• Journal of The Korean Association For Science Education
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• v.17 no.4
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• pp.461-479
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• 1997

The concept map is the diagram of two dimensions which hierachically arrays main concepts from those of the textbook and shows their relations. The research analyzed five of the ten high school earthscience textbooks approved by the Minister of Education according to the 6th reformed curriculum in 1995, one of which this research chose to make out the concept maps. The chapter [III. the Universe] contains the outer space of the earth presents new concepts about the stars and the universe and introduces the latest research in astronomy. This study changed textbook contents into Novak's concept map, searched for concepts requiring complement for learners in oder to obtain concepts from those of the textbook and pointed out problems on the basis of that result still better concept map is set up. We have the following conclusions. First, it is necessary to rule out unnecessary small units so as to make more effective understanding and to rearrange the units to have relation to contents. Second, the higher concept and lower concept need to be rearranged systematically in making an array of textbook contents. Third, the concept should have something to do with learners' experences and consciousness by showing learners the real examples relevant to the concept for the link between them.

• Journal of Korea Society of Digital Industry and Information Management
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• v.18 no.4
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• pp.55-65
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• 2022

The purpose of this study is to develop online educational contents and verify its effectiveness in order to strengthen the learning capabilities of college students. The theme of mind map online education contents is a mind map series for effective learning arrangement, and has been developed into a total of six contents. Each contents consisted of 20-30 minutes, and the details consisted of the concept, principle, learning case, how to write a mind map, and how to use a digital mind map. The results of the study are as follows. First, it was confirmed that the higher thinking ability of college students who took the mind map online education contents was improved. Second, it was confirmed that the self-directed learning attitude of college students improved after taking the mind map online education contents. Third, the reason why students' higher thinking ability and self-directed learning attitudes improved in this study is that they were developed in consideration of the composition of contents and appropriate video time. Therefore, in order to increase the effectiveness of online educational contents, it is necessary to examine specific cases using concepts from conceptual approaches to specific topics, and to faithfully reflect the procedure in which each learner can actually use the concept.

• Journal of The Korean Association For Science Education
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• v.22 no.4
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• pp.796-805
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• 2002

This study examined the knowledge structure constructed by children before formal instruction, and successive changes in the structural complexity of knowledge during and after the learning of 'Structure and Function of Plant' unit. It also investigated how those changes were affected by children's learning modes. The researchers made the 5th graders draw the first draft of their concept map to see the pre-existing knowledge structure concerned with the unit and four more concept maps after completing every fourth lesson. And to see how long their knowledge structures were preserved, the researchers made children draw additional concept maps in 3 days, 3 months, and 7 months after completing the unit. Children drew their current concept maps on the basis of the previous one while learning the unit and without the previous one after completing the unit. Each concept map drawn by children showed the degree of their current understanding on the structures and functions of plants. The results revealed that only two levels of hierarchy and five relationships among the components of the first concept map(relationship, hierarchy, cross link and example) were proven to be valid in terms of conceptual relevance. Growth in the structural complexity of knowledge took place progressively throughout the unit and the effects of learning mode on the growth were favorably reflected in concept map scores of meaningful learners over time(relationship, cross link, example: p<.01, hierarchy: p<.05). Although there were some differences on the concept map scores between two types of learners, they commonly showed that knowledge restructuring had occurred apparently in the early periods from the 1st to the 6th lesson and had not occurred at all in the last period of the unit. The frequency of tuning was higher in rote learners than in meaningful learners throughout the unit, but the frequency of accretion was reverse. Concept map scores of rote learners constructed in the course of learning of the unit decreased little by little gradually in all the categories after completing the unit. However, the average total map score of meaningful learners increased a little more in 7 months than in 3 months after completing the unit. Therefore it can be inferred that meaningful learners construct more stable and well-differentiated knowledge structures than the rote learners.

• Journal of Korean Society for Geospatial Information Science
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• v.20 no.4
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• pp.153-159
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• 2012

Recently, tthe general users' demand on utilizing spatial information and the establishment of national spatial data such as land cover map are increasingly growing. But the lack of spatial information service for the general public is making it difficult for them to use spatial information and services. In this study, spatial information service strategies based on the concept of atlas, which is familiar to us through the student atlas, were proposed to promote the public users' utilization of land cover map. For this purpose, I reviewed current domestic status and overseas cases of land cover map service and proposed the future direction of spatial information service for land cover map in terms of contents, users, and system. Finally, I defined the basic concept, characteristics and functions of the Atlas Information System and recommended strategies for environmental spatial information service. The results of this study can be applied to various national spatial information as well as land cover map and contribute to the increase of general public users' utilization of national spatial data.

• Journal of the Chungcheong Mathematical Society
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• v.20 no.3
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• pp.245-259
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• 2007

We define and study a concept of $T^f$-space for a map, which is a generalized one of a T-space, in terms of the Gottlieb set for a map. We show that X is a $T_f$-space if and only if $G({\Sigma}B;A,f,X)=[{\Sigma}B,X]$ for any space B. For a principal fibration $E_k{\rightarrow}X$ induced by $k:X{\rightarrow}X^{\prime}$ from ${\epsilon}:PX^{\prime}{\rightarrow}X^{\prime}$, we obtain a sufficient condition to having a lifting $T^{\bar{f}}$-structure on $E_k$ of a $T^f$-structure on X. Also, we define and study a concept of co-$T^g$-space for a map, which is a dual one of $T^f$-space for a map. We obtain a dual result for a principal cofibration $i_r:X{\rightarrow}C_r$ induced by $r:X^{\prime}{\rightarrow}X$ from ${\iota}:X^{\prime}{\rightarrow}cX^{\prime}$.

• Journal of the Chungcheong Mathematical Society
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• v.13 no.1
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• pp.87-94
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• 2000

In this paper we shall de ne a concept of ${\pi}_1$-category for a map relative to a subset which is a generalization of both the category for a map and the ${\pi}_1$-category of a space, and study some properties of the ${\pi}_1$-category for a map relative to a subset.

• Journal of The Korean Association For Science Education
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• v.15 no.2
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• pp.213-222
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• 1995

Analyzing textbook is the first step for enhancing the level of biology education especially in Korea. Prior studies of textbook analysis have mostly dealt with such topics as terminology analysis, content analysis, relationship analysis of chapters, and comparative studies. However, not much attention was paid to concept system to be learned and to relevance of concepts chosen. Therefore, the purpose of this study is to clarify the concept system and to elucidate the relationship among concepts for effective learning. Novak's concept map was utilized as a theoretical framework for the analysis of chapter I of high school biology textbook. Concept map has several distinctive merits in many aspects such as teaching, learning, and evaluation. It not only makes the understanding of key concepts and proposition a lot easier, but also helps to link prior knowledge and new concepts more effectively. This study will be a basic material for improving textbook for effective biology learning. The conclusions of the study are as follows: 1. Concepts in subchapters were arranged unsystematically or they were overlapping. For more effective understanding, those items should be rearranged. 2. Key concepts are not arrayed properly according to their hierarchy. Therefore, it was hard for students to set up concept structure. 3. The concepts emphasized by bold letters were not selected properly in accordance with their importance. Appropriate concepts should be chosen. 4. Key concepts should be explained by using examples in everyday life for easy understanding. 5. Many concepts in molecular biology is too abstract to grasp their meaning. Therefore, many audio-visual materials should be used to aid concept building.

• Journal of the Chungcheong Mathematical Society
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• v.32 no.4
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• pp.393-400
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• 2019

Pajoohesh introduced the concept of k-metric spaces and Hiltzler and Seda defined the concept of metric-like spaces. Recently, Kopperman and Pajoohesh proved a fixed point theorem in complete k-metric spaces for a Lipschitz map with bound. In this paper, we prove a fixed point theorem in complete metric-like spaces for a Lipschitz map with bound.

• International Journal of Advanced Culture Technology
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• v.7 no.1
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• pp.143-149
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• 2019

The purpose of the study was to examine early childhood teachers' content knowledge on green growth education. The subjects, 45 early childhood teachers, were asked to draw concept maps about early childhood green growth education. Their concept maps were analyzed in terms of superordinate and subordinate concepts by contents and frequencies. The results showed that early childhood teachers used 182 superordinate and 1,292 subordinate concepts in the concept map of green growth education for young children. Although early childhood teachers had a wealth of content knowledge on green growth education as proposed by the Ministry of Education, their knowledge was disproportionate to some areas and sub-areas of green growth education. These results implied the needs of developing teacher education programs for early childhood green growth education.

• Knowledge Management Research
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• v.13 no.1
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• pp.1-12
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• 2012

A knowledge map is a network-typed diagram visualizing all kinds of knowledge that influences each other to solve a problem. A knowledge map determines the structure of knowledge categorizing and archiving by defining the relationship of referential navigation among knowledge. Since tremendous and increasing number of knowledge needs to be included in a knowledge map, a knowledge map must be organized automatically by considering the contents and relationships of knowledge. This paper suggests the concept and prototype of a semi-automated knowledge map which automatically maps new piece of knowledge onto a manually provided draft map. The prototype knowledge map is based on the recursive programming to make a knowledge map automatically determine the location of the newly-entered knowledge by considering the referential relationship between knowledge. The proposed knowledge enables the knowledge network to expand autonomously by automatically including and storing knowledge. Also, it can improve the accuracy and applicability of knowledge for problem-solving, because the relationship of referential navigation among knowledge can be efficiently and effectively expressed.