• Journal of The Korean Association For Science Education
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• v.32 no.2
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• pp.402-414
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• 2012

This study investigated the effects of the instructions using analogies in learning the concept of saturated solution by the analogy presentation types and the verbal learning styles upon the mapping understanding, the mapping errors, and the perceptions of the instruction. Fifth graders (N=123) at an elementary school were selected and assigned to VA (n=63) and VPA (n=60) groups. As a pretest, a test on the verbal learning style was administered. The students in the VA group learned the target concept with a verbal analogy, while those in the VPA group learned it with a verbal/pictorial analogy. After the students learned it, a mapping understanding test was administered. The students in the VPA group also administered the test on the perceptions of the instruction and some of them were interviewed in depth. The results revealed that the scores of the students with strong verbal learning preference in the VPA group were significantly lower than those in the VA group in the mapping understanding test. However, the scores of the students with weak verbal learning preference were not significantly different between the two groups. Five types of mapping errors were identified: failure to map, mismapping, rash mapping, impossible mapping, and mapping of a surficial feature. According to students' verbal learning styles, there were some differences in the frequencies of mapping errors in the two groups. Many students in the VPA group, regardless of their verbal learning styles, had positive perceptions of the instruction in various cognitive and motivational aspects. However, some of them also pointed out a few difficulties of the instruction. Educational implications of these findings are discussed.

• Environmental engineer
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• s.19
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• pp.11-16
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• 1988

본 연구는 환경정책에 있어서 피규제자인 환경관리인들이 자신들의 권익을 보호하기 위해서 집단적으로 어떠한 행태를 나타내는가에 관해 분석하였다. 그리하여 관리인들이 정책과정에서 보여주는 집단적 대응행태를 알아보기 위해서는 전국환경관리인연합회의 활동을 중심으로 분석하였는데, 이는 비록 이 단체가 역사는 짧고 응답자들이 역할을 충분히 인정하고 있지는 않으나, 관리인이 권익보호를 위한 유일한 이익집단이라고 보았기 때문이다. 그리하여 이를 위해 연합회보와 문서들을

• Journal of the Korean Academic Society of Industrial Cluster
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• v.2 no.1
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• pp.28-43
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• 2008

This paper searches for a potential path of Korean clusters to be competitive global innovation clusters (CGICs) and provides appropriate policy interventions to promote the cluster formation process in Korea. It argues that clusters which have their distinctive competitiveness are created as the cluster members are collectively responding to the switching forces in a rapidly changing capitalist economy. The Korean economy has acquired various assets through the rapid economic progress and these can be efficiently utilized for the creation of globally leading clusters in Korea. The process is not just copying the one and only Silicon Valley model but to create the distinguished Korean model of locally embedded innovation. That requires a recreation process of innovation clusters in Korea.

• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.898-909
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• 2009

In this study, we investigated the influences of the role-playing analogy in chemistry concept learning on mapping understanding and mapping errors by analogical reasoning ability level. Seventh-graders (N=151) at a middle school were assigned to the comparison group and the experimental group. The students of the experimental group were taught with the 'running in the circle' role-playing analogy. After the students were taught about 'the relation between volume and pressure of gas', the test of mapping understanding in the next class and the retention test four weeks later were administered. The students with typical mapping errors were also interviewed to investigate their mapping processes. The results revealed that the role-playing analogy in chemistry concept learning improved mapping understanding and its retention regardless of analogical reasoning ability level. It was also found that the students in the experimental group had fewer mapping errors than those in the comparison group. However, there were similar patterns of mapping errors in both groups, and there were no significant differences in the frequencies of each type of mapping errors by analogical reasoning ability level. Educational implication of these findings are discussed.

• Journal of The Korean Association For Science Education
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• v.27 no.9
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• pp.778-786
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• 2007

This study investigated the effects of analyzing mapping errors on conceptual understanding, mapping understanding and perceptions of the instructions in learning chemistry concept with analogy. Seventh graders (N=121) at two middle schools were assigned to the comparison and the treatment groups, and were taught about 'states of matter and arrangement of molecules.' The students in the comparison group were taught in the Teaching-With-Analogy (TWA) model, while those in the treatment group Were taught in the instructional model that changed 'mapping similarity' and 'indicating difference' of the TWA model into 'analyzing mapping errors.' Analysis of the results revealed that the scores of the conception test and the mapping test for the treatment group were significantly higher than those far the comparison group regardless of field dependence-independence. It was also found that most students in the two groups positively perceived the instructions with analogy, but the students in the treatment group had difficulties in analyzing mapping errors, Educational implications are discussed.

• Korean Journal of Forensic Psychology
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• v.11 no.1
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• pp.89-115
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• 2020

Traditional deception detection methods had examined the difference of one's autonomic physiological responses through asking crime-related and crime-unrelated questions. There has been a continuing controversy regarding the accuracy and validity of the test, and thus, many researchers were motivated to explore and develop alternative efficient methods of detection in which one of them is known as P300-based Complex Trial Protocol (CTP). The P300-based CTP detects deception through comparing the P300 amplitudes between probe and irrelevant stimuli and is known as a counterstrategy of countermeasures. However, many previous studies have used countermeasures created from Rosenfeld et al.'s work (2008). The present study initially conducted a survey asking open-ended questions about the countermeasure use to acquire participant-oriented countermeasures for the main experiment. Then, the study aimed to evaluate whether the CTP can accurately detect deception even in the use of survey-based countermeasures. We firstly selected a set of participant-oriented countermeasures through survey questions. Then, a total of 50 participants were divided into three groups (innocent, guilty, and countermeasures) and performed the CTP. Those assigned to the countermeasures group covertly performed mental countermeasures during the CTP. The results of P300 amplitude analysis revealed that the guilty group's P300 amplitude of probe stimuli was significantly larger than that of irrelevant stimuli. Countermeasures group also had a significantly larger P300 amplitude for probe stimuli compared to irrelevant stimuli, even in the use of countermeasures. The results of bootstrapped amplitude difference (BAD) showed a detection accuracy rate of 81.25%, 82.35%, 82.35% for the innocent, guilty, and countermeasures groups, respectively. These findings demonstrate that the CTP can obtain a high detection rate in participant-oriented countermeasures and suggest the potential use of the CTP in the field.

• Journal of the Korean Chemical Society
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• v.50 no.6
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• pp.486-493
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• 2006

study investigated the relationship between conceptual understanding and mapping errors induced in learning chemistry concept with two analogies presented in current science textbooks. Each of the two groups from 7th graders (N=260) in three middle schools studied with one of the analogies, and then a conception test and a mapping test were administered. Analyses of the results indicated that students conceptual understanding has a significant relationship with their understanding about the mapping. The scores of the conception test and the mapping test for the unshared attributes were lower than those for the shared attributes. Five types of mapping errors were also identified: overmapping, mismapping, failure to map, rash mapping, and artificial mapping. Many representative misconceptions were found to be associated with their mapping errors. Educational implications are discussed.

• Journal of the Korean Chemical Society
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• v.54 no.2
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• pp.248-256
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• 2010

This study investigated the effects of the level of enrichment for analogies upon students' mapping, conceptual understanding, and the types of mapping errors in concept learning about Boyle's Law. Analogical reasoning ability test was administered and the score was used as a blocking variable. Three types (simple, enriched, and extended analogies) of learning materials according to the level of enrichment for analogies were studied by randomly assigned middle school students, and a conceptions test and a mapping test were administered immediately. The retention tests of both were administered four weeks later. Analyses of the results revealed that there was no main effect in the level of enrichment for analogies, but there was interaction effect with analogical reasoning ability in the post test on mapping. And the score of enriched analogy group was significantly higher than those of simple analogy group, but the score differences among three groups were not significant in the retention test on conceptual understanding. The frequency of the total mapping errors in the simple analogy group was the highest, and the frequencies of most types of mapping errors in the enriched and the extended analogy groups were less than those in the simple analogy group. There were also some differences in the frequencies of mapping errors with respect to the level of analogical reasoning ability. Therefore, these results will help science teachers plan and practice instructions using analogy.

• Journal of the Korean Chemical Society
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• v.55 no.3
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• pp.509-518
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• 2011

In this study, we investigated the effects of analogy-generating in small group in elementary science-gifted education upon the types and the mapping errors of student-generated analogies, and the perceptions of the instruction. Fifth graders (N=37) at two science-gifted classes in two elementary schools were selected and assigned to individualistic analogygenerating (IA, n=19) and pair analogy-generating (PA, n=18) groups. After the students of each group performed the experiment and were taught about 'saturated solution' concept in the first class, they administered the test on the self-generating analogies on the concept in the second class. The students in the PA group also administered the test on perceptions of analogy-generating in small group and some of them were interviewed deeply. The results revealed that the students in the PA group made more verbal/pictorial, structural/functional, enriched, and higher systematic analogies than those in the IA group. However, there were little difference between the two groups in the subcategories of artificiality (artificial and everyday) and abstraction (abstract and concrete). The students in the PA group fewer mapping errors than those in the IA group. Many students in PA group perceived the analogy-generating in small group positively upon various cognitive and motivational aspects. However, they also pointed a few disadvantages of the activity. Educational implications of these findings are discussed.

• Defense and Technology
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• no.9 s.175
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• pp.10-19
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• 1993

주요 선진국들은 21세기 신기술 조류에 대처하기 위해 자국의 두뇌집단을 최대한 활용하여 미래의 신기술, 신상품 개발에 전략적으로 대응하고 있습니다 또한 국제환경은 지역 이기주의에 바탕을 둔 경제 블록화와 신 GATT 체제하의 경제질서를 형성하며 기술보호 장벽을 높여가고 있습니다 이에 전략적으로 대응하기 위해서 우리는 민수.방산 공용기술개발의 Spin-off효과를 극대화 시키면서, 현재 추진되고 있는 신경제계획과 연계된 국방연구개발의 전략적 추진을 전개해야 합니다