• Journal for History of Mathematics
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• v.26 no.1
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• pp.33-56
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• 2013

This is a literature study about the concept of 'Division into Equal Parts' in middle school geometry. First, we notice that the concept of the division into equal parts in middle school geometry is given in four themes, which are those of line segments, angles, arches and areas. Second, we investigate and analyse the historical backgrounds of these four kinds of divisions into equal parts. Third, the possibility of extension in terms of method and concept was researched. Through the result of this study, we suggest that it is desirable to use effective utility of history in mathematical teaching and learning in middle school.

• Proceedings of the Korea Information Processing Society Conference
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• 2010.11a
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• pp.413-416
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• 2010

오늘날, 대량의 데이터를 수집, 저장 및 관리하는 데이터베이스 기술의 진보를 기반으로, 의료, 과학, 교육, 비즈니스 등 다양한 분야에서 발생되는 대규모 데이터를 축적하게 되었다. 다양한 분야에서 축적된 대량의 데이터에 내재된 유용한 정보를 수월하게 추출하여 분석하기 위해 널리 사용되고 있는 형식개념분석기법은, 주어진 데이터로부터 정보의 최소단위로써 개념들을 추출하고, 개념들 사이의 관계를 토대로 개념계층구조를 구축하기 위한 정형화된 데이터마이닝 기법을 제공하고 있다. 본 논문에서는, 주어진 퍼지 데이터에 잠재된 유용한 정보를 추출하기 위해, 퍼지 집합 이론을 형식개념분석기법에 접목한 퍼지개념분석기법과 이를 지원하기 위해 본 연구에서 개발된 FFCA-Wizard를 소개한다. 또한, FFCA-Wizard를 사용하여 실세계 데이터를 대상으로 퍼지개념분석을 실시한 실험 결과를 보고한다.

• Journal of the Korean earth science society
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• v.39 no.2
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• pp.193-207
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• 2018

The purpose of this study was to analyze trends in conceptual change research in the field of Earth Science education conducted in Korea and to provide them as basic data of future concept change research. The trends of conceptual change research were analyzed in terms of keywords, year of publication, source of research, purpose of research, subject, area of research, and research method. This study was carried out on a total of 126 conceptual change papers of Earth Science education published from 1989 to July 2017. This study showed the following conclusions: First, the conceptual change research papers used more the term 'conceptual change' than 'misconceptions' and 'preconceptions'. Second, the conceptual change paper has achieved a large amount of growth in the 2000s. Third, conceptual change research tended to proceed to the subject of master's dissertation. Fourth, there were a lot of researches to find out the misconceptions and change them into the right concept, the conceptual change paper used free response test for misconceptions, and cognitive conflict instruction model and CAI (Computer Assisted Instruction) teaching strategy for misconceptions. Fifth, elementary school students were studied the most. Sixth, the study of conceptual changes in the field of Earth Science was high in the astronomical and atmospheric areas. Finally, although quantitative analysis methods were used in the early days of research, in the 2010s, qualitative analysis methods were widely used. In this paper, we proposed research on conceptual change for pre- and in-service teachers, expansion of research on conceptual changes in various fields such as geology, oceanography, atmosphere in Earth Science, investigation of causes of misconception in Earth Science and research on individual's affective factors, and so on.

• Communications of Mathematical Education
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• v.33 no.3
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• pp.255-273
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• 2019

In order to help students to understand the essence of prime concepts, this study looked at the history of prime concept development and analyzed how to introduce the concept of textbooks. In ancient Greece, primes were multiplicative atoms. At that time, the unit was not a number, but the development of decimal representations led to the integration of the unit into the number, which raised the issue of primality of 1. Based on the uniqueness of factorization into prime factor, 1 was excluded from the prime, and after that, the concept of prime of the atomic context and the irreducible concept of the divisor context are established. The history of the development of prime concepts clearly reveals that the fact that prime is the multiplicative atom is the essence of the concept. As a result of analyzing the textbooks, the textbook has problems of not introducing the concept essence by introducing the concept of prime into a shaped perspectives or using game, and the problem that the transition to analytic concept definition is radical after the introduction of the concept. Based on the results of the analysis, we have provided several pedagogical implications for helping to focus on a conceptual aspect of prime number.

• Proceedings of the Korea Information Processing Society Conference
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• 2010.04a
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• pp.958-961
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• 2010

본 논문에서는 고객의 초기 요구 문서인 문제 기술서로부터 문장 분석을 통하여 개념클래스를 도출하는 방법에 대하여 제안한다. 문제기술서는 개발할 시스템에 대한 고객의 요구사항을 개괄적으로 작성된 문서로서 요구사항을 분석하고 설계할 때 이용되는 초기 문서 역할을 한다. 개발자는 이 문서의 내용을 바탕으로 시스템에 중요한 개념클래스를 도출하는 작업을 시작한다. 시스템 개발에 사용될 개념클래스들을 도출하는 것은 객체지향적인 설계에서 중요한 과정이다. 문서 기술서로부터 개념클래스 도출 과정은 주로 개발자의 경험과 직관에 의존하는 경향이 있으며 경험이 많은 전문 개발자들은 문제 기술서로부터 개념클래스들을 올바르게 도출할 수 있지만 초보 개발자의 경우 도출에 어려움이 따른다. 이러한 문제점의 개선 방법으로 기술서의 문서에서 문장 단위로 형태소 분석을 통하여 명사와 동사를 추출한다. 추출된 명사를 통하여 2가지 분류 기준에 따라 개념클래스 도출하고, 이후 동사를 이용하여 개념클래스 간의 관계 설정하는 방법을 제안한다.

• Communications of Mathematical Education
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• v.16
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• pp.81-91
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• 2003

이 논문에서는 학습자가 동적 수학 개념과 관련하여 오개념을 가지고 있는 현상에 주목하여 대학생들이 가지고 있는 동적 개념과 관계된 오개념을 분석하고 지도방법을 제시하고 있다. 오개념 분석은 대학생을 대상으로 한 설문조사결과를 바탕으로 하였으며, 그 결과 많은 학생들이 동적인 개념을 정적인 개념으로 이해하고 있는 것으로 나타났다. 이러한 오개념을 진단하고 처방하는 방법으로 동적 기하(Dynamic Geometry System)을 택하고, 이를 이용한 동적 수학 탐구학습이 가지는 특징을 살펴본다.

• Journal of The Korean Association For Science Education
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• v.36 no.5
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• pp.729-737
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• 2016

Natural selection is the core idea of evolution that pre-service biology teachers need to understand to solve diverse biological problem. This study aims to investigate the level of Korean pre-service biology teachers' understanding of natural selection by comparing their knowledge with their Chinese, American, and German biology major undergraduate counterparts. In particular, this study focuses on two conceptual components of natural selection (i.e., ecology and genetics). This study used a total 1226 pre-service biology teachers and biology majors' data. The instrument measuring the understanding of natural selection concepts was Conceptual Inventory of Natural Selection, which consists of ten ecology concept items and ten genetics concept items. The Rasch model analysis, multivariate analysis of variance, and univariate analysis of variance were used for the statistical tests. The result reveals that the level of Korean pre-service biology teachers' understanding of natural selection were similar with Chinese undergraduates' understanding and significantly lower than American and German undergraduates.' In the first year student data, the level of genetics concept of Korean pre-service biology teachers were significantly lower than Chinese and German students. In the fourth year student data, the level of ecology concept of Korean pre-service biology teachers were significantly lower than American and German students. Based on these results, the ecology concept education and balanced natural selection concept education are discussed.

• The Journal of the Korea Contents Association
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• v.7 no.1
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• pp.10-20
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• 2007

This paper describes a concept-based question analysis to analyze concept which is more important than keyword for the accurate answer extraction. Our idea is that we can extract correct answers from various paragraphs with different structures when we use well-defined concepts because concepts occurred in questions of same answer type are similar. That is, we will analyze the syntactic and semantic role of each word or phrase in a question in order to extract more relevant documents and more accurate answer in them. For each answer type, we define a concept frame which is composed of concepts commonly occurred in that type of questions and analyze user's question by filling a concept frame with a word or phrase. Empirical results show that our concept-based question analysis can extract more accurate answer than any other conventional approach. Also, concept-based approach has additional merits that it is language universal model, and can be combined with arbitrary conventional approaches.

• Journal of Educational Research in Mathematics
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• v.26 no.1
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• pp.23-45
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• 2016

We are able to analyze a social or a natural phenomenon by using the conception. if we understand a concept of an object. However it is not easy to understand a concept of an object. The process of comprehending the concept is a long rigorous mental journey. Hence, understanding concepts has been emphasized in studies in education. Previous studies demonstrate that conception has a dual nature, which has both an operational and a structural nature. We are able to acknowledge that structural conception develops from an operating conception. Nevertheless, discovering a dual nature of conception and knowing whether students acquired the dual nature, especially the structural nature are difficult to achieve. In this research, I examine the operational and the structural nature of a center of mass conception and analyze whether students acquire structural nature of the center of mass conception, and find implications which we would do to build the structural conception on a concept.

• 한국지구과학회:학술대회논문집
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• 2005.09a
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• pp.254-262
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• 2005

본 연구에서는 중학교 과학 영재아들이 가지고 있는 조석에 관한 정신모형을 탐색하기 위하여 상황에 따른 개념 유형을 분류하고, 각 유형들을 구성하는 국면들을 분석하였다. 조석 현상에 관해 두 가지 상황으로 구성된 과제 수행을 실시한 후 그 응답 결과를 분석한 결과, 상당수의 학생들이 상황에 따라 서로 다른 개념 유형을 나타내었다. 상황에 따른 개념 유형들을 구성하고 있는 국면을 분석한 결과, 각 유형들은 내용-일반적 국면을 공통적으로 포함하고 있었으나, 내용-특정적 국면과 전략적 국면에서는 많은 차이를 나타내었다. 두 가지 상황에서 나타나는 개념 유형들과 이들 유형을 구성하는 국면들을 조합하여 학생들의 정신모형을 분석한 결과 다음과 같은 4가지 모형으로 나눌 수 있었다: (1) Tide model (2) Force model (3) Phase model (4) Hybrid model. Tide model은 과학적으로 옳은 모형이며, Force model과 Phase model은 옳지 않은 모형이며, Hybrid model은 혼합 모형으로 상황에 따라 나타나는 개념 유형이 서로 부합되지 않는 모형이다. 중학교 과학 영재아들이 조석 현상에 대해 가장 많이 가지고 있는 모형은 Tide model(45.0%)이었으며, 그 다음으로는 Hybrid model(30.0%), Force model(12.5%), Phase model(7.5%) 순으로 나타났다.