• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.305-314
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• 1999

The effects of three teaching models were compared in this research. One of those is concept change model, another is concept change model based on students learning motivations, the other is traditional teaching method based on science textbooks. The subjects of this research were the 8th grade students of Korean middle school. They were divided into three groups, and tested learning motivations. All of the three groups improved their learning motivations and concept understanding by the classes. Especially, the group of concept change model based on students learning motivations represented most effective improvement of learning motivations. The concept change teaching model and concept change teaching model based on students learning motivations are more effective in concept understanding than traditional teaching method based on textbooks. The students who have high learning motivations improved their concept understanding by the classes of concept change model based on students learning motivations. The students who have low learning motivations improved their learning motivations by the classes of concept change model based on students learning motivations also.

• Journal of The Korean Association For Science Education
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• v.16 no.4
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• pp.340-350
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• 1996

Knowledge is composed through the interaction between the concept structure already held by students and their experience, and learning can be said to be the active process of solving the cognitive conflict caused by this interaction. Therefore, this study consists in showing the effective learning method and finding out the elements which the teacher has to own, through examining several forms of pre-conception or mis-conception of the inertia, the force-equilibrium, the action and reaction, the heat, and the electric current, and then finding out their solution and studying student's change in science concepts. For this study, the types of concept on the five above-mentioned materials which students have were examined through the concept-classifying question paper, and the classes to which the class mode for the change of concepts applied, were practised in each different classroom by each different instructor - a professor, a scientist, a teacher, and two students, respectively. And the effect of the teaching strategy based on these classes, and each different instructor' influence on the change of concept in students. were examined. The result of my study is as follows; 1. Students have various types of pre-conception which are different from science concept, and these types of pre-conception tend to last even after learning in class. 2. The thoughts on the correct science concept of the high school third-grade students who learned the physics in the traditional teaching method, and the second grade students who don't learn the physics yet, were nearly equal those of the second grade students by receiving the physics class through the cognitive conflict course were greatly changed especially that students showed the distinct change on mechanics and electric current. 3. Students didn't show the remarkable change of the science concept on the five materials in the four kinds of experimental classes by each different instructor but in the part of mechanics, there was the distinct change between the class by professor and those by the students. This was due to the difference of the authority and the attitude of the concept demonstrator. 1) The authority, the kind attitude, and the responsibility of the expert played an important role in the correct concept-formation of mechanics part - especially in the case of the mis-conception caused by the intuitive belief. 2) In the class by instructor with the democratic teaching method, the change of concept took place more easily, because in his class students could discuss the subject freely, so that they might experience the thought course to give them the confidence on the science concept.

• 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.

• Management & Information Systems Review
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• v.14
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• pp.133-149
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• 2004

The purpose of this study is to find and explain the relationships of organizational innovation and organizational change. In order to purse this purpose, an investigation and in-depth analysis of organizational innovation and organizational change, an inevitable ingredient of the organizational dynamics that influence organizational innovativeness, was undertaken. The concept of innovation should be used as the positive concept. Innovativeness is the quasi-concept of innovation when organizational innovation can be meant as the deliberated and planned change, the reference to the difference between organizational innovation and organizational change operates as the same meaning. Organizational change is preconditioned for the structural adjustment, the management system, the adaptive subsystem, so that we will adopt more new ideas to the change of disturbant environment.

• Journal of Korean Academy of Nursing
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• v.38 no.3
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• pp.353-362
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• 2008

Purpose: This study was conducted to analyze and clarify the meaning of the concept for relocation stress -focusing on patients transferred from an intensive care unit to a general ward. Methods: This study used Walker and Avant's process of concept analysis. Results: Relocation stress can be defined by these attributes as follows: 1) involuntary decision about relocation, 2) moving from a familiar and safe environment to an unfamiliar one, 3) broken relationship of safety and familiarity, 4) physiological and psychosocial change after relocation. The antecedents of relocation stress consisted of these facts: 1) preparation degrees of transfer from the intensive care unit to a general ward, 2) pertinence of the information related to the transfer process, 3) change of major caregivers, 4) change in numbers of monitoring devices, 5) change in the level of self-care. There are consequences occurring as a result of relocation stress: 1) decrease in patients' quality of life, 2) decrease in coping capacity, 3) loss of control. Conclusion: Relocation stress is a core concept in intensive nursing care. Using this concept will contribute to continuity of intensive nursing care.

• Journal of Science Education
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• v.34 no.1
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• pp.12-22
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• 2010

The purpose of this study was to investigate the effect of concept sketches on the understanding and scientific attitude in high school student's learning of weather change. Among the various fields of meteorology, especially in weather change, we often deal with the change of the spatiotemporal change in an abstract way. So making use of 'Concept Sketches'- simplified sketches which represent the main features, principles, processes and interrelationships of the learning contents using some concise explanations, signs and terms - could help the students learn the phenomena of weather change efficiently. This study's aim was to check up the effect and analyze the results of the lesson including the concept sketches. As a result of this study, concept sketches group showed significant improvement compared to the other groups in understanding of weather change and in scientific attitude, too. In students' recognition research of concept sketches showed that students found the class more interesting with improved concentration and had a chance to review through concept sketching, which is helpful for their learning. Considering the above research results, the study which applies concept sketching required the students to actively process their knowledge, and had a positive effect on the understanding of weather changes. Most of all, drawing the pictures which is a familiar activity helped the students to take part in the class eagerly.

• Journal of the Korean Society of Earth Science Education
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• v.13 no.1
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• pp.74-89
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• 2020

The purpose of this study was to develop a concept test tool for seasonal change with reliability and validity, and to objectively observe and analyze sub-concepts and misconceptions related to the concept of seasonal change to explain the relationship between variables. The development process of the conceptual change concept inspection tool consisted of the development of the inspection tool development plan, the development of the inspection tool draft, the modification of the preliminary inspection and inspection tools, the development of the final inspection tool, and the implementation of this inspection. The developed test tool can be used to provide students with appropriate learning and help by examining students' degree of seasonal change concept formation and analyzing the cause of the difficulty in concept formation. As a result of regression analysis of 198 students in 6th grade using the developed test tool, it was found that the understanding of pre-learning concept and correction of misconception had a statistically significant effect on the concept learned in the seasonal change unit, and misconception had greater effect. Correction of misconceptions had a significant effect on students above the average score among the two sections created and cut based on the average score, and on the students below the average score, the understanding of pre-learning concept had a significant effect.

• Journal of Educational Research in Mathematics
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• v.26 no.3
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• pp.333-354
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• 2016

The aim of the present study is twofold. One is to confirm a hypothesis that a student's rate concept influences her conceiving change of a function in the view of rate of change and the other is to build up foundations for understanding the transition process from her rate concept to the concept of rate of change when she investigates the change of concentration as an intensive quantity. We explored how three participating high school students recognized and expressed change of given functions by using their rate concept as a conceptual tool. The result indicates that a change in students' rate concept might have an effect on understanding how function values change in term of rate of change. We also expect that it could be a catalyst for further research for clarifying the relationship between students' rate concept and their development of a concept of rate of change as a foundation for learning calculus.

• Journal of Korean Medical classics
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• v.20 no.4
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• pp.251-265
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• 2007

This study is a research on the etiology in Wu Youke's wenyi theory. In regard to the etiology of epidemic disease that had been spread on a very large scale at that time, Wu Youke denied the traditional theory which urged the irregular change of climate as the cause of epidemic disease, and proposed the concept of 'zaqi' which was considered by him to be something that could be the real cause of epidemic disease. And He treated the wenyi disease as something that has the same meaning with wenbing, so his concept on wenbing was basically the thing that treats 'zaqi' as the fundamental cause of wenbing and treats the concept of 'wen(溫)' as an environmental cause that could help activate the virulence of 'zaqi'. Such concept like this was the thing somewhat different from the traditional etiological theory that considers the change of climate as the principal cause of waigan(外感)-disease, and it must for the most part have been originated from the experience of Wu Youke himself. But this study, in contrast, based on the thing he denied the traditional theory on the irregular change of climate, has been done in the point of view that fundamental concept of his wenyi theory such as 'zaqi' was not only originated from his clinical experience but also from the influence of paradigm shift in the natural philosophy of that time. There had been so much change in cosmology and natural philosophy from the fundamental basis at that time, and the the most principal concept of it was that there always exists irregular faces in the change of nature. Such concept like this got into its stride from about 17th century, and it was expressed in the form of the severe criticism against the traditional natural philosophy. In regard to this, this study has outlined the academic thought of the leading scholars who made a significant progress in such a paradigm shift, and it includes the scholars like Wang Tingxiang, Wang Fuzhi, Hu Wei, Huang Zongxi, who played their role in the time of the latter period of Ming dynasty and the former period of Qing dynasty.

• East Asian mathematical journal
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• v.33 no.4
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• pp.431-451
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• 2017

This is a descriptive study with the intent of providing a rich characterization of teachers' perceptions of rate of change. The nature of teachers' perceptions and differences among teachers were examined by collecting data through a survey on teachers' conceptions of rate of change in terms of learning goals, prerequisites, and beliefs about teaching and learning of rate of change, and an interview individually assessing teachers' concept images and definitions. The participating 13 teachers were selected to provide a range of similar and contrasting levels of experiences based on the teachers' educational background and the number of years they had been teaching. Findings and implications of this study are discussed.