• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.621-637
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• 2004

In science education, the research on students' conceptions has been started in early 1970. From the early 1980, the research on students' conceptions stimulated the research on conceptual change. Recently, mental model has been a theoretical background in concrete arguments on "how students' conceptions are constructed or created?" Mental model has been studied early in cognitive psychology, and several researchers have studied it partially in science education area. In this study, we compared different theories that explained students' conceptions in, mainly, physics. Further we discussed the possibility of mental model as a theory that could integrate different explanations about students' conceptions from different theory.

• 농업기술회보
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• v.47 no.4
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• pp.30-33
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• 2010

유씨엠티농법을 처음 접해보는 과수 농가를 위해 그간의 내용이 반복되지만 소상하게 설명하고자 한다. 좋은 과실은 어느 한 가지 특정한 기술만이 아닌 종합적인 기술을 통해야만 얻어지는 결과물이다. 농약을 사용하는 것은 오직 작물의 병충해를 막는 작용을 할 뿐이고 작물의 품질을 높이는데 있어 중요한 것은 역시 시비관리이다. 시비관리의 정수라 할 수 있는 유씨엠티농법은 최고의 사과와 배를 만들 수 있는 간단하고 쉬운 최선의 방법이라고 할 수 있다. 사과 배 두 작물의 시비방법은 동일하기 때문에 함께 설명하기로 한다. 원활한 수분관리를 하면서 식물의 필수 16개 원소를 균형 있고 지속적으로 공급하는 완벽한 시비관리가 가장 과학적인 영농방법이다. 퇴비는 반드시 완숙된 퇴비(속성고온퇴비)의 사용을 전제로 하고 재배에 들어 들어간다.

• Journal of the Korean Chemical Society
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• v.54 no.5
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• pp.611-620
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• 2010

The purpose of this study was to explore the structure and content of chemistry teacher's explanations from the perspective of 'persuasion'. Especially, this study was to explore how the argument structure and the conceptual change constructs in chemistry teachers' explanations were established and interacted. Data were collected from chemistryI classes considering the gas unit which includes kinetic theory of gas, Graham's law, Boyle's law, and Charles' law. The classes were vediotaped and transcribed. The transcriptions were analyzed with Toulmin's argument frame and the two constructs of conceptual change model; the conceptual ecology and the status of a conception to interpret the persuasive structure and content of the teacher's explanations. As the results of this study, four explanatory discourses which show various persuasive explanations in chemistry classes. Based on this results, discussion and implications for effective teachers' explanations in chemistry classes were presented.

• Journal of Science Education
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• v.34 no.1
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• pp.33-46
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• 2010

The purpose of this study was to find out the image as science teachers recognized by pre-service science teachers. The data was collected from 312 pre-service science teachers from Kyungpook National University in Daegu and participants were asked to write about the image of science teachers they liked most and least in their secondary school years freely. The result of this research was as follows. The image as science teachers categorized 2 factors: science instructional situation, image of science teacher. Each factor was subdivided into more detailed ones. First of all, 'science instructional situation' category subdivided into lesson style, teaching-learning materials, teaching methods, and class atmosphere. In lesson style, 'experiment' and 'observation' gained the most favorable comments, and questioning-answering gained the least. In teaching-learning materials, print materials such as handouts, worksheets, reports were the most liked, and 'writing on the blackboard' was the least liked. In teaching methods, the 'detailed and systematic explanation of the theory and concepts' was preferred to rote learning and memorization lacking explanation. In class atmosphere, friendly and free atmosphere was the most preferred, and uncomfortable, boring one was the least preferred. Secondly, in 'image of the science teachers' category and 'quality as the teachers' sub-category, thoughtful and considerate teachers who respect students' personality was the most preferred. On the contrary, they didn't prefer teachers who were indifferent and humiliated students. Finally in 'characteristics of the teachers' sub-category, the participants liked clear, energetic voice, and mild expression, and they didn't like formal style, overly fancy clothes, etc. Based on the result of this study, more empirical study on the teachers' image is needed, and the thoughts of educational administrators, students, parents, and teachers should be reflected because an undesirable teacher can be advised and get opportunity to be a better teacher.

• Korean Journal of Logic
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• v.12 no.2
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• pp.141-170
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• 2009

We can witness the recent surge of interest in the controversy over the scientific status of mathematics among Jesuit Aristotelians around 1600. Following the lead of Wallace, Dear, and Mancosu, I propose to look into this controversy in more detail. For this purpose, I shall focus on Biancani's discussion of scientiae mediae in his dissertation on the nature of mathematics. From Dear's and Wallace's discussions, we can gather a relatively nice overview of the debate between those who championed the scientific status of mathematics and those who denied it. But it is one thing to fathom the general motivation of the disputation, quite another to appreciate the subtleties of dialectical strategies and tactics involved in it. It is exactly at this stage when we have to face some difficulties in understanding the point of Biancani's views on scientiae mediae. Though silent on the problem of scientiae mediae, Mancosu's discussions of the Jesuit Aristotelians' views on potissima demonstrations, mathematical explanations, and the problem of cause are of utmost importance in this regard, both historically and philosophically. I will carefully examine and criticize some of Mancosu's interpretations of Piccolomini's and Biancani's views in order to approach more closely what was really at stake in the controversy.

• Korean Journal of Cognitive Science
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• v.21 no.1
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• pp.199-231
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• 2010

This study tried to contrast the relation-based and the dimension-based explanations and to suggest its implications on the noun-noun conceptual combination. In experiment 1, we investigated whether the dimension-based approach and intra-conceptual explanation can explain both thematic relational and property interpretations of conceptual combinations based upon the intrinsic and extrinsic features of constituent concepts. We defined intrinsic(or extrinsic) concepts according to the degree of dependency on intrinsic(or extrinsic) features. Property interpretation was facilitated when modifiers were the intrinsic concepts. This result implies that processing of conceptual combination can be influenced by the structures and information of constituent concepts. In experiment 2, exocentricity of the concepts used in Gagne(2000) was examined to reanalyze her data according to the dimension-based approach. The exocentricity was higher when the concepts were combined by their relational connections. Results of experiment 1 and 2 suggest the possibility that both approaches can be integrated through the diversities of information involved during interpreting conceptual combination. Implications and future directions of this study were discussed.

• Journal of Information Management
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• v.27 no.3
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• pp.25-40
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• 1996

WWW having the characters of hypertext, multimedia, GUI, etc. has evolved as the leading service of Internet since the early 1990s. It's very useful to combine WWW echnologies and OPAC service in the aspects of users and library. This paper describes he overview of WWW and the Library OPAC services based on WWW. After comparing between Telnet and WWW, author will talk about the advantages and disadvantages of Library OPAC services based on WWW.

• Journal of Information Management
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• v.26 no.4
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• pp.28-62
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• 1995

This paper introduced Internet totally, which is continuously changing, for the aspect of service-improvement to users. Particulary, the concepts, the features and methods of Gopher, Veronica, Archie, WAIS and WWW which are used broadly in the aspect of information retrieval, have been introduced with command-language in Internet. Among them, this paper intends not only to describe in detail the use of Web-browser's method but also to explain about the search engine which is provided in the large online service on the base of actual experience.

• Journal of Korean Elementary Science Education
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• v.41 no.1
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• pp.93-105
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• 2022

This study investigated the aspects of how three preservice elementary school teachers conducted the data-text transforming discourses in their science simulation teaching and how their epistemological conversations worked for learners' construction of scientific knowledge. Three preservice teachers, who had presented simulation teaching on the seasonal change of constellations, participated in the study. The results revealed that one preservice teacher, who had implemented the transforming discourses of data-to-evidence and model-to-explanation, appeared to facilitate learners' knowledge construction. The other two preservice teachers had difficulty helping learners construct science knowledge due to their lack of transforming discourses. What we should consider for improving preservice elementary school teachers' teaching competencies was discussed based on a detailed comparison of three cases of preservice teachers' data-text transforming.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.560-570
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• 2002

This study was focused on whether secondary science teachers have consistent, integrative scheme on the definition of atmospheric pressure and phenomena caused by air pressure. We had made questionnaire and let 94 science teachers answer. We sorted the responses according to their major, school and compared them with the description in textbooks. The result can be summarized into three findings. First of all, teachers whose major is chemistry have strong tendency to understand that atmospheric pressure is caused by molecular motion though it, in textbooks, is defined as the pressure by weight of air mass. The half of respondents believed that decreasing of atmospheric pressure in high altitude is due to molecular motions, while most textbook says decrease in the weight of air mass. Secondly, many science textbooks show that air mass expands, rises, becomes less dense and the pressure of atmosphere becomes low when it receives heat. So, most of respondents explained low pressure is formed by lower density. Thirdly, they answered that they just teach the phenomena of air pressure by using the textbooks which mainly deal with the present state rather than a principle. In conclusion, the science textbooks should present the exact description and consolidated structures of those concepts to prevent students from having misconceptions on air pressure. In addition, training program for science teachers would be necessary to reconsider and explore the natural phenomena in various viewpoints.