifugal force generated by the earth's rotation. And they did not know that they should not consider the earth's rotation while the earth was revolving around the center of common mass.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.3
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• pp.254-261
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• 2017

This study is to investigate preconception of elementary school students and Belizean elementary school teachers and to devise experiment to understand a cause of seasonal change. An open-ended questionnaire and interviews were conducted for 91 6th grade students who didn't learn seasonal change and 10 Belizean teachers to find out preconception of seasonal change and they were categorized by using inductive analysis. They thought that the Earth's rotation, the distance between the Sun and the Earth, the Earth's revolution, pollution and climate change cause seasonal change. And it found out that these misconceptions come from difficulty in awareness of space and impreciseness of textbooks and books and so on. The experiment was designed to correct inaccurate preconception and to improve lessons of seasonal change. It is to measure a meridian altitude and a length of daytime and nighttime and to compare them. This experiment can help to understand the cause of seasonal change by measuring natural phenomenons like the meridian altitude and the change of length of daytime by model.

• Journal of Astronomy and Space Sciences
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• v.22 no.1
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• pp.69-88
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• 2005

This study was to understand the components that influence preservice secondary teachers' conceptions about 'seasonal changes' We selected 74 university science education students among whom 23 were in the second, 23 in the third, and 28 in the fourth year. The data collected from the paper-pencil test and individual interview with students. The results of this study show that the students had considerable apparent alternative conceptions, and that the 'distance theory' had most important effects on their alternative conceptions. It can be said that preservice secondary teachers' initial models of the seasonal change have their origin in their belief sets (specific theory) related to 'seasonal change', on the basis of which they can interpret their observations and cultural information with the constraints of a naive frame-work of physics. The structures and possible sources of their alternative conceptions for overcoming these alternative conceptions were also discussed. Implications for preservice science teacher education related to the results were discussed.

• 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.

• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.886-897
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• 2009

One of useful strategies to change students' misconceptions into scientific conceptions in physics is the cognitive conflict strategy, the main point of which is to arouse cognitive conflicts by presenting anomalous phenomena to students. However, it has been reported that students experienced cognitive conflicts while expecting or reasoning results of an experiment before confronting an anomalous phenomenon. Therefore, we have examined how much students' cognitive conflicts were aroused before presenting an anomalous phenomenon. Then, we investigated the effects of the cognitive conflicts aroused prior to the students' confrontation with an anomalous phenomenon, both on the cognitive conflicts occurring after the students' confrontation with it, and on the students' conceptual changes. This study was performed during regular classes about light-source and weightlessness concepts. Subjects from two different middle schools in Pusan took part in the study. Preconceptions, degrees of cognitive conflicts before and after confronting anomalies, and postconceptions were checked during the classes. Then, delayed postconceptions were also checked in 3 weeks. As a result, the degree of cognitive conflicts before confronting an anomaly was as much as the degree of cognitive conflicts after it. There was significant correlation between both conflicts. Also the degree of cognitive conflicts before confronting an anomaly was a main factor in predicting the conceptual changes, while both conflicts had been related separately to the conceptual changes.

• Journal of the Korean Chemical Society
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• v.51 no.4
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• pp.365-374
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• 2007

The purpose of this study is to investigate the students' conceptions about the reaction rate changes during the chemical equilibrium shifts and also whether the questions about basic concepts of the reaction rate are helpful for the students' understanding of reaction rate changes during the chemical equilibrium shifts. The subjects were 100 students in the 12th grade. The questionnaires were composed of A, B, and A' set, which had to be answered sequentially. The A set consisted of questions asking the change of reaction rate when chemical equilibrium was shifted, the B set was to testify the basic concepts of the reaction rate, and the A' set was the same as the A set. The results showed that the students' understanding of the reverse reaction rate change was lower than that of the forward reaction rate change during the equilibrium shift. Also it was found that students' understanding of the reaction rate change caused by adding the reactant was fairly good while their understanding of the reaction rate change caused by temperature increment was very poor. Since the students marked very high scores in the B set questions, their poor understanding for the reaction rate changes during the equilibrium shifts was not seemed to be due to the lacks of the basic knowledge of reaction rate. Instead, it was due to the failure of applying the basic knowledge of reaction rate to the changes of reaction conditions. It was also found that the average scores of A' set were statistically higher than those of A set. It means the B set items were helpful for the students to solve the A' set items. These results evidenced the possibility of set questionnaires could help the students to connect the related concepts in solving the problems.