• 대한근관절건강학회:학술대회논문집
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• 2000.04a
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• pp.156-162
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• 2000

• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.283-294
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• 2022

Although the concept of light is important in the elementary school curriculum, substantial research suggests that students and teachers have difficulties in understanding it. Therefore, it is necessary to analyze the reasons for these difficulties-whether it is due to the content or due to the presentation method of contents, structure, and expression. The national curriculum and textbooks of Korea, the US, China, and Japan were comparatively analyzed from the following perspectives: 1) key concepts of light, 2) structure of light units in the textbook, 3) materials, light sources, and optics used in light units. Consequently, there were differences between countries in their inclusion of the concept of light in the curriculum. In particular, the Korean curriculum studies the concept of refraction by a convex lens, whereas the concept of light, light source, and vision is not introduced. Furthermore, countries also differed in their structuring of units. The Korean curriculum was presented segmentally by concept rather than structured according to core ideas or perspectives, and the connection between concepts was unclear. In addition, there were differences between the countries in materials, light sources, and optical instruments to explain key concepts. On using light, the US curriculum provides a purpose and uses light to achieve it, and China and Korea understand the concept. It was divided into the method of using the material to deepen. Based on the results of this analysis, the implications for the elementary science curriculum in Korea were derived as follows. First, it is necessary to introduce concepts sequentially and organize them so that the connection between concepts is well expressed. Second, it is necessary to introduce light and light sources as the predominant concepts. Third, it is necessary to include the principle of seeing objects. Fourth, it is necessary to adjust the material and content level of the refraction concept included in the light and lens unit. Fifth, an integrated approach is required because light has a deep connection with various concepts included in the elementary science curriculum.

• Journal for History of Mathematics
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• v.17 no.3
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• pp.73-92
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• 2004

The paper surveys various attempts to use the concept of 'fundamental ideas' -Bruner's concept- as a tool for organizing mathematics teaching and research in mathematics education. One of the characteristics of fundamental ideas in mathematics is their correspondence to the history of mathematics; therefore in forming out contents and methods in mathematics education, the history of mathematics may be serve as an interesting aspect. It is demonstrated by the example of mean values.

• Journal of Korean Academy of Nursing
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• v.16 no.1
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• pp.29-39
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• 1986

• Journal of Korean Academy of Nursing
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• v.16 no.1
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• pp.23-28
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• 1986

• Journal of Korean Academy of Nursing
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• v.16 no.1
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• pp.17-22
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• 1986

• Journal of Korean Academy of Nursing
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• v.16 no.1
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• pp.11-16
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• 1986

• Proceedings of the Korean Information Science Society Conference
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• 2002.10d
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• pp.295-297
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• 2002

본 연구에서는 정보 검색의 효과를 향상시키기 위한 방안으로 개념망을 제안한다. 개념망은 주어진 문서의 집합에서 제시된 주요 개념을 추출하고, 추출된 개념들 사이의 관련성을 분석하여, 관련성이 높은 개념 사이에는 링크를 설정함으로써 개념을 노드로 하는 네트워크를 구성한 것이다. 개념 추출과 링크 설정은 문서에 출현하는 명사의 출현 빈도를 근거로 하였다. 사용자가 정보검색을 위하여 키워드를 입력하면 본 시스템은 입력된 키워드를 중심으로 구축된 개념망을 제시한다. 사용자는 제시된 개념망을 조사함으로써, 자신이 입력한 단어가 검색하고자 하는 목표개념을 적절히 반영한 단어인지 확인할 수 있고, 새로운 검색어를 추가하거나 기존의 것을 수정함으로써 검색의 효과를 향상시킬 수 있다.

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

• The Bulletin of The Korean Astronomical Society
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• v.37 no.2
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• pp.153.1-153.1
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• 2012

조립 후 발사대로 이송된 추진기관(또는 발사체)는 지상시험 및 비행시험을 위한 충전을 하게 되는데, 추진제 및 고압가스 등 추진기관 구성품의 운용절차는 하드웨어의 설계 단계에서 그 개념이 수립되어야 한다. 다시 말해, 발사체 및 추진기관 설계 단계에서 연료와 산화제의 충전/배출, 시험 취소시의 운용절차 개념이 수립되어 있어야 추진기관 구성품들의 설계, 지상인터페이스 구성품의 설계에 그 내용이 반영될 수 있다. 따라서, 본 논문에서는 발사체 및 추진기관 운용와 관련된 일반적인 충전/배출 절차와 지연 또는 취소시의 작업절차의 주요개념을 다루었고, 추진기관 운용에 필요한 각종 지상설비에 요구되는 주요 기능을 검토하였다. 또한, 추진제 충전 이후 발사 대기시까지의 업무와 발사 전에 수행되어야 하는 추진기관 운용 업무(Pre-Launch Operation)도 다루었다. 특히 다단 발사체의 경우에는 운용과 관련된 준비 업무량이 단수에 비례하여 늘어나므로, 효율적으로 모든 시험 준비 업무를 마치기 위해, 지상에서의 추진기관 운용절차는 각 단별로 유기적으로 진행되어야 한다. 즉, 각 단별 하드웨어에 대한 사전 검사, 충전, 대기 등의 운용시간 설계 및 그 절차가 중요하다. 한국형 발사체 및 추진기관의 운용 개념설계를 수행하는데에는 기 확보된 운용기술을 활용하였다.