• Title/Summary/Keyword: Secondary concepts

Search Result 235, Processing Time 0.023 seconds

Towards improved floor spectra estimates for seismic design

  • Sullivan, Timothy J.;Calvi, Paolo M.;Nascimbene, Roberto
    • Earthquakes and Structures
    • /
    • v.4 no.1
    • /
    • pp.109-132
    • /
    • 2013
  • Current codes incorporate simplified methods for the prediction of acceleration demands on secondary structural and non-structural elements at different levels of a building. While the use of simple analysis methods should be advocated, damage to both secondary structural and non-structural elements in recent earthquakes have highlighted the need for improved design procedures for such elements. In order to take a step towards the formation of accurate but simplified methods of predicting floor spectra, this work examines the floor spectra on elastic and inelastic single-degree of freedom systems subject to accelerograms of varying seismic intensity. After identifying the factors that appear to affect the shape and intensity of acceleration demands on secondary structural and non-structural elements, a new series of calibrated equations are proposed to predict floor spectra on single degree of freedom supporting structures. The approach uses concepts of dynamics and inelasticity to define the shape and intensity of the floor spectra at different levels of damping. The results of non-linear time-history analyses of a series of single-degree of freedom supporting structures indicate that the new methodology is very promising. Future research will aim to extend the methodology to multi-degree of freedom supporting structures and run additional verification studies.

A Plateau and Spurt Pattern of Neurological Maturation, Scientific Reasoning Development and Conceptual Change in Korean Secondary School Students (중등학교 학생들의 신경기능 성숙, 과학적 사고 발달 그리고 개념 변화에서 밝혀진 비선형적 발달의 정체와 급등 현상)

  • Kwon, Yong-Ju;Lawson, Anton E.
    • Journal of The Korean Association For Science Education
    • /
    • v.18 no.4
    • /
    • pp.589-600
    • /
    • 1998
  • The present study tested the hypothesis that adolescent's prefrontal lobe growth plateau and spurt exists and that this plateau and spurt influence students' ability to reason scientifically and to learn theoretical science concepts. In theory, maturation of the prefrontal lobes during early adolescence allows for improvements in students' abilities to inhibit task-irrelevant information and coordinate task-relevant information, which along with both physical and social experience, influences scientific reasoning ability and the ability to reject scientific misconceptions and accept scientific conceptions. Two hundred six students ages 13 to 16 years enrolled in four Korean secondary schools were administered tests of prefrontal lobe functions, scientific reasoning, and theoretical concepts derived from kinetic-molecular theory. A series of 14 lessons designed to teach the concepts were then taught. The concepts test was then re-administered following instruction. As predicted among the 14-year-olds, performance on the measures of prefrontal lobe functions, scientific reasoning, and conceptual change remained similar or regressed. Performance then improved considerably among the 15 and 16-year-olds. Because so few of the present students were able to undergo this apparently necessary conceptual change, the value of introducing theoretical concepts to early adolescent is questioned.

  • PDF

A Case Study about Influence of Primary Mathematic Concepts on the Composition of Mathematic Concepts in 3rd grade Prodigies of Elementary Schools - Focusing on Addition and Multiplication of Fractions - (수학의 1차적 개념이 초등학교 3학년 영재아의 수학적 개념구성과정에 미치는 영향에 대한 사례연구 - 분수의 덧셈과 곱셈을 중심으로 -)

  • Kim, Hwa Soo
    • Journal of Gifted/Talented Education
    • /
    • v.24 no.1
    • /
    • pp.17-43
    • /
    • 2014
  • On the subjects of elementary 3rd grade three child prodigies who had learned the four fundamental arithmetic operations and primary concepts of fraction, this study conducted a qualitative case research to examine how they composed schema of addition and multiplication of fractions and transformed schema through recognition of precise concepts and linking of concepts with addition and multiplication of fractions as the contents. That is to say, this study investigates what schema and transformed schema child prodigies form through composition of primary mathematic concepts to succeed in relational understanding of addition and multiplication of fractions, how they use their own formed schema and transformed schema for themselves to approach solutions to problems with addition and multiplication of fractions, and how the subjects' concept formation and schema in their problem solving competence proceed to carry out transformations. As a result, we can tell that precise recognition of primary concepts, schema, and transformed schema work as crucial factors when addition of fractions is associated with multiplication of fractions, and then that the schema and transformed schema that result from the connection among primary mathematic concepts and the precise recognition of the primary concepts play more important roles than any other factors in creative problem solving with respect to addition and multiplication of fractions.

Development of Information Ethics Curriculum Centered on Core Concepts for Elementary School (핵심 개념 중심의 정보 윤리 영역에 대한 초등학교 정보과 교육과정 개발)

  • Jeong, Youngsik;Shin, Soobum;Kim, Chul
    • Journal of The Korean Association of Information Education
    • /
    • v.21 no.6
    • /
    • pp.733-742
    • /
    • 2017
  • In recent years, There is a growing demand for more instructional hours because of the shortage of classes required for the software education included in the 2015 Revised Practical Arts Curriculum of elementary schools. Therefore, the Korea Association of Information Education developed the Informatics Curriculums Standard Model from 2014 to 2016 to revise the next 2020 curriculum. However, the KAIE curriculum lacks linkages with secondary school informatics curriculum and is not composed of core concept-based achievement criteria so that teachers have a lot of difficulties in reconstructing and operating the KAIE curriculum. In this study, four core concepts of information ethics were selected by conducting Delphi survey focusing on the teachers of elementary schools. In other words, we selected the core concepts of the information ethics domain: internet etiquette, personal information protection, information life, and copyright protection. Also, we suggested 16 specific criteria for the core concepts.

A Study on the instruction of the Infinity Concept with suitable examples - focused on Curriculum of Middle School - (무한 개념의 지도방안과 활용 예제 - 중학교 교육과정을 중심으로 -)

  • Kim, Mee-Kwang
    • The Mathematical Education
    • /
    • v.47 no.4
    • /
    • pp.447-465
    • /
    • 2008
  • The purpose of this study is to suggest effective teaching methods on the concept of infinity for students to obtain the right concept in the middle school curriculum. Many people have thought that infinity is something vouge and unapproachable. But, nowadays it is rather something with a precise definition that lies at the core of modern mathematics. To understand mathematics and science very well, it is necessary to comprehend the concept of infinity. But students tend to figure out the properties of infinite objects and limit concepts only through their experience closely related to finite process, and so they are apt to have their spontaneous intuition and misconception about it. Since most of them have cognitive obstacles in studying the infinite concepts and misconception, mathematics teachers need to help them overcome the obstacles and establish the right secondary intuition for the concepts through good examples and appropriate explanation. In this study, we consider the developing process of the concept of infinity in human history and give some comments and suggestions in teaching methods relative to that concept with new suitable examples.

  • PDF

Teaching Mathematics Through Games at the First Stage of Elementary Education

  • Soylu, Yasin;Isik, Ahmet
    • Research in Mathematical Education
    • /
    • v.7 no.4
    • /
    • pp.223-234
    • /
    • 2003
  • Children interest themselves in all different toys they see, before beginning to speak. The psychological reasons for children′s interest in toys have been investigated for a long time. Thus many scientists have studied on the question "what is game?", but they have not reached a consensus yet. Such contradiction may be dependent upon different points of view of the researchers about game. Besides, the view of game of a child and an adult is different too. According to an adult game is a rebirth and escape from monotony. For child it is a work. The aim of this study is to make mathematics regarding a mass of abstract concepts for the students of grade 1-3 of primary school in the concrete operations period, more attractive with the help of educational and instructional games, and to contribute to student′s developing. The capability of thinking and producing by changing abstract concepts into concrete ones.

  • PDF

Secondary Science Teachers' Concepts of Good Science Teaching (좋은 과학수업에 대한 중등 과학교사의 인식)

  • Lee, Bongwoo
    • Journal of The Korean Association For Science Education
    • /
    • v.36 no.1
    • /
    • pp.103-112
    • /
    • 2016
  • The purpose of this study is to investigate secondary science teacher's concepts of good science teaching. To do these, I have developed a questionnaire composed of 32 good teachings on education content, instructional method, instructional environment and atmosphere and assessment categories. 136 secondary science teachers have participated in the questionnaire and were requested to show agreement. Additionally, they were requested to describe the best science teachings that they have experienced. Results are as follows: First, the best science teaching that science teachers thought is a teaching that is in full accord with students' level in education content category, a teaching with an energetic interaction in instructional method category, a teaching in a trustful atmosphere in instructional environment and atmosphere category, a teaching in which students could learn something through a teaching-related assessment in assessment category. Second, secondary science teachers thought that a self-directed learning, a differentiated instruction and a teaching with diverse materials are not important factors in good science teaching. Third, there is a difference between good teaching that secondary science teachers have conceived and good teaching that they have experienced. It shows that science teachers did not precisely understand what good science teaching is. Additionally, I discussed the need of finding a case on good science teachings and a support of an interaction-focused teaching.

A Study on the Secondary School Students' Conceptions about the Changes of State of Water (물의 상태 변화에 대한 중, 고등학생의 개념 형성에 관한 연구)

  • Kook, Dong-Sik
    • Journal of The Korean Association For Science Education
    • /
    • v.8 no.1
    • /
    • pp.33-42
    • /
    • 1988
  • Secondary school students' conceptions about the phenomena of evaporating, condensing, boiling and melting of ice using a modified questionare-about-events method. The specific views at each grade level were also studied. The results of investigation were as following. 1) Students' understanding on the sciencific concepts and terms is superficial and nonscientific. 2) Even though upper grade students have exposed to a considerable science teaching, their views are similar to lower grade students. 3) Certain views on the change of state of water can change with the advanced science teaching. However, some nonscientific views are more popular with the older students than with the younger students.

  • PDF

Plant CLASSIFICATION CONCEPTS OF KOREAN ELEMENTARY AND SECONDARY STUDENTS (한국(韓國) 초(初), 중(中), 고등학교(高等學校) 학생(學生)들의 식물분류(植物分類) 기념(機念)에 관한 연구)

  • Chung, Wan-Ho;Hur, Myung;Cha, Hee-Young
    • Journal of The Korean Association For Science Education
    • /
    • v.11 no.1
    • /
    • pp.25-36
    • /
    • 1991
  • For the purpose of extending the fields of biological preconceptual studies, the conceptions of plant classification, which have not been researched on them in korea, were selected and a questionnaire were administered to a sample of a total of 965 students at elementary and secondary school levels of korea. Many elementary school students have the alternative conceptions that plants are not alive. The misconceptions in plant classification are partly caused by the uncertainty of biological terms. To serve the teachers, who have difficulty in teaching them, the preceeding results are summarised with Composition the misconception maps.

  • PDF

Level of Self-Efficacy of Science Teachers Towards Engaging Students

  • Upadhyaya, Indra Raj
    • Korean Educational Research Journal
    • /
    • v.40 no.2
    • /
    • pp.57-73
    • /
    • 2019
  • The study aimed at investigating the level of self-efficacy of science teachers towards student engagement. Although the general self-efficacy of teachers has been explored a lot but the efficacy of science teacher has not been explored more and student engagement is crucial towards understanding of science concepts. Therefore, the main purpose of the study was to find the self-efficacy of science teachers mainly towards three dimensions of student engagement (Behavioral, Cognitive and Emotional engagement). The study was carried with 150 secondary science teachers as Kathmandu. Secondary science teachers were found to be moderately high efficacious in all aspects of behavioral engagement of students except four aspects in which they showed moderate efficacy. Regarding the self-efficacy on cognitive engagement they were moderately efficacious in two aspects and were found to be moderately high efficacious in other all aspects. However, science teachers' self-efficacy was found to be moderately high. Teachers were found to be efficacious in making clasroom constructive, developing collaborative skill and high order thinking among the students. However in some aspects they were found less efficacious.

  • PDF