• Journal of Educational Research in Mathematics
• /
• v.15 no.4
• /
• pp.401-417
• /
• 2005

Skemp supposed that it is effective to use both examples and non-examples when new concepts which are upper level than learner's schema are introduced. The purpose of this research is to develop a practical process of teaching geometrical concepts based on Skemp's assumption. For this, the related literatures are reviewed and the Korean textbooks(4-ga, 4-na) are analyzed with respect to method of concept formation. The analysis to]Is that the textbook just explains Properties of concepts or present definitions, instead of giving the chance of inquiry. So we design and apply six step process of teaching geometrical concepts to 4th graders focused on students' inquiry using both examples and non-examples.'rho result turns out that using examples and non-examples is highly positive to concept formation.

• Korean Journal of Culture and Social Issue
• /
• v.25 no.3
• /
• pp.203-229
• /
• 2019

The purpose of this study was to identify the factors that constitute masculine norms of masculine in Korean society. The definition of masculinity was to conform to the male-dominated standard formed socially and culturally. The results of in-depth interviews with 20 male participants were used for a concept mapping analysis to explore the configural representations of Korean masculine norms. After extracting the key sentences related to masculine norms, the participants sorted the 55 key sentences based on similarities and assessed the importance, which was then analyzed with multidimensional scaling method and cluster analysis. The result showed two dimensions, one representing social-personal domain and the other implying dominance-support domain as well as six clusters of caregiver, leadership, emotion suppression, job ability and organizational social adaptation, Expects the masculine abilities, power and control. Finally, the implications of this study, limitations, and the suggestions for future research were discussed.

• Journal of Korean Society of Transportation
• /
• v.25 no.4
• /
• pp.123-133
• /
• 2007

This study analyzed whether a transit network with hierarchy is efficient or not, and if transit network hierarchy has cost efficiency, then which condition guarantees the efficiency of the transit network hierarchy. The authors modeled the total cost of the transit network and suggested the conditions in which the transit network hierarchy has cost efficiency through comparing the cost of the transit network with and without hierarchy. The efficiency of transit network hierarchy is guaranteed when the travel cost savings induced by using a higher hierarchy transit network is larger than the increasing non-travel cost, which is the sum of access cost, waiting cost, and operating cost, induced by the introduction of a higher hierarchy transit network. This result is consistent with common sense and with the concept of cost and benefit analysis. If a passenger traveling within the area divided by a higher hierarchy transit network uses only a lower hierarchy transit network and the passenger traveling out of the area divided by the higher hierarchy transit network uses both lower and higher hierarchy transit networks, the travel demand using the higher hierarchy transit network is inversely proportional to the square of the line spacing. This means that the transit network becomes more efficient and small increases of travel demand guarantee the efficiency of the transit network hierarchy as the connectivity of the network becomes higher. This result shows that transit networks have economies of aggregation. This study is the first analytical research on transit network hierarchy and is expected to be a basis for numerical research. However, numerical research should complement this study, since analytical research has some limitations for considering a real network.

• Journal of The Korean Association For Science Education
• /
• v.22 no.4
• /
• pp.796-805
• /
• 2002

This study examined the knowledge structure constructed by children before formal instruction, and successive changes in the structural complexity of knowledge during and after the learning of 'Structure and Function of Plant' unit. It also investigated how those changes were affected by children's learning modes. The researchers made the 5th graders draw the first draft of their concept map to see the pre-existing knowledge structure concerned with the unit and four more concept maps after completing every fourth lesson. And to see how long their knowledge structures were preserved, the researchers made children draw additional concept maps in 3 days, 3 months, and 7 months after completing the unit. Children drew their current concept maps on the basis of the previous one while learning the unit and without the previous one after completing the unit. Each concept map drawn by children showed the degree of their current understanding on the structures and functions of plants. The results revealed that only two levels of hierarchy and five relationships among the components of the first concept map(relationship, hierarchy, cross link and example) were proven to be valid in terms of conceptual relevance. Growth in the structural complexity of knowledge took place progressively throughout the unit and the effects of learning mode on the growth were favorably reflected in concept map scores of meaningful learners over time(relationship, cross link, example: p<.01, hierarchy: p<.05). Although there were some differences on the concept map scores between two types of learners, they commonly showed that knowledge restructuring had occurred apparently in the early periods from the 1st to the 6th lesson and had not occurred at all in the last period of the unit. The frequency of tuning was higher in rote learners than in meaningful learners throughout the unit, but the frequency of accretion was reverse. Concept map scores of rote learners constructed in the course of learning of the unit decreased little by little gradually in all the categories after completing the unit. However, the average total map score of meaningful learners increased a little more in 7 months than in 3 months after completing the unit. Therefore it can be inferred that meaningful learners construct more stable and well-differentiated knowledge structures than the rote learners.

• Journal of the Korean Geographical Society
• /
• v.37 no.3
• /
• pp.247-261
• /
• 2002

This study suggests that the contents and methods focusing on the leamer's geographical experience of everyday life and environments, are very effective for teaching and teaming in geography subject matter. The contents have to be selected and structurized from private geographies about their region of everyday life for teaming abstractive and scientific concepts of geography. Scientific concepts of geography, i.e. geographical concepts become 'scope'for selecting the contents and these systematic structure substitutes 'sequence'. The criteria by which selected contents of teaching and teaming based on everyday life may consist of three elements: region as leamer's place for everyday life; concrete experience of the place; and leamer's changing geographical experiences.

• Journal of Korean Philosophical Society
• /
• no.89
• /
• pp.99-128
• /
• 2010

Alan Goldman criticizes "means-end analyses" in that they define the concept of sexuality in terms of extrinsic values to sexuality, such as reproduction, love, and communication. And he claims that sexual desire in itself is only "desire for contact with another person's body and for the pleasure which such contact produces." I suggest that his analysis of sexuality also fails to offer the exact definition of sexuality, and that it also produces the hierarchial conception of sexuality just as those analyses that he refuses do. I agree to Christopher Hamilton's suggestion of Wittgenstein's idea of "family resemblance" and suggest a new sexual ethics focusing on the sexual autonomy. New sexual ethics demands that each person should formulate, reflect, evaluate, and revise his or her sexuality according to his or her own conception of sexuality and teleology. And I claim that new sexual ethics does not formulate distinct domain, but belongs to general ethics which general behaviors are judged through.

• Journal of the Korean Geographical Society
• /
• v.49 no.4
• /
• pp.601-614
• /
• 2014

The purpose of this study is to investigate high school students' geographic misconceptions and their mechanisms of formation. Three main theories explaining why students develop misconceptions exist: 1) framework theory, 2) p-prim(phenomenological primitive) theory, and 3) categorization theory. This study chose three target geographic concepts, or, 1st and 2nd mountain ranges, secondary central business district and satellite city, and the Nopsae wind and the F$\ddot{o}$hn phenomenon. Then, this research explored students' typical misconceptions regarding these concepts and attempted to examine which theory explains the misconception forming processes most well. As a result, the following misconceptions were found. First, students understood that the numbers 1 and 2 denote the order of the formation of mountain ranges. Second, despite differences in their main functions, students tended to subsume the secondary central business district and satellite city under one functional category. Third, students believed that the Nopsae wind and the F$\ddot{o}$hn phenomenon are identical in hierarchy. This study explained students' creation of these misconceptions by applying the categorization theory in which students located a concept in an inappropriate location of an ontology tree.

• Journal of The Korean Association For Science Education
• /
• v.27 no.5
• /
• pp.456-464
• /
• 2007

The aims of this research are to analyze the representations and conceptual sequence of eye vision in Korean science textbooks and to suggest a contents construct about eye vision where the conceptual sequence is considered. Research method was literature review, and the literatures that were used for analysis were the 7th Korean science curriculum which was revised in 1997, and the science and physics textbooks developed based on the 7th Korean science curriculum. The research results are as follows: 1) Although the science curriculum seems to have no problem on sequence in the eye vision concepts, the science and physics textbooks based on the curriculum reveal problems on the sequence in the eye vision concepts; 2) Some Korean science textbooks explain retinal image formation according to the Alhazen's idea, except in inverse image; 3) Some Korean science textbooks explain about the reasons of near- and far-sightedness without consistency between the textbooks for 7th and 8th grade students; 4) A few Korean science textbooks give an inappropriate explanation about the principle of eye sight correction by eye glasses; 5) According to the analysis result, the concepts related to eye vision should be presented in the order of explanation about light refraction phenomena, image formation process by convex lens, structure of human eye and retinal image formation process, correction of eye sight using lens.

• Journal of the Korean earth science society
• /
• v.23 no.6
• /
• pp.461-473
• /
• 2002

Concept mapping is a device for representing the conceptual structure of a subject discipline in a two dimensional form which is analogous to a road map. In the teaching and learning of earth science, each concept depends on its relationships to many others for meaning. Using concept mapping in teaching helps teachers and students to be more aware of the key concepts and relationships among them. The purpose of this study is to investigate the effect of the use of concept mapping on science achievement and the scientific attitude in ocean units of earth science. The results of this study are as follows; first, the science achievement of a group of concept mapping teaching is significantly higher than that of the group of traditional teaching. Also, when the achievement levels are compared among different cognitive ability groups, the effect is more significant in mid or lower level student groups than in high level groups. The use of concept mapping is more effective when the concepts have a distinct concept hierarchy. Second, the scores of the test of ‘attitude toward scientific inquiry’ and ‘application of scientific attitude’ of the group of concept mapping teaching are significantly higher than those of the group of traditional teaching, whereas the scores of the test of ‘interest in science learning’ of concept mapping teaching is not different from those of group of traditional teaching. Third, the survey on the use of concept mapping shows a positive response across the tested groups. The use of concept mapping is more beneficial in fostering the comprehension of the topic. A concept map of student's own construction facilitates the assessment of learning, thus promising the usefulness of concept mapping as a means of evaluation. In regard to retention aspect, concept mapping is considered to be more effective in confirming and remembering the topic, while less effective in the aspects of activity and interest. In conclusion, the use of concept maps makes learning an active meaningful process and improves student's academic achievement and scientific attitude. If the concept mapping is more effectively as an active teaching strategy, more meaningful learning will be attained.

• Journal of the Economic Geographical Society of Korea
• /
• v.15 no.4
• /
• pp.642-659
• /
• 2012

The main aim of this article is to examine theoretical issues on the 'global-local connectivity' of regional industrial cluster and regional innovation system which have been presented since the 2000s in terms of three different aspects. Firstly, the concept of 'geographical proximity' is discussed within the context of its importance for the regional industrial development by considering relationships of cluster, local buzz and global pipeline. Secondly, concepts on knowledge gatekeeper and temporary cluster are explored with respect to their role of a mediator in forming or transforming global-local connectivity. Finally, policy implications of the global-local connection are presented. Authors arguments are as follows; firstly, in order to improve regional industrial cluster on the basis of geographical proximity, relational proximity which is beyond different spatial scales has to be secured. It means that geographical convenience and inconvenience are required simultaneously for regional industrial development. Secondly, A base of the global-local connectivity is socal capital and embeddedness. Therefore, it needs to understand that relational proximity is embedded into different culture and habit at different spatial scales. Finally, within the context of the global-local connectivity, in order to overcome spatial hierarchy by the division of labor of firms, it needs to consider the complex system which is composed of vertical and horizontal hierarchy by the spatial division of labor by firms, openness and closeness of clusters, and the scope of policies' inclusion and exclusion by central and local governments.