• Journal of Korean Elementary Science Education
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• v.23 no.1
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• pp.37-43
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• 2004

In this study, we investigated the effects of using concept mapping as an instructional tool on 4th graders' achievement, science learning motivation, and attitude toward science classes. Two classes (38 students) from an elementary school were respectively assigned to a control group and a treatment group. Students were taught about "expansion of matter by heat" and "heat transfer". These topics were chosen because they require students to understand more concepts as well as relationships among them. A science learning motivation test and an attitude toward science classes test were administered as pretests. A researcher-made achievement test, the science learning motivation test, and the attitude toward science classes test were administered as posttests. The results indicated that using concept mapping in 4th-grade science classes was not significantly effective in improving students' achievement though a statistically significant positive effect was found in the subcategory of knowledge. No statistically significant effect of using concept mapping was found in the scores of the science learning motivation test and the attitude toward science classes test. Educational implications are discussed.

• Journal of Korean Elementary Science Education
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• v.29 no.3
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• pp.341-349
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• 2010

In this study, the effects of concept mapping with feedbacks providing explanatory comments on students' achievement, science learning anxiety, and science learning motivation were investigated in the undergraduate general chemistry course. The aptitude-treatment interactions between students' level of mastery goal orientation and the concept mapping with explanation feedback treatment were also examined. Sixty-seven freshmen from an university of education were assigned to a control group and a treatment group. The tests of mastery goal orientation, science anxiety, and science learning motivation were administered as pretests. For the treatment group, feedback providing students with explanatory comments through whole class discussion was presented after each concept mapping. Whereas the control group students were presented with opportunities solving excercise problems followed by explanation feedback. The intervention was lasted for 10 weeks (30 class periods). After the instructions, a researcher-made achievement test, the science learning anxiety test, and the science learning motivation test were administered. The results indicated that no statistically significant difference was found in students' achievement. In the science learning anxiety, however, the scores of the treatment group was significantly lower than those of the control group. The scores of the treatment group also tended to be higher, though not significant, than those of the control group in the science learning motivation. However, no significant aptitude-treatment interactions were found in all dependent variables.

• The Journal of the Convergence on Culture Technology
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• v.8 no.4
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• pp.37-44
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• 2022

The purpose of this study is to investigate how the local community case management council perceives the expected outcome of the council and case management service by participating actors in order to establish the identity and direction of the activities of the council through concept mapping. A total of 12 practitioners from participating organizations freely expressed and shared their opinions about the case management service performance with the local community case management council in a brainstorming manner, producing a total of 42 statements. Through concept mapping, participants were empowered in the decision-making process, and their opinions were not alienated, but were accepted and rationally handled. It can be said that it is important to provide an opportunity for the participants to discuss on an equal footing in the decision-making process. Through this, it can be seen that the agreement between the case management council and the case management service was quickly reached, and the direction for subsequent activities was clearly set.

• Lingua Humanitatis
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• v.1 no.1
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• pp.221-233
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• 2001

The purpose of this paper is twofold. On the one hand it takes issue with Engstrom's claim that conceptual metaphors are propositional; on the other, it aims to demonstrate that the mathematical term 'mapping' is inappropriate for the analysis of metaphors. To my mind, the propositional analysis of metaphors, a wrong analysis for that matter, originates in the notion 'mapping' I argue that partial 'mapping' between propositional meanings and metaphorical meanings is either mental or psychological, with no concomitant 'truth' value. When concept metaphors represent propositionality, they lose metaphoricity; when they obtain metaphoricity, they are free of propositionality. The mathematical terms 'mapping' and 'proposition,' it is stressed, should be avoided in the analysis of concept metaphors like 'A is B' because they are confusing when applied to linguistic expression. 1 suggest that the term 'mapping' be replaced by phrases such as 'interaction between two domains,' projection from source-domain to target domain,' or 'understanding the properties of two domains between A and B,' etc. This would amount to proposing a pragmatic or cognitive theory of metaphor.

• Journal of KIISE:Databases
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• v.36 no.6
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• pp.466-475
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• 2009

Considerable research in the field of ontology mapping has been done when information sharing and reuse becomes necessary by a variety of ontology development. Ontology mapping method consists of the lexical, structural, instance, and logical inference similarity computing. Lexical similarity computing used in most ontology mapping methods performs an ontology mapping by using the synonym set defined in the WordNet. In this paper, we define the Super Word Set including the hypenym, hyponym, holonym, and meronym set and propose an ontology mapping method using the Super Word Set. The results of experiments show that our method improves the performance by up to 12%, compared with previous ontology mapping method.

• Journal of The Korean Association For Science Education
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• v.28 no.4
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• pp.340-349
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• 2008

This study investigated the mapping errors induced in learning the concept of reaction rate with analogies, and compared these mapping errors by the analogy presentation types. Tenth graders (N=418) at a high school were assigned to the four groups by the target concepts and the analogy presentation types. The target concepts were 'concentration and reaction rate' and 'temperature and reaction rate'. In presenting analogy, the verbal and the verbal/pictorial analogs were used. After the students learned one of the analogs, a mapping test was administered. From the analysis, eight types of mapping errors were identified: overmapping, artificial mapping, failure to map, rash mapping, mismapping, mapping of a superficial feature, retention of a base feature, and impossible mapping. According to the analogy presentation types and the features of the target concepts, there were some differences in the frequencies of mapping errors. Educational implications of these findings are discussed.

• Journal of applied mathematics & informatics
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• v.34 no.5_6
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• pp.519-526
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• 2016

The concept of somewhat pairwise fuzzy pre-irresolute continuous mapping and somewhat pairwise fuzzy irresolute preopen mappings have been introduced and studied. Besides, some interesting properties of those mappings are given.

• Proceedings of the Korean Institute Of Construction Engineering and Management
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• 2007.11a
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• pp.301-305
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• 2007

Mapping of EXPRESS, which is object-favored language to represent IFC model, to Relational Database is not straightforward. Model size can be much bigger and data can be missed through process. However mapping to the object concept added database, such as Object Oriented Database or Object Relational Database, may be simpler and have lots of advantages. This study investigates previous IFC mapping studies, concept of Relational Database and Object Oriented Database, and mapping methodology to Object Relational Database using object.

• Journal of The Korean Association For Science Education
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• v.22 no.2
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• pp.398-409
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• 2002

The purpose of this study was to investigate the validity, reliability and practicality of a concept map as an assessment tool in the context of biology concept learning. Forty undergraduate students participated in concept mapping, and the maps were scored by preservice science teachers, using one of three different scoring methods, that is, concept map scoring methods developed by Burry-Stock, Novak & Gowin and McClure & Bell. Two scorers were assigned to each scoring method. As far as the validity of the assessment methods was concerned, two of the three methods were found to be very valid, while Burry-Stock's scoring method was shown little valid. As far as the internal consistency of the methods was concerned, considerably high consistencies were shown between every pair of scorers, judging from high correlation coefficients between the pair of scorers for each scoring method. It took from 1.13 minutes to 3.70 minutes to assess a map at the average. It showed that concept mapping could be used in school classrooms with the limited resources of time and people. These findings suggest that the concept mapping can be an appropriate tool for assessing biology concept understandings.

• Communications of the Korean Mathematical Society
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• v.13 no.1
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• pp.137-150
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• 1998

The purpose of this paper is to introduce and study the concept of fuzzy FC-compactness for fuzzy topological spaces.