• Journal of the Korean earth science society
• /
• v.25 no.8
• /
• pp.739-747
• /
• 2004

This study was to promote meaning ways of leaning and observe the influence of concept maps on middle school students' conceptual formation with regards to the topic of the 'sea water'. Concept map is one way to examine a leaner's conceptual formation process. The subjects of this study consisted of four classes within the first grade students of a Busan middle school, which were divided into two groups: the experimental group which applied concept map teaching and the ordinary teaching group. This study was carried out before and after class, examining the science leaning achievement, self-directed leaning characteristics, and awareness change on the concept maps. The result of this study was as follows: First, the leaning achievement of middle school students was positively affected by the use of concept maps. Second, the teaching method with concept map was more effective self-directed leaning characteristics compared to the ordinary one. Third, concept map teaching was a positive reaction to conceptual formation.

• Journal of the Korea Society of Computer and Information
• /
• v.14 no.6
• /
• pp.99-106
• /
• 2009

Over recent decades, concept mapping has been used as a valuable Learning and Teaching tool. A number of studies have shown a positive impact on student learning. One of the disadvantages of this technique has been that assessing them or providing feedback to students is time consuming. We aim here to introduce ways of reducing the complexity of using concept map techniques in online activities. Several types of scoring methods for the concept map based assessment have been developed. In this paper, we describe the development of an automatic assessment system that implements those techniques. We contribute a design that uses semantic web technologies for both the management and the scoring of the concept maps.

• Proceedings of the Korean Institute of Intelligent Systems Conference
• /
• 1998.06a
• /
• pp.376-379
• /
• 1998

We introduce the concept of a 'fuzzy' map between sets by modifying the concept of the extension principle introduced by Dubois and Prade in [1] and study their properties. Using these we generalize Goguen's and Zadeh's extension principles in [2] and [3].

• Journal of The Korean Association For Science Education
• /
• v.20 no.2
• /
• pp.262-273
• /
• 2000

The purpose of this study was to develop a tool for K-12 science curriculum articulation analysis, especially the concept map of 'properties of matter' and the table of the key concepts of 'properties of matter' by grade. We have 5 steps for the purpose; to extract common subject of K-12 science curriculums, to analyze the contents of K-12 science curriculum related to the common subject, to develop and analyze concept maps of K-12 science curriculums, to develop common concept map and the table of key concepts by grade of K-12 science curriculum, and to modify and clear up the concept map and the table. First two steps are related to the develop of 'water' concept map, and the others are related to the 'properties of matter' concept map.

• The Pure and Applied Mathematics
• /
• v.14 no.4
• /
• pp.289-306
• /
• 2007

We define and study a concept of $H^f-space$ for a map, which is a generalized concept of an H-space, in terms of the Gottlieb set for a map. For a principal fibration $E_{\kappa}{\rightarrow}X$ induced by ${\kappa}:X{\rightarrow}X'\;from\;{\epsilon}:\;PX'{\rightarrow}X'$, we can obtain a sufficient condition to having an $H^{\bar{f}}-structure\;on\;E_{\kappa}$, which is a generalization of Stasheff's result [17]. Also, we define and study a concept of $co-H^g-space$ for a map, which is a dual concept of $H^f-space$ for a map. Also, we get a dual result which is a generalization of Hilton, Mislin and Roitberg's result [6].

• Educational Technology International
• /
• v.10 no.2
• /
• pp.145-166
• /
• 2009

The purpose of this study was to investigate why advance organizers (AO) are effective in promoting comprehension and mental model formation in terms of cognitive load. Two experimental groups: a concept-map AO group and a key-word AO group and one control group were used. This study considered cognitive load in view of Baddeley's working memory model: central executive (CE), phonological loop (PL), and visuo-spatial sketch pad (VSSP). The present experiment directly examined cognitive load using dual task methodology. The results were as follows: central executive (CE) suppression task achievement for the concept map AO group was higher than the key word AO group and control group. Comprehension and mental model construction for the concept map AO group were higher than the other groups. These results indicated that the superiority of concept map AO owing to CE load decrement occurred with comprehension and mental model construction in learning. Thus, the available resources produced by CE load reduction may have been invested for comprehension and mental model construction of learning contents.

• Journal of Korean Home Economics Education Association
• /
• v.29 no.3
• /
• pp.161-183
• /
• 2017

The purpose of this study is to develop a concept map in a visual instructional strategy so that meaningful learning can be done by structuring knowledge in the section of eco-friendly clothing life and reform clothes. For this purpose, ten textbooks for the 2009 revised were analyzed, and 10 sub-area were selected to develop the concept map. The development was done by using Cmap Tools V6.02 and the study process has progressed content analysis, concept extraction, and concept map development. The analysis process and results of this study are as follows. First, in the course of setting standards, the analytical standards were set for the 2007 revision and 2009 revision curriculum achievement standards. Second, in the process of content analysis and concept extracting, through the analysis of textbooks, 'clothing selection and purchase', 'clothing care and management' and 'clothing reuse and eco-friendly'. The concept was extracted by subdividing on the basis of general and comprehensive core concepts. Third, the development process of concept map was developed and revised based on the extracted concepts, and the concept map developed was the 'clothing purchase plan', 'points to consider when buying clothing' 'quality', 'handle with care', 'classify laundry', 'remove stain', 'water washing', 'repair clothing', 'reform clothing', 'eco-friendly clothing life'.

• Journal of Korean Elementary Science Education
• /
• v.40 no.3
• /
• pp.390-406
• /
• 2021

This study investigated how elementary students with different spatial ability constructed spatial thinking process about on volcanoes and earthquakes with GeoMapApp-based materials. Students' spatial thinking process was analyzed in terms of spatial concept recognized, tools of spatial representation, and their spatial reasoning to construct topographic structure. The student group with high-scored spatial ability showed the spatial reasoning based on internal representation of building mental images through sectional division of horizontal distance, directly connected with spatial concept, or distorting spatial concept. The student group with low-scored spatial ability built the spatial reasoning directly connected with spatial concept instead of transforming into internal representation, and partially recognized spatial concept on either distance or depth. Based on the results, we argued identifying spatial concepts such as distance, height, or depth from the GeoMapApp data would be funda- mental for the better spatial thinking.

• Journal of the Korean earth science society
• /
• v.29 no.2
• /
• pp.140-150
• /
• 2008

In this study, a new teaching model was developed using concept maps and applied to the Earth Science I unit on diastrophism. We analyzed the effects of this model on students' scholastic achievement, ability to construct concept maps, and attitudes towards concept map lessons, in comparison to traditional teaching methods. The data was sampled from 128 second-year male high school students in Gyunggido, Korea. Although the results are not statistically significant, the new teaching model seems to have contributed to an increase in scholastic achievement as opposed to the traditional teaching models. We also found that the students to whom the new teaching model was applied showed both significant and positive effects in terms of scholastic achievement, the ability to construct a concept map, and changes in attitudes towards concept map lessons.

• Journal of the Korean earth science society
• /
• v.24 no.7
• /
• pp.595-603
• /
• 2003

The study investigated the effect of a social constructivist model on changes of concept on 103 4th graders in three elementary schools. In particular, it analyzed whether the application of a concept circle map developed student understanding of the concept. After a one month study period, the 103 students took a pencil and paper test on changes of concepts learned. The results indicated that the social constructivist model positively influenced student concept development. In conclusion, a concept circle map used on a social constructivist model may be employed as a tool for diagnostic or formative evaluation.