• Journal of the Korean Institute of Landscape Architecture
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• v.45 no.1
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• pp.82-93
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• 2017

The purpose of this study is analyze the impact on users' cognition of design concept, satisfaction of design concept, adapted park space, and effect of design concepts on park use satisfaction. The study sites are Central Mountain Park and Lake Park in Gwanggyo New Town, Suwon. We analyzed importance-satisfaction of park facilities in the park and preference-satisfaction of park. The results of this study are as follows. First, generally users visit the park as a family unit. Second, trails got high scores in importance-satisfaction of park facilities. Third, park users' satisfaction received a high score generally, but it doesn't show statistic significance with users' cognition of design concept. Fourth, cognition of the two parks' design concept and design strategy got a high score - over three points on average - based on the 5 - point Likert scale. However, upon analysis of users' cognition of design concept and satisfaction of design concept adapted park space, there is no statistic significance. Therefore, we noticed that the park's design concept had an effect on park users' satisfaction; rather, personal preference and satisfaction of users had more impact on satisfaction. On the other hand, this study was limited in that we didn't survey across all four seasons and had few target areas. But it has some significance in that we used a visual documentation, attaching existing photos including design concept, to increase users' understanding. Also, we directly asked about the parks' user design concept and strategy.

• Journal of Educational Research in Mathematics
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• v.20 no.3
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• pp.305-322
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• 2010

The epistemological obstacles in the area learning of plane figure can be categorized into two types that is closely related to an attribute of measurement and is strongly connected with unit square. First, reasons for the obstacle related to an attribute of measurement are that 'area' is in conflict. with 'length' and the definition of 'plane figure' is not accordance with that of 'measurement'. Second, the causes of epistemological obstacles related to unit square are that unit square is not a basic unit to students and students have little understanding of the conception of the two dimensions. Thus, To overcome the obstacle related to an attribute of measurement, students must be able to distinguish between 'area' and 'length' through a variety of measurement activities. And, the definition of area needs to be redefined with the conception of measurement. Also, the textbook should make it possible to help students to induce the formula with the conception of 'array' and facilitate the application of formula in an integrated way. Meanwhile, To overcome obstacles related to unit square, authentic subject matter of real life and the various shapes of area need to be introduced in order for students to practice sufficient activities of each measure stage. Furthermore, teachers should seek for the pedagogical ways such as concrete manipulable activities to help them to grasp the continuous feature of the conception of area. Finally, it must be study on epistemological obstacles for good understanding. As present the cause and the teaching implication of epistemological obstacles through the research of epistemological obstacles, it must be solved.

• Journal of The Korean Association For Science Education
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• v.38 no.1
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• pp.27-42
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• 2018

This study aims to suggest the conceptual framework for the Nature of Technology (NOT) by examining the current researches regarding the NOT in science and technology education and to analyze the conceptions of experts in science, technology, and engineering fields based on the framework of NOT. The NOT conceptual framework developed in the study consisted of the six domains of NOT, which are 1. Technology as artifacts, 2. Technology as knowledge, 3. Technology as practice, 4. Technology as system, 5. The role of technology in society, and 6. History of technology. Also, the results of analyzing the conceptions for the 30 experts in science, technology, and engineering fields emphasize on the three domains of the 3. Technology as practice, 4. Technology as system, and 5. The role of technology in society among the 6 domains of the framework of the six domains of the NOT framework. This findings are different from the results of previous researches conducted in science and technology education for exploring the conceptions of NOT in the POV of the public and students. As such, the results show that while the public and students possess naive ideas on NOT only focusing on the technology as products and tools, experts in science, technology, and engineering fields possess the authentic views of the NOT reflecting the complex and abstract concepts of technology in terms of the perspectives of philosophy of technology.

• Journal of The Korean Association For Science Education
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• v.37 no.4
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• pp.731-745
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• 2017

This study is a part of our research project that considers 'Science as Wisdom (SaW)' as a new approach to science education. We presented a review of previous studies on wisdom from relevant areas as philosophy, psychology and education, and drew a few educational meanings. We also conducted a survey of science teachers' perception of wisdom to obtain implications for a follow-up study. The survey was conducted on pre-service science teachers, in-service science teachers, and teachers of other subjects. The results of this study are as follows: First, all three groups of participants perceive 'practical' domain of wisdom as most important while 'interpersonal' domain was perceived as least important. Second, all three groups of participants perceive that 'to catch what the most important problem is,' is the most important among 20 elements of wisdom. Third, when participants were asked about the 'wise people around them', the interpersonal domain followed as the second most frequent response after the 'practical' domain, which was in contrast to our first finding above. Fourth, about 80% of all participants answered that wisdom can be cultivated through school education. Finally, answers to the question asking the scientific concepts related to wisdom were categorized into four types as follows: (1) the wisdom required to understand and apply scientific knowledge, (2) the wisdom included in the meaning of scientific knowledge, (3) the wisdom needed to discover scientific knowledge, (4) the wisdom that can be developed through scientific activities.

• Proceedings of the Korean Society of Computer Information Conference
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• 2014.07a
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• pp.161-164
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• 2014

본 논문에서는 스마트교육에 대한 초등교사들의 인식이 어떠한지 알고, 그렇게 나타나는 이유에 대해 분석한다. 그 결과 초등교사들은 스마트교육의 도입 필요성에는 크게 공감하며 긍정적인 인식 가지고 있으나, 본래 스마트교육의 개념 및 목표, 방법과는 다른 형태로 오개념을 형성하면서, 시범적용을 거친 스마트교육의 전면시행에 부정적인 견해를 보였다. 스마트교육에 대한 부정적 인식이 생성된 이유는 정책하달식 교육체계, 실제적용의 부작용, 신 도입교육의 전례, 교육철학의 부족, 잘못된 연수방향 등으로 해석된다. 전면시행될 스마트교육의 본래 목표 달성을 위해 교사들의 부정적 인식을 개선할 필요가 있다. 따라서 하드웨어 보다 소프트웨어적인 투자가 우선시되어야 하며, 교육참여자의 의견이 적극 반영되는 정책 수립 및 실행이 필요하다.

• The Transactions of the Korea Information Processing Society
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• v.4 no.8
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• pp.2025-2037
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• 1997

The concept-based translation system, which is a part of the Korean spoken language translation system, translates spoken utterances from Korean speech recognizer into one of English, Japanese and Korean in a travel planning task. Our system regulates semantic rather than the syntactic category in order to process the spontaneous speech which tends to be regarded as the one ungrammatical and subject to recognition errors. Utterances are parsed into concept structures, and the generation module produces the sentence of the specified target language. We have developed a token-separator using base-words and an automobile grammar corrector for Korean processing. We have also developed postprocessors for each target language in order to improve the readability of the generation results.

• Journal of The Korean Association For Science Education
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• v.31 no.4
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• pp.513-527
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• 2011

There have been studies about conceptual ecology making a profound study of conceptual changes in learners' cognitive structure. Because learners' cognitive structure have been compared to ecology, it is natural to think that conception in learner's cognitive structure have a niche as species in ecology have niches. Therefore, it is necessary to study niche approach about conception that learners recognize in their cognitive structure. The purposes of this study were to identify relationships among conceptions that 5th grade elementary school students recognize about photosynthesis and to identify how these relationships among conceptions about photosynthesis change before and after a class of photosynthesis in curriculum in terms of an approach of ecological niche which are composed of 3 domains - diversity of conceptions, relevance and frequency rate of conceptions, and competition among conceptions. Open ended questionnaire was developed by 4 fields: photosynthetic place, photosynthetic products, photosynthetic materials needed and environment factors of photosynthesis. The subjects sampled in this study were 310 5th grade elementary students in 5 cites. Before and after classes in photosynthesis in science curriculum, students were asked to write down conceptions that they knew about the 4 fields of photosynthesis of questionnaire and to write down scales of relevance from 1 to 30 about how they think the conceptions are related to the field of photosynthesis. The results of this study showed the following: First, most students have had a variety of conceptions and commonly recognized 'light' and 'water' as concepts in photosynthesis. Second, students still recognized their preconceptions like 'soil' and 'root,' etc. that were far from scientific conceptions of photosynthesis although they took classes in photosynthesis. Third, students needed to take the various strategies of teachers because they did not recognized scientific conceptions appropriately about photosynthetic fields. Fourth, it appeared that photosynthetic conceptions recognized by students had status in terms of relevance and frequency rate of conceptions, and competition among conceptions, and that they looked like the niche of conceptions in their conceptual ecologies.

• Journal of Korean Elementary Science Education
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• v.40 no.3
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• pp.390-406
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• 2021

This study investigated how elementary students with different spatial ability constructed spatial thinking process about on volcanoes and earthquakes with GeoMapApp-based materials. Students' spatial thinking process was analyzed in terms of spatial concept recognized, tools of spatial representation, and their spatial reasoning to construct topographic structure. The student group with high-scored spatial ability showed the spatial reasoning based on internal representation of building mental images through sectional division of horizontal distance, directly connected with spatial concept, or distorting spatial concept. The student group with low-scored spatial ability built the spatial reasoning directly connected with spatial concept instead of transforming into internal representation, and partially recognized spatial concept on either distance or depth. Based on the results, we argued identifying spatial concepts such as distance, height, or depth from the GeoMapApp data would be funda- mental for the better spatial thinking.

• Journal of the Korean Chemical Society
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• v.46 no.1
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• pp.76-82
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• 2002

This study investigated the effects of assigning cognitive roles, a method that may promote verbal interaction in knowledge-building processes, in small-group discussion for science concept learning. Two classes (62 students) of 7th-graders respectively received a concept learning instruction through small-group discussion with assigned cognitive roles (CR) asking to explain and contradict one's idea and to synthesize and conciliate group's idea, and a concept learning instruction through small-group discussion with no specific assigned roles (NSR), for 9 class periods. After the instructions, the tests of achievement, conceptions, the perceptions on science learning environments, and the perceptions toward small-group discussion were administered. ANCOVA results revealed that low-achievers in the NSR group performed significantly better than those in the CR group. Similar tendency was also found in the scores of the conceptions test. Two groups did not differ significantly in the perceptions on science learning environments and toward small-group discussion.

• Journal of The Korean Association For Science Education
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• v.20 no.2
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• pp.250-261
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• 2000

In this study, a concept learning strategy emphasizing social consensus during discussion (SCS) was developed. The instructional effects of this strategy were compared with those of cognitive conflict strategy (CCS) and traditional instruction in the aspects of students' achievement, conceptions, communication apprehension, perceptions of science learning environment, and perceptions of small group discussion. There were no significant differences in the scores of an achievement test. For the students of low communication competency, however, the scores of the CCS group were significantly higher than those of the traditional group. The adjusted mean of the SCS group was higher than those of the other groups in a conceptions test. The social consensus strategy was also found to be more effective in learning concept for those who were more competent in communicating. No significant differences were found in the communication apprehension. The scores of three groups did not differ significantly in the subcategories of 'personal relevance' and 'students' negotiation' of the test of the perceptions of science learning environment. However, the students in the SCS group scored higher in 'participation'. The students in the SCS group perceived small group discussions more positively.