• Journal of Korean Society of Steel Construction
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• v.11 no.1 s.38
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• pp.23-31
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• 1999

The concept models are used for the analysis of joints because they are simple to use and accurate. The modeling parameters of concept models are estimated using the results of experiments performed on the joints. The concept joint models accurately describe the behavior of joints under the loads which are used in the experiments for the estimation of parameters. However, they may not be accurate under the loads which are not used in the experiments. The accuracy can be dependent on the loads which are used in the evaluation of accuracy. In this study, antioptimization is presented to find the worst possible loads, under which the accuracy of concept joint models can be evaluated. The procedure was applied to the accuracy evaluation of concept joint models in an isolated 3-D joint and 2-D joints of a vehicle structure.

• Journal of The Korean Association For Science Education
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• v.17 no.3
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• pp.333-343
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• 1997

The purpose of the present study was to investigate an appropriate instructional model in order to remedy students' misconception. As hypotheses of this study, three instructional models, cognitive conflicting, hypothesis testing, and learning cycle models, on biological 'osmosis' concept were tested in 176 high school students. Results of the present study are as follows: 1. All groups used one of three instructional models showed a statistically significant improvement in conceptual change on the 'osmosis' concept between before and after the instruction. In addition, the three hypothesized instructional models were more effective in conceptual change than a traditional expository instruction. 2. There was a statistically significant difference among three experimental groups. Cognitive conflicting model and hypothesis testing model was more effective than learning cycle models. 3. An interviewing after instruction showed that students who had scientific concept on the 'osmosis' through the instruction could effectively apply the concept to other context more than students who had no scientific concept through instruction. The present study indicated that instructional model play an important role on students' conceptual change in science classroom. According to the result of this study, the instruction emphasizing students' active participation in class and scientific reasoning process is more appropriate to remedy misconception that the instruction using students' passive participation in class and expository teaching procedure. This study also indicated that students' concept acquired through instruction is one of important factors to apply it to other context.

• Korean Journal of Child Studies
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• v.33 no.3
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• pp.131-148
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• 2012

This study examines the scientific concept development of young children in terms of the day-night cycle. The subjects consisted of 180 three-, four-, and five-year-old children from two kindergartens and one children's center located in Seoul and Jeju. Individual interviews were conducted to collect verbal and pictorial responses on the day-night cycle. The scientific concepts on the day-night cycle are classified five stages including : no recognition, egocentric concept, initial mental models, synthetic mental models, and scientific mental models. Using two-way ANOVA, scores for the types of concept on the day-night cycles were then analyzed according to both the ages and genders of the children. The results reveal the existence of significant differences in terms of the types of concept of young children according to age. Most three-year-olds children had no recognition. Most three, four, and five-year-old children revealed egocentric concepts. Four-year-old children revealed that were in the initial stages of experiencing the mental models and synthetic mental models of the day-night cycle. Five-year-old children revealed that they were in the early stages of experiencing the initial, synthetic, scientific mental models of the day-night cycle. The results suggest appropriate ways of science education for young children based on the development of scientific concepts of the day-night cycle.

• International Journal of Precision Engineering and Manufacturing
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• v.3 no.4
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• pp.72-77
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• 2002

The load interaction effect can be best illustrated by the phenomenon of overload retardation. Some prediction methods for retardation are reviewed and the problems discussed in the present paper. The so-called under-load effect much of the retardation disappears if a very low level minimum stress follows the overload, is also of importance for a prediction model to work properly under random load spectrum. The concept of Interactive Zone (IZ) fully considering reversed plasticity during unloading was discussed. This IZ concept can be combined with existing models to derive some improved models that can naturally take account of the under-load effect. Some simulations by IZ improved models for test under complex load sequences including multiple overloads and both over/under loads are compared with test results. It is seen that the improvement by IZ concept greatly enhanced the ability of existing models to accommodate complex load interaction effects.

• Fashion & Textile Research Journal
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• v.17 no.5
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• pp.718-730
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• 2015

This study investigated the correlation between the level of consistency in fashion show models' appearance and design concept through a statistical and qualitative analysis of the S/S Paris Collection 2014. The following conclusions have been drawn in this study. First, the percentage of models of color was very low in regards to the physical appearance of models; in addition, there was a higher percentage of Caucasian models for collections with a high level of consistency in models' physical appearance. Collections with a high percentage of models of color indicate more casual design concepts and the promotion of diversity in racial background is considered more effective for street fashion. Second, collections with a high level of consistency in models' physical appearance tend to control various elements that constitute a physical appearance through more detailed planning and stage direction. Third, there is a tendency to reinforce design concepts by creating a consistency in the overall physical appearance of models. This affirms that their physical appearance is determined by brand (i.e. designer) and is used to maximize a design concept delivery. The results of this study suggests that the physical appearance of models must be determined in line with the design concept versus detailed planning that must consider audience perspectives as well as adjust the show's length and the interval between each model appearing on the stage.

• Journal of Korean Home Economics Education Association
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• v.6 no.2
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• pp.161-174
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• 1994

In this study, among the cognitive learning models for information process, Taba’s inductive thinking model and Joyce&Weil’s concept attainment model, which help to obtain and study the concepts, can be applied to the ranges of consumer-education. Considering this, a new teaching-paln can be made. Applying the plan to the present teaching environments. I will do the research possibilities of applying the concept-learning teaching-plan to the consumer education. In the method of this research, many books, related to home economics & consumer-education, characters of concept-learning, and concept teaching-learning models, were studied. Also, on the basis of theoretical evidence, the teaching-plan, that apply the concept teaching model, were made. In addition, experimental research was done to find out the possibilities that the plan focusing on concept learning was applied or not. As a result of this study, two points are briefly summarized : 1. The teaching plan using Taba’s and Joyce & Weil’s concept-attainment model was made. 2. Concept-learning in consumer-education didn’t have a great a great influence to the changes of consumer-roles and attitudes, but had a great influence to the effects of consumer concept-knowledge(p<0.01) The effects of consumer-knowledge had much relation to consumer-roles and attitudes. The learners whose grade is higher in attainments of consumer-knowledge, also have a high grade in consumer-roles and attitudes.

• Journal of Service Research and Studies
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• v.11 no.2
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• pp.95-105
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• 2021

The purpose of this study is to improve the accuracy of service satisfaction by utilizing KSC (Kano, Score Model, Concept Position) analysis methods in order to present various fitness center service models for healthy new silver generation centered on P fitness center which runs six branches in Busan. Double Diamond-based methods led to a case study focused on the P fitness center's Yeon-san branch which well leading in a wide variety of leisure infrastructures for the senior citizens. Throughout this study, based on the insights extracted from the customers were culminating in nine service design models from the perspective of administrators and trainers. The final derived nine models have been evaluated by Kano's satisfaction evaluation, Concept score, and Concept position evaluation. All of the nine models results indicated as valid except for models 3 and 6. Finally, an implementation roadmap was proposed by dividing it into investment cost and effectiveness.

• Journal of The Korean Association For Science Education
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• v.16 no.1
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• pp.77-86
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• 1996

The purpose of this study was to review the studies related to concept learning forcusing on the meanings, kinds, and characteristics of concepts. Then the characteristics of the concepts were analyzed in the three positions: metaphysics, epistemology, and psychology. It was identified that the word 'concept' were confused with the other words such as conception, construct, idea, notion, identity. It was also found that researchers defined the concepts by the use of various meanings. The instructional strategies for scientific concepts were also analyzed in this study. The study found that the instructional strategies for concept learning were developed according to the views about the nature of concepts. Described on the paper are three types of instructional models for science concepts suggested by constructivists as follows: concept formation, concept differentiation, and exchange. They developed the models based on the current research on the misconceptions of major scientific concepts.

• Korean Journal of Child Studies
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• v.34 no.4
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• pp.19-36
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• 2013

This study examined concept development in children in terms of sound propagation. The subjects consisted of 240 five-, seven-, and ten-year-old children from three kindergartens and two primary schools respectively. The instrument used for the purposes of this study was the examination instrument on sound as developed by the SPACE Project in the UK. The concepts related to sound were classified into five stages including : no recognition, egocentric concept, initial mental models, synthetic mental models, and scientific mental models. The results revealed the existence of significant differences in terms of the types of concept that children were aware of, according to age and context. Most five-, seven-, and ten-year-old children revealed egocentric concepts related to every sounds, drum, rubber band context, however, most five-, seven-, and ten-year-old children revealed their recognition of the synthetic models of sound propagation when using the string telephone context. These results have implications for the contents of science education for children when it comes to the development of concepts related to sound propagation.

• Journal for History of Mathematics
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• v.24 no.4
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• pp.97-118
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• 2011

This study aimed finding effective models for the teaching the concept of function. We selected two models. One is discrete model which focuses on the 'corresponding relation of the elements of the sets(domain and range). The other is continuous model which focuses on the dependent relationship of the two variables connected in variable phenomenon. A vending machine model was used as a discrete model, and a water bucket model was used as a continuous model in our study. We taught 2 times about the concept of function using two models to the 60 students (7th grade, 2 classes) living in Taebak city, and tested it twice, after class and about 3 months later. A vending machine model was helpful in understanding the definition of function in the 7th grade math textbook. Also, it was helpful to making concept image and to recalling it. On the other hand, students who used the water bucket model had a difficultly in understanding the all independent variables of the domain corresponding to the dependent variables. But they excelled in tasks making formula expression and understanding changing situations.