• Journal of The Korean Association For Science Education
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• v.28 no.5
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• pp.359-382
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• 2008

There are so many research literatures on conceptual change theory and the nature of concepts such as p-prims, mental model, ontological belief, and cognitive structure. Conceptual change means learning (Vosniadou, 1999; Duit;1999). It is necessary to review and elaborate existing conceptual change theories in order to explain the learning process and its implications. Therefore, we derived from reviewing literatures that learners construct new conceptual structure in response to given contexts at the same time activating their beliefs. We reviewed some mental theories that integrated cognitive and affective components and were based on framework/specific theory or information processing theory. We suggest learners' framework of conceptual structure and conflict model of conceptual structure. We expect to obtain effective ways of science teaching and learning and implications for cognitive conflict and conceptual change from using conceptual structure later.

• Journal of applied mathematics & informatics
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• v.10 no.1_2
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• pp.333-351
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• 2002

This paper introduces a search method based on conceptual graph. A hyperlink information is essential to construct conceptual graph in web. The information is very useful as it provides summary and further linkage to construct conceptual graph that has been provided by human. It also has a property which shows review, relation, hierarchy, generality, and visibility. Using this property, we extracted the keywords of web documents and made up of the conceptual graph among the keywords sampled from web pages. This paper extracts the keywords of web pages using anchor text one out of hyperlink information and makes hyperlink of web pages abstract as the link relation between keywords of each web page. 1 suggest this useful search method providing querying word extension or domain knowledge by conceptual graph of keywords. Domain knowledge was conceptualized knowledged as the conceptual graph. Then it is not listing web documents which is the defect of previous search system. And it gives the index of concept associating with querying word.

• Journal of The Korean Association For Science Education
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• v.32 no.3
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• pp.502-523
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• 2012

The purpose of this study is to explore the relationship between selected components of conceptual ecology that are reflected in high school science students' statements, when answering questions. This study follows from a position that there is reason to believe that, in the process of answering questions, many aspects of conceptual ecology are likely to play a role. Data were gathered through six audio-taped interviews, the science teacher's profiles of each student, the students' personal journals, their assignments, and their examinations and participation in class. Kay and KY were selected as the focus of this study because theirs were both dramatic as well as representative cases. As the findings suggest, learning styles differ according to distinctions within individuals' conceptual ecologies. Thus the way in which a person learns science varies according to the construction of her/his conceptual ecology. This suggests that different forms of pedagogy may be effective with different types of learners. This also suggests that science educators may have a role in assisting students to develop into constructed, rather than received, learners.

• Journal of the Korean Society of Clothing and Textiles
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• v.28 no.6
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• pp.830-841
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• 2004

The necessity to understand shopping orientation is increasing. Yet, there has been few research that investigated the conceptual structure of clothing shopping orientation[CSO]. Therefore, the purpose of this study is to develop the conceptual structure of CSO. For that purpose, both documentary and empirical researches were conducted. The documentary research was conducted to develop a theoretical structure model as a basis for exploring the conceptual structure of CSO. The empirical research was conducted to identify and modify the theoretical model so as to develop a conceptual structure model. The data was analyzed using confirmatory factor analysis, exploratory factor analysis, and Pearson's correlation analysis. As a result, a conceptual structure model of CSO was developed. The model consisted of three hierarchical levels of dimensions; upper-dimensions, middle-dimensions and lower-dimensions. The upper-dimensions were composed of 'economic', 'hedonic', and 'convenient' dimensions. Each upper-dimension consisted of middle-dimensions and lower-dimensions. Confirmatory factor analysis was executed to assess the fitness and cross validity of the structure model.

• Journal of The Korean Association For Science Education
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• v.24 no.4
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• pp.709-721
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• 2004

This study explored the relationship between argumentation and the conceptual change model in a science teacher's explanations. Ten audiotape recordings (about 9 hours) collected in a high school physics classroom were all transcribed. The transcripts were analyzed using the components of Toulmin's argument framework and two constructs of the conceptual change model: the status of a conception, and the conceptual ecology. This analysis reveals that there are dynamic relationships among Toulmin's argument components, the status of a conception, and the conceptual ecology. The episode extracted from the transcripts shows the science teacher's explanations in the flow of classroom discourse, as directed and guided by her, presenting the intelligibility or plausibility of a conception by using warrants or backings such as examples or anomalies, two components of conceptual ecology.

• Korean Journal of Computational Design and Engineering
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• v.19 no.1
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• pp.29-40
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• 2014

Conceptual Modeling is the process of abstracting a model from a real or proposed system. It is probably the most important aspect of a simulation study. Relate works show that the elementary developers devoted little time to understanding how the systems actually worked, namely they didn't build appropriate conceptual model. Thus, the result of simulation is inconsistent because it depends on developer's competence. Although many researchers suggested various techniques enabling developer to build conceptual model, there were several limitations. In this study, to overcome the limitations of existing techniques, we proposed COMBINE-DES (COnceptual Model BuildINg framEwork using ontology for Discrete Event Simulation). The COM-BINE-DES supports expediting the conceptual modeling with Solution ontology generated by Domain ontology and Simulation ontology. Moreover, it provides consistent simulation result regardless of repeated modeling.

• Research in Mathematical Education
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• v.9 no.2 s.22
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• pp.125-133
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• 2005

This paper investigates student conceptual understanding and application on algebra using problem-based curricula. Seven principles which National Research Council announced were considered because these seven principles all involved in the development of a deep conceptual understanding. A problem-based curriculum itself provides a significant contribution to improving student learning. A problem-based curriculum encourages students to obtain a more conceptual understanding in algebra. From the results the national curriculum developers in Korea consider the problem-based curriculum.

• Journal of Digital Convergence
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• v.12 no.12
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• pp.285-292
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• 2014

Intelligent systems are systems that mainly use knowledge rather than data or information. Therefore, knowledge representation is an important factor for intelligent system construction. Conceptual graph is a logical knowledge representation language which has graphical form and it can represent knowledge efficiently. It is, however, cumbersome to use conceptual graphs directly for programming. Various tools were developed to overcome this difficulties. In this paper, we survey on functions and characteristics of conceptual graph tools that can be utilized for constructing intelligent systems by using conceptual graphs. The result of this survey will be very helpful to use conceptual graphs for development of intelligent systems.

• Journal of the Korean Society of Clothing and Textiles
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• v.28 no.11
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• pp.1458-1469
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• 2004

In this study, color names focusing on the purple series, appearing in the clothing of the Joseon Dynasty, were classified systematically, and the conceptual meaning of each name were investigated through various methods. The results are as follows; First, the color names of purple-series were classified systematically. According to the integration scheme of morphemes, color names could be divided into two categories; single names and composite names. Color names could also be classified into universal and limited names according to the areal distribution of literatures. Secondly, the conceptual meaning of the color names of purple-series were considered. The conceptual meaning could be divided into two categories; one 'etymological and dyeing methodological meaning', the other 'color systematic meaning' By studying the dictionary definition of color names, comparing and analyzing the material composition of colors, the etymological and dyeing methodological meaning could be grasped. Furthermore, the color systematic meaning of each name could be grasped through the cluster analysis of L*, a*, b* values measured from the relics of clothing. Thirdly, the conceptual semantic structure were established on the basis of conceptual meanings of purple-series color names. The conceptual semantic structure of purple-series color names is forming discrete structure with the dyeing method and material of dyes as their semantic components.

• Journal of The Korean Association For Science Education
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• v.22 no.5
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• pp.923-943
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• 2002

The purpose of this study was to investigate the relation between the levels of cognitive conflict and students' conceptual change. In this study, 30 Korean high school students were selected from 450 10th graders by examining the pretest results. Two different strategies were used to induce cognitive conflicts in students, an anomalous or conflict situations; demonstrations and logical arguments against students' preconception. After arousing the students' cognitive conflict, the level of cognitive conflict was rated. Pretest, post-test and delayed post-test were administered to check the conceptual change. The tests consisted of 5 items in mechanics and electricity, respectively. Therefore, the demonstration method showed effective conceptual change, more than the logical argument method did. Students changed their conceptions more easily and frequently in the area of mechanics than in electricity. Students who showed higher levels of cognitive conflict indicated more positive conceptual change than those who showed lower conflict levels. 59 cases (56%) out of 105 who experienced high levels of cognitive conflict were changed into scientific conceptions one month later; however only 16 cases (35%) out of 46 who experienced low levels of cognitive conflict changed into scientific conceptions. Students who experienced higher levels of cognitive conflict showed higher rates of conceptual change. It could be concluded that designing instruction to induce cognitive conflict is a useful strategy to promote conceptual change.