• Journal of Korean Elementary Science Education
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• v.19 no.1
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• pp.113-129
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• 2000

The purposes of this study were to investigate children's preconception about matter, to analyze children's conceptual change. of ,matter by science learning activities, and to investigate understanding possibility about mallet The subjects of this study were the second grade students of an elementary school and science learning activities were conducted to 2 boys and 3 girls for investigating their conceptual change. Video tape recording, interview, drawing pictures and writing statements were used to collect data. The concepts in this study were properties of matter, states of matter, uses of matter and origins and changes in matter. Then, the collected data were analyzed by the way of categorization and qualitative method. The conclusions of this study are as follows: science loaming activities were effective for changing misconceptions of matter to scientific concepts. Conceptual changes of high achievers happened easier and more than of low achievers. In the ideas about matter, some children had supernatural ideas and animism, which were most second grade students' characteristics.

• Transactions of the Korean Society of Mechanical Engineers A
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• v.33 no.3
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• pp.269-275
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• 2009

This paper represents a study on the conceptual design of new automatic bicycle transmission. The gear change in a commercial bicycle is carried out by moving the chain between sprockets. By the use of a multiple sprocket for speed change the power loss and transmission shock may occur. To solve the problem of bicycle transmission, the improved solution was derived by the technical contradiction matrix of TRIZ. The conceptual solution is one sprocket which replaces the function of multiple sprockets and adapts actively to the pitch of chain. And it was confirmed to be an adequate design through the Independence Axiom of design axiom.

• Proceedings of the KSME Conference
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• 2008.11a
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• pp.1022-1027
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• 2008

This paper represents a study on the conceptual design of new automatic bicycle transmission. The gear change in a commercial bicycle is carried out by moving the chain between sprockets. By the use of a multiple sprocket for speed change the power loss and transmission shock may occur. To solve the problem of bicycle transmission, the improved solution was derived by the technical contradiction matrix of TRIZ. The conceptual solution is one sprocket which replaces the function of multiple sprockets and adapts actively to the pitch of chain. And it was confirmed to be an adequate design through the Independence Axiom of design axiom.

• East Asian mathematical journal
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• v.39 no.2
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• pp.167-181
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• 2023

The purpose of this study is to confirm the possibility of whether learning using a math learning platform can be used to expand students' conceptual structure and to consider how to use it. To this end, first-year middle school students studied using a math learning platform. Then, the concept map created was compared and analyzed with the concept map created before learning to examine the change in the concept structure. The results of analyzing the concept map are as follows. First, the change in the hierarchical structure of the concept appeared as the division of the upper concept was subdivided. However, it has also been changed to comprehensively integrate and simplify higher concepts. The term-centered concept structure has changed to content-centered superordinate and subordinate concepts. In the concept structure, subordinate concepts linked to one higher concept were expanded and differentiated. Second, changes in the integrated structure did not form a linkage structure. The expansion of the integrated structure of concepts through learning using the learning platform was influenced by the composition of the learning contents designed in the learning platform.

• Proceedings of the Korean Society for Emotion and Sensibility Conference
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• 2011.05a
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• pp.23-24
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• 2011

• Journal of the Korean Chemical Society
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• v.46 no.1
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• pp.83-89
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• 2002

In this study, students' responses to anomalous data in studying ‘density' were analyzed, and the relationships among trait/state self-regulation strategies, the degree of cognitive conflict, and conceptual change were examined. A trait self-regulation strategy test, a preconception test, and a test of response to anomalous data were administered to 352 eighth graders. Among them, 146 students whose preconceptions were consistent with the presented initial theory were selected. After they had read a scientific explanation, a state self-regulation test and a researcher-made conception test were administerd. There were no significant correlations among the subcategory scores of trait/state self-regulation strategies and the degree of cognitive conflict. The scores of the conception test were significantly correlated with those of trait planning, trait effort, state planning, state self-monitoring, and state effort. State effort was only a significant predictor on students' conceptual change.

• Journal of The Korean Association For Science Education
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• v.17 no.2
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• pp.179-189
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• 1997

In this study, a conceptual change model for effective laboratories was developed and its instructional effect on students' achievement, the acquisition of scientific conceptions, and the attitudes toward science was investigated. Considering several conceptual change models in literature and Korean educational situations, the conceptual change model was developed. The model consists of 5 stages; preliminary, prediction, exploration, consolidation and reconstruction, and application. The treatment and control groups (2 classes) were selected from a middle school in Seoul, and taught about the changes of states, density, and dissolution for three weeks. Prior to instruction, the Group Assessment of Logical Thinking and the Learning Approach Questionnaire were administered, and their scores were used as covariate and / or blocking variable. To examine students' alternative conceptions before the instructions, a pre-conceptions test was also administered. After the instructions, students' achievement, the acquisition of scientific conceptions, and the attitudes toward science were measured with a researcher-made achievement test, a post-conceptions test, and the subtests of the Test of Science-Related Attitudes, respectively. The results indicated that the score of the treatment group was significantly higher than that of the control group in the post-conceptions test. The students in the treatment group had also less alternative conceptions than those in the control group. However, there were no significant differences for the achievement and the attitudes toward science. Educational implications are discussed.

• Journal of The Korean Association For Science Education
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• v.27 no.5
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• pp.379-393
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• 2007

The purpose of this article is to analyze the conceptual change of nine 11th graders after implementing the model-based instruction of blood circulation by multidimensional framework, and to find some implications about teaching strategies for improving conceptual understanding. The model-based instruction consisted of 4 periods: (1) introduction for inducing students' interests using an episode in the science history of blood circulation, (2) vivisectional experiment on rats, (3) visual-linguistic model instruction using the videotape of heartbeat, and (4) modeling activity on the path of blood flow. Based on the data from pre-test, post-test and interviews, we classified students' models on the path of blood flow, and investigated their ontological features and the conceptual status of blood circulation. Most students could describe the path of blood flow and the changes of substances in blood precisely after the instructions. However, the modeling activity were not sufficient to improve students' understanding of the mechanisms of the blood distribution throughout various organs and the material exchanges between blood and tissues. From the interview of 9 students, we acquired informative results about conceptual status elements that were helpful to, preventing from, or not used for students' understanding. It was also found that conceptual status of students depended on the ontological categories into which students' conceptions of blood circulation fell. The results of this study can help design the effective teaching strategy for the understanding of concept of the equilibrium category.

• Journal of The Korean Association For Science Education
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• v.27 no.6
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• pp.497-509
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• 2007

Among many remedial approaches against the increasing unfavorableness toward school science, one of the prevalent findings studied by affective experts is that students' achievement in science and their attitude toward it has a relatively weak relationship. In contrast, cognitive experts assert that the conceptual change involves more than cognitive aspects, and may be influenced by affective factors such as beliefs, motivation, learning attitudes, and sociocultural contexts. The latter regards continuous conceptual change as leading to better student understanding of science with variables of students' attitude toward science. As an initial step toward illuminating the affective-cognitive learning aspects of science, the purpose of this study is to develop an instrument for analyzing the relationship between students' conceptual understanding and affective factors. Cognitive questionnaires from the database of distribution in students' misconceptions of physics (DMP project), and affective questionnaires from the Relevance of Science Education (ROSE project) are integrated into our instrument. The respondents are high school students in Okayama prefecture, Japan. Through the pilot test, the authors integrated attitude toward science (AS) and interest inventory (II) from ROSE into cognitive understanding (CD) from DMP. Statistical methodologies such as factor analysis and item total correlation theoretically discerned the effective sixty-three items from the two original item pools. Having discussed two validity issues, the authors suggest ongoing research associated with our affective-cognitive research perspective.

• Journal of The Korean Association For Science Education
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• v.21 no.4
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• pp.697-709
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• 2001

Researchers on conceptual change have been proposed that confronting a cognitive conflict situation would be important for a student to change his/her preexisting conception. There have been reported that there are three different methods of producing a cognitive conflict situation; the first is logical argument(LC), the second is demonstration of an actual phenomenon(DC), and the third is kinesthetic conflict which is a kind of physical experience(EC). In this study, the researcher tried to find out the differences in the conceptual changes by the three different conflict situations. Seventy two high school students were chosen in a high school in Kyungkido, Korea. The students were tested four times; pretest, posttest, one week delayed posttest, and one month delayed posttest. Six different test situations on mechanics were developed for this study. Test item for each situation was developed. Each item consisted of a multiple choice question and explanation of the choice. The result showed a clear differences among the three conflict groups. In general, kinesthetic conflict which is a kind of physical experience(EC) was proved to be the most efficient strategy for the conceptual change; however, logical argument(LC) seemed to be the least efficient. However, the effectiveness was not uniform from situation to situation. Results of some items showed that even the LC was quite good for the conceptual change. Therefore, it seems to be important to develope appropriate method for the target concept.