• Journal of The Korean Association For Science Education
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• v.21 no.4
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• pp.745-756
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• 2001

This paper is about interactional characteristics of a middle school student's conceptual ecology in the context of conceptual change. A case study in this paper shows that: (1) there is interacted with three characteristics(conceptions, past experience, and explanatory coherence) within conceptual ecology; (2) the interactional characteristics of conceptual ecology have significant affects on the difficulties of conceptual change. Implications of this case study are that: (1) teaching for conceptual change should start at the certain site related to subject-matter task within students' conceptual ecology; (2) Students' inconsistent explanations could be used as the clue of conceptual change; (3) Past experience is the important area of conceptual ecology research for understanding learners.

• Journal of Korea Entertainment Industry Association
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• v.14 no.4
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• pp.349-354
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• 2020

This paper, firstly, propose a new Clustering scheme Based on Conceptual graphs (CBC) that can describe objects freely and can perform clustering efficiently. The conceptual clustering is one of machine learning technique. The similarity among the objects in conceptual clustering are decided on the bases of concept membership, unlike the general clustering scheme which decide the similarity without considering the context or environment of the objects. A new conceptual clustering scheme, CBC, which can perform efficient conceptual clustering by describing various objects freely with conceptual graphs is introduced in this paper.

• Journal of the Korea Institute of Building Construction
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• v.8 no.4
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• pp.53-59
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• 2008

Cost estimates are very important to their decision-making in the early stages of a construction project. So Clients have wanted not only to know the results of conceptual cost estimates but also to assess their quality Conceptual cost estimates process is very complex process, so the results of cost estimates are influenced by various factors. So the purpose of this study is to reveal the key factors which influence the reliability of conceptual cost estimates in building construction projects. The analytic hierarchy process is used to determine the relative important weights of elements influencing the conceptual cost estimates. And factor analysis is used to reveal the key factors from the elements that influence the conceptual cost estimates. The results showed that the key factors is an experience level, available data level, level of will for winning the bid, difficulty level of conceptual cost estimate, uncertainty level.

• Journal of Korean Elementary Science Education
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• v.24 no.4
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• pp.417-425
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• 2005

Although there are some challenges to a view of science teaming as conceptual change, the view still occupies an important position in science teaming and teaching. Conceptual change theory implies that students' conceptions need to be exchanged for the new science conceptions. This was at the heart of conceptual change theory of Posner et al. (1982). According to this theory, cognitive conflict is known as an important factor in conceptual change even though there is still a controversial on effects on science teaming. This study is intended to interpret the cognitive conflict from cybernetics' perspective and explain difficulties of conceptual change which students have in teaming science and the conditions of conceptual change.

• Journal of The Korean Association For Science Education
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• v.24 no.2
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• pp.320-326
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• 2004

This study investigated whether algorithmic problem solving and conceptual problem solving influenced each other or not. Four classes of 12th grade (N= 112) that are equal in prior achievement were randomly assigned to group AC (Algorithmic-Conceptual problem) and group CA (Conceptual-Algorithmic problem). Students of group AC solved the conceptual problems after learning the related algorithmic problems, and those of group CA solved the same problems in reverse order. The results revealed that learning the algorithmic problems improved students' ability to solve the related conceptual problems, but learning the conceptual problems did not help students solve the related algorithmic problems. Regarding the confidence on problem solving, learning the algorithmic problems had little effect on the related conceptual problems. Learning the conceptual problems also had little effect on students' confidence on solving of the related algorithmic problems.

• Journal of The Korean Association For Science Education
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• v.29 no.1
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• pp.1-9
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• 2009

The purposes of this study are to investigate the effects of the Science Conceptual Model Completion Activity and Science Conceptual Model Modifying Activity on middle-school students' achievement in science conceptual learning, and to analyze if there are any correlations among their achievements by purposed activities, their cognitive level and school science achievement. For the study, 112 middle school students were sampled for three groups, which are two experimental groups (Model Completion activity group, Model Modifying Activity group) and one control group. Pre- and post-tests were taken to measure the students' achievement in science concepts, and the logical thinking ability test was administered after the implementation period. In addition, their school science achievements were analyzed. The research findings are as follows: First, the Science Conceptual Model Completion activity is more effective for middle school students' science conceptual learning than the Science Conceptual Model Modifying activity or conventional activity. Second, higher school science achievement also results in higher achievement of science concepts through the Conceptual Model Modifying activity or the Conceptual Model Completion activity. Lastly, the Conceptual Model Completion activity is more effective for the concrete operational level students to attain science concepts than formal operational level ones. Meanwhile, on the contrary, the Conceptual Model Modifying activity is more effective for formal operational level students than the concrete operational level ones.

• Journal of The Korean Association For Science Education
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• v.22 no.2
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• pp.357-377
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• 2002

This study is for better understanding about the process of students' conceptual change. As a starting point, it is assumed that the process of students' conceptual change can be viewed as the process of the successive refinement and articulation of students' conceptual framework. Based on the theoretical review of conceptual change literature, various processes, which can be involved in the above assumed process, can be found. And also, by analyzing the process of development of scientific knowledge about Planck's blackbody radiation law and Bohr's atom, six types of processes of refinement and articulation of scientific knowledge can be found. It is hoped that these theoretical discussions can guide the direction for obtaining and interpreting the students' real responses during the process of conceptual change.

• Lingua Humanitatis
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• v.8
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• pp.409-427
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• 2006

This paper deals with the various conceptual metaphors of 'mind' in Korean and English within the Cognitive Semantics. The purpose of this paper is to investigate the metaphorical expressions of the concept 'mind' represented andunderstood in various ways in Korean and English, to find out the linguistically-universal conceptual metaphors underlying the uses of the metaphoric expressions. In addition, this paper discusses the differences in linguistic realization of the concept 'mind' between Korean and English from the socio-cultural background. In the traditional view, metaphor was thought only as the linguistic matters and a deviance from literal or normal use. However, within the Cognitive Linguistic view such as Lakoff and Johnson(1980), metaphor has been considered as a means of understanding and conceptualizing world. According to them, metaphor is found in everyday life because it is not only as a matter of language but also as a nature of human conceptual system controlling cognition, thought and behavior. Conceptual metaphor is suggested as a device to understood abstract and less familiar things through concrete and more familiar things. Conceptual metaphors may be realized linguistically as well as non-linguistically, in the form of movies, arts or behavior. To define the concept 'mind' shared among the Koreans, conceptual metaphors used to represent 'maum(mind)'in Korean are examined. Then they are compared with the ones used to represent 'mind' in English. This is based on the idea that conceptual metaphors represented in linguistic expressions naturally reflect the speakers' concept and conceptualization is a universal irrespective of language. This paper exemplifies the Korean sentences as well as English sentences to utilize some conceptual metaphor such as Johnson(1987)'s THE MIND IS THE BODY and shows many other conceptual metaphors used in Korean and English to represent the same concept 'mind'. What are some metaphors shared by two languages and what is specific to one of them will be shown, too. This paper also suggests that the different conceptualization or lexicalization is partly due to the effect of the oriental cultural background that is more interested in the mental world than the physical world.

• Journal of the Korean Society of Costume
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• v.63 no.2
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• pp.55-67
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• 2013

The root of cultural and artistic diversity of modern society goes hand in hand with the appearance of new art concepts that started during the social and cultural turmoil. These concepts crossed the boundaries of traditional and universal aesthetic concepts and value criteria. Since there is a close relationship between the fashion industry and the cultural flow of its times, the purpose of this study is to investigate the influences and applications of conceptual art, which became one of the big frameworks of contemporary art on fashion. The study thus sets out to develop and analyze the collections of Hussein Chalayan and Martin Margiela, who were fashion designers that pursued conceptual and ideal values, from the perspective of conceptual art. The goal was to examine the conceptual thoughts they sought after, and to understand their expressive determinations that they pursued conceptually as well as the superficial formativeness of their works. The characteristics according to the expressive methods and conceptual intentions of conceptual art that specified concepts and ideas were as follows: readymade symbolized objects, expanded intervention, data form from process of changing and implementation, and language as visual metaphors. Then those characteristics of conceptual art were used in this study to analyze the collections of Chalayan and Margiela. As a result, both designers applied and mixed many characteristics of the expressive methods of conceptual art. In modern society, art and fashion share a cultural identity and it can be said that it is an accurate reflection of the time. They are not separate genres. Just like the unique flow of modern society that creates new concepts through mixture and infusion of different disciplines, fashion is included in the domain of art. In addition, understanding and studying other disciplines can make a huge contribution to the growth and development of fashion.

• Journal of the Korean Society of Clothing and Textiles
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• v.35 no.7
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• pp.828-840
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• 2011

Fine art and clothes have been closely connected since art became part of civilization. However, there relationship was one-sided rather than exchanging the essence of each other. In the $20^{th}$ century, modern art began to change. Artists started intervening clothes in their work as conceptual tools. In the 1960s, Marcel Duchamp started to study 'what is fine art?' He tried to perform anti-aesthetic work that denies traditional types and contents of fine art by reconsidering a concept of fine art that started a new chapter of conceptual art in the late $20^{th}$ century. Conceptual art is about concepts and ideas of the work rather than aesthetic and material concerns for the challenges traditional ideas. Conceptual art asks audiences for more active reactions. For these reasons, semi logical ideas and clothes became very important to conceptual art. This study categorizes and analyzes various roles of clothes in conceptual art. Conceptual arts since 1960 were studied in this research and the works of clothes were intervened were analyzed. The types of using clothes in conceptual art can be divided into 'ready made,' 'intervention,' 'data type,' 'language,' and 'action and process.' The different types were mixed together rather than used alone. Conceptual artists tried to deliver the characteristics and attributions of modern society through clothes. They expressed criticism of political society, anti war movements, absence caused by death, new lives, violated femininity, changed meanings of marriage, and absence of individual rights under the social system in their work. Clothes played their roles as concepts of various things including violated femininity, illusions of politicians, autocracy, new lives, social systems, and regulations.