• Journal of Science Education
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• v.33 no.2
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• pp.193-206
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• 2009

The purpose of this study was to examine the effect of the consistent presentation of illustrations about the aligning direction of the Axis on the middle school students' acquisition and retention of astronomical concepts. This study was taken using the nonequivalent control-group pretest-posttest design on 116 7th middle school subjects. The same teaching and learning activities were given to both the experimental (n=59) and control groups (n=57) through three lessons. The experimental group was given a consistent presentation of the illustrations about the aligning direction of the Axis, while the control group was given an inconsistent presentation of the same illustrations about aligning direction. Two days after the three lessons, the 1st posttest was administered to compare the statistical difference of mean of both groups, using ANCOVA test. The result of ANCOVA test implicated that the consistent presentation of the illustrations about the aligning direction of the Axis had a positive influence on the experimental group's acquisition of the concepts. The 2nd posttest result for retention effect was given two month later by one-paired t-Test in each group and showed that the method had a positive effect on the experimental group, compared with control group. The results of this study implicated that paying careful attention to using the consistent illustration is highly beneficial for students' meaningful learning on astronomical concepts.

• 한국지구과학회:학술대회논문집
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• 2010.04a
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• pp.32-33
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• 2010

달의 기조력에 의한 조석현상으로 인하여 지구의 자전속도가 늦어지고, 결과적으로 층상구조를 이루고 있는 지구의 내부는 서로 다른 각속도로 자전한다는 차등자전 개념이 최근에 도입되었다. 지구내부의 각층에서 차등자전이 일어날 경우 각층의 경계면에서는 필연적으로 마찰열과 마찰 정전기가 발생하는 바, 특히 맨틀과 외핵의 경계부분에서 발생하는 마찰전기는 방전과정에서 대규모의 자기장, 즉 지구자기장을 발생시킬 것으로 예측된다. 본 연구에서는 마찰전기를 지속적으로 발생시키는 실험 장치를 개발하고, 고감도 자기센서로 자기장의 변화를 측정하였다. 실험 결과 유의미한 자기장의 변화를 측정하였고, 지구 자기장이 차등자전으로 인한 마찰전기에 의해 발생될 수 있음을 확인하였다.

• Journal of the Korean earth science society
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• v.31 no.3
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• pp.267-275
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• 2010

The purpose of this study is to investigate student's Acquisition about the conception of the Earth Rotation between difference of their Spatial Sensibility. In this study, four students were selected out of 83 9th graders in Gwangju, Korea. The spatial sensibility test instrument was developed by the Korean Testing Center, and the test instruments of 'the movement of celestial bodies' were developed by Kim (1997). The results were as follows: Students with higher spatial sensibility understood precisely about the Earth's rotation in stereoscopic space. However, those with lower spatial sensibility failed to grasp the Earth's rotation and memorized it as fragmentary concepts. As for gender effect, male student with higher spatial sensibility explained the concepts clearly, while that with lower spatial sensibility has difficulty with the Earth's rotation in relation to the diurnal motion of celestial bodies. On the other hand, female student with higher spatial sensibility explained the concepts correctly in detail, while that with lower spatial sensibility had difficulty explaining the concepts in stereoscopic space. Therefore, students with higher spatial sensibility should be presented with problems in which they form their own solution. Those with lower spatial sensibility should be allowed to understand the phenomena intuitively. In developing teaching methods, female students should interact with the concepts in stereoscopic space directly, while male students should consider the celestial objects from various viewpoints. Then spatial sensibility in relation to the movement of celestial bodies would be expected to improve.

• Journal of the Korean earth science society
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• v.25 no.7
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• pp.532-544
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• 2004

The purpose of this study is to analyze the concept concerned with Earth's rotation as passed by tenth graders whose interest in earth's rotation and learning styles were varied. To examine student's interest in the Earth's rotation, 4students (visual-verbal learning style student with much interest, visual learning style student with much interest, visual learning style student with little interest, and verbal learning style student with little interest) were chosen for study. Personal interview was used for this study. To probe students' conception in varied ways, they were allowed to make gesture and draw pictures through data collection process, except for interviews. And the data were analyzed one by one. The result of this study were as follows: First, the student with much interest was faster to answer the questions about Earth's rotation than the one with little interest. Also he comprehended better and was able to explain reasons coherently. Second, there was little difference according to student's learning style. Third, one of the repeated misconception was direction. For thinking that is the right side is the east side, students have misconception that the sun goes from right to left and stars in north sky move clock-wise.

• Journal of Science Education
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• v.34 no.1
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• pp.58-71
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• 2010

The purpose of this study is to categorize preconceived notions by elementary science gifted students about the reason why only one side of the moon is visible and develop an instructional module to correct these notions scientifically. The effectiveness of these modules will then be tested. The participants of this study were 15 (5th and 6th grade students) from Gwangju Metropolitan City and Chonnam Province who passed a gifted student assessment test developed by J university. The student's notions about the reason only one side of the moon is visible were assessed through questionnaires, interviews, and reenactments. Instructional modules to minimize these notions were developed and then improved upon by class reenactments. And then these modules were used to teach a real class with cameras recording the students. Protocols were analyzed using this footage, and emphasis was placed on how the developed class module changed student's misconceptions. The instructional module developed in this study was: student conception assessment writing materials exploration activity stage 1 (moon's orbit) exploration activity stage 2 (moon's rotation) - exploration activity stage 3 (moon's orbit and rotation) - exploration activity stage 4 (verbalizing the moon's orbit and rotation) - exploration activity stage 5 (thinking about moon movement considering earth's rotation - exploration activity stage 6 (relating the earth and moon's movement) and verifying student conception change. An important conclusion of this study was that all 15 students had misconceptions that could be divided into categories A, B, and C. Category A could be separated with more specifics into A-1 and A-2, and C into C-1 and C-2. After the instructional module was utilized, the student categories show positive change in the following stages: Category A at exploration activity stage 1 and 2, Category B at exploration activity stage 3, Category C-1 at exploration activity stage 4 and 5, and Category C-2 at exploration activity stage 6. Category C-1 students immediately changed to Category C-2 after going through a few stages, and their misconceptions were finally corrected after going through exploration activity stage 6. The misconceptions of students in all categories were corrected scientifically after completing stage 6 education. This study proposes that a combined education of reenactments, exploration materials development, and exploration activities by stages will effectively correct misconceptions about the Earth and moon's movement.

• Korean Institute of Interior Design Journal
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• v.18 no.5
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• pp.12-20
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• 2009

Memory and schema are very similar in terms of human accumulated mental and physical experiences. However, while memory has more personal aspect, schema discussed in this paper has more collective aspect. Schema has been developed through different generations and times, and has become a specific psychological or visual element(s) that can be applied to various fields, such as all, design and architecture. This study focuses on Aldo Rossi's architectural design characteristics based on his 'Autobiographical Concept' as well as personal schema. 'Autobiographical Concept' is the crucial structure supporting Aldo Rossi's distinctive formalization and spatialization. 4 case projects were comparatively analyzed by the 5 elements included in 'Autobiographical Concept'. It was not easy to relate each element to a specific design aspect because the 5 elements are somehow theoretically and conceptually inter-connected each other. Even though it is very difficult to directly relate a conceptual element with a real spatial element, it is found that the 5 elements have some differences in the spatialization process. Thus, in the conclusion, this study attempted to show the unique characteristics of the Aldo Rossi's architectural design process based on his 'Autobiographical Concept'.

• Journal of Christian Education in Korea
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• v.68
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• pp.345-374
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• 2021

This study is a paper which studies the fact that autobiographical writing in Christian educational books is an important channel for studying the identity of Christian educators. The identity of Christian educators is the background and foundation of the study of Christian education theory. It was found through research that the scholar's identity is more evident in autobiographical writing from a first-person perspective experienced by the author than in argumentative writing with objective and cognitive limitations. This study examined the concept and characteristics of autobiographical writing research, the relationship of autobiographical writing research and self-identity, the relationship between autobiographical writing and Christian education, and discovered autobiographical writing in Christian educational scholars' books. Through the autobiographical writing of Maria Harris' Teaching and Religious Imagination, Parker Palmer's The Courage to Teach, and Elizabeth Moore's Teaching as a Sacrament Act, we studied that the identity of Christian educators can meet, transform, and expand learners' identity as well. Through research, it has been confirmed that autobiographical writing takes the form of a story, but as a story distinct from the story, it becomes a place where the authors' identity and readers' identity can meet, wrestle and expand. Autobiographical writing has a relationship with story and self-identity. These characteristics are also linked to Christian educational goals that focus on the formation and transformation of self-identity. The autobiographical writing in Harris, Palmer, and Moore's writings shows the identity of a teacher, including scholars' theological perspectives and views on education. As the writing of Christian education books so far has become argumentative and objective writing, readers has felt a sense of disparity and disconnection. If autobiographical writing becomes educational books' style, it can invite readers to empathize with who the author is. Christian education will experience more fundamental changes with autobiographical writing.

• Proceedings of the Korean Society of Computer Information Conference
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• 2010.07a
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• pp.435-438
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• 2010

오늘날 많은 연구자들은 자율적 인간형 로봇 (Autonomous symbiotic human-robot)을 보조하기 위한 지식체계로 온톨로지의 개념을 사용한다. 이러한 연구는 룰 기반의 추론시스템을 지원하기 위해 온톨로지를 저장하는 데이터베이스 스키마를 설계하는데 초점을 맞추고 있다. 이러한 연구 뿐만 아니라 온톨로지 개념을 사용하는 가장 중요한 목적 중에 하나는 상황 추론이다. 이러한 관점에서 본 논문은 로봇이라는 환경에서 좀 더 지능적인 상황 추론 서비스를 제공하기 위해, 5W1H 기반의 로봇 지능 저장소라 불리는 로봇 메모리 저장소를 설계하는데 초점을 두고 있다. 기존 연구는 체계적이고 의미론적 5W1H를 고려하지 않거나 5W1H와 다른 개념 사이의 연광성의 결여에 많은 문제점을 가지고 있으며 이를 해결하기 위해 본 논문에서는 상황, 목적, 공간, 특징, 인간 그리고 5W1H의 온톨로지 지식을 저장할 수 있는 개념적인 모델인 로봇 메모리 모델을 설계한다. 또한 본 논문에서는 상황 추론을 지원하기 위해 로봇의 인스턴스 정보라고 불리는 자전적 기억 (Episodic Memory)를 효과적으로 저장하기 위한 5W1H 모델을 정의하며 이러한 모델을 물리적으로 저장하기 위한 관계형 데이터베이스 기반의 EventsEpisodicRBS를 설계한다. 결과적으로 이러한 연구를 통해서 자율적 인간형 로봇 환경에서 로봇이 지능적 서비스 제공의 핵심 모듈인 상황 추론을 지원하는데 큰 기여를 할 수 있는 하부 시스템으로서의 의미를 가질 수 있다.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.249-262
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• 2022

This study was conducted on the alternative concept of elementary school pre-service teachers to seasonal changes. From May 2021 to June 2022, it was conducted with 60 pre-primary teachers at P National University of Education. The conclusion of this study is as follows. First, pre-primary teachers explained the cause of seasonal changes, and out of 60 pre-primary teachers, only 22 (36%) had scientific concepts, and the remaining 38 (64%) students had alternative concepts. Second, in explaining how the inclination of the Earth's axis of rotation is related to seasonal changes, only 16 (27%) of the 60 pre-primary teachers had a scientific concept, and the remaining 44 (73%) had alternative concepts. Third, pre-primary teachers explained the relationship between the change in the solar altitude and the seasonal change. Among 60 pre-primary teachers, 12 (20%) had a scientific concept, and the remaining 48 (80%) had alternative concepts. Fourth, looking at the comprehensive types of alternative concepts for seasonal changes, the aS-bS-cS type, which is classified as a type that explains the causes of seasonal changes using scientific concepts as a whole, was 8(13%) out of 60 pre-primary teachers. and the remaining 52 (87%) had at least one alternative concept to explain seasonal changes.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.3
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• pp.252-260
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• 2019

The purpose of this study is to assist school science class by investigating effective Earth's rotation experiments of districts by school level. The researcher investigated or developed nine experiments for learning Earth's rotation, and conducted and discussed these experiments with 26 elementary school teachers. Each teachers chose an effective Earth's rotation experiment for the district and wrote the reason. As a result, elementary school teachers chose the experiment that is easy to prepare and to do. And elementary school students are interested in the experiments by conducting them on their own. Middle and high school teachers chose more difficult experiments that could be connected with other concepts. University teachers chose effective experiments based on application of knowledge, active exploration, computer literacy, and difficulty.