• Education of Primary School Mathematics
• /
• v.2 no.1
• /
• pp.65-73
• /
• 1998

The purpose of this study is to investigate significant differences of structural knowledges among the groups(high, middle, low) when the 6th grade subjects structured the concepts of the plane figures, triangle and quadrangle, by concept maps, and to analyse the features of concept maps according to hierarchy. For this purpose, the following two research contents were investigated： 1. Investigating significant differences of structural knowledge in the concepts of the plane figures using concept maps among the groups(high, middle, low). 2. Analysing the features of concept maps according to hierarchy. The structural knowledges represented on the concept maps of triangle and quadrangle which were drawn by the subjects were analysed by propositions, hierarchies, and cross-links. Subject-self Reports about how to make the concept maps were used to analyse the features of concept maps according to hierarchy. The conclusions drawn from the results were as fellows： First, there were significant differences among the groups in proposition links. Second, there wasn't my significant difference among the groups in hierarchy. Third, there were significant differences among the groups in cross-links, and Fourth, the results of analysing the concept maps by hierarchy showed that there were differences among the individuals in constructing the knowledges.

• Journal of the Korean earth science society
• /
• v.24 no.5
• /
• pp.371-377
• /
• 2003

The purpose of this study is to examine the effects of utilizing concept maps in a rock-related unit. To do this, two groups composed of 73 sixth grade students engaged in this study. One group (experimental group) participated in utilizing concept maps in the unit, the other (control group) took part in traditional instruction in the same unit. The results of this study are as follows, after seventeen sessions: First, the achievement between the two groups showed significant difference. It indicates that utilizing concept maps as an instructional method is effective. Second, in the examination of the experimental group's attitudes toward concept maps, the students showed more affirmative responses on cognitive items than on affective items. Third, the students showed that they have difficulty in the method and the procedure of drawing up the concept maps. It indicates that the method and the procedure are sufficiently learned before instruction begins.

• Journal of Korean Elementary Science Education
• /
• v.21 no.1
• /
• pp.13-24
• /
• 2002

This study examined the knowledge structure constructed by children before formal instruction, and successive changes in the structural complexity of knowledge during the learning of the 'Structure and Function of Plants' unit. The researchers let the 5th graders draw the first draft of their concept maps in order to examine the pre-existing knowledge structure concerned with the unit and also four concept maps after completing every fourth lesson. Each concept map drawn by children on the basis of the previous one showed the degree of their current understanding on the structure and function of plants. The results revealed that only two levels of hierarchy and five relationships among the components of the first concept map(relationship, hierarchy, cross link and example) were proven to be valid in terms of conceptual relevance. According to the standard map, there was no change in hierarchy from the 2nd to the 3rd map, and in example from the 2nd to the 4th map. However, the gradual and successive increases of the scores in all components appeared in the children's maps throughout the unit. Knowledge restructuring occurred strongly in the early periods from the 1st to the 6th lesson, and the significant stable changes in tuning and accretion appeared throughout the whole lessons. The results also showed that there were no significant gender differences on the 5th grader's knowledge structuring.

• The Pure and Applied Mathematics
• /
• v.20 no.3
• /
• pp.181-198
• /
• 2013

C. Vetro [4] gave the concept of weak non-Archimedean in fuzzy metric space. Using the same concept for Menger PM spaces, Mishra et al. [22] proved the common fixed point theorem for six maps, Also they introduced semi-compatibility. In this paper, we generalized the theorem [22] for family of maps and proved the common fixed point theorems using the pair of semi-compatible and reciprocally continuous maps for one pair and R-weakly commuting maps for another pair in Menger WNAPM-spaces. Our results extends and generalizes several known results in metric spaces, probabilistic metric spaces and the similar spaces.

• Journal of Korean Elementary Science Education
• /
• v.23 no.3
• /
• pp.208-218
• /
• 2004

Many elementary school students have misconception related to dissolution and solution. Moreover, they usually fail to apply the results of the experiments in their science classes to their everyday life, and also have low science achievement. Therefore, they are not interested in science, and sometimes some of them are even afraid of it. The purposes of this study is to investigate the effects of concept mapping activity on science achievement and attitude. In addition, this study also aims at presenting the teaching and learning method of utilizing concept maps in order to have the students form correct concepts. The subjects were classified into two groups one group is composed of thirty-seven students (experimental group) who were participated in concept mapping activity, and the other is composed of thirty-eight students (comparison group) who were participated in the traditional teaching method. The major findings of this study are as follows: First, the concept mapping activity has a positive effect on improving students＇ science achievement. Second, the classes using concept maps have a good influence on forming students＇ science attitude. Third, the concept mapping activity is more effective in improving science achievement of mid and low level students. In conclusion, the loaming by concept mapping activity positively influence students＇ science achievement and attitude. Particularly for the students in mid and high levels, the effect is more remarkable.

• Journal of the Korean earth science society
• /
• v.25 no.8
• /
• pp.739-747
• /
• 2004

This study was to promote meaning ways of leaning and observe the influence of concept maps on middle school students' conceptual formation with regards to the topic of the 'sea water'. Concept map is one way to examine a leaner's conceptual formation process. The subjects of this study consisted of four classes within the first grade students of a Busan middle school, which were divided into two groups: the experimental group which applied concept map teaching and the ordinary teaching group. This study was carried out before and after class, examining the science leaning achievement, self-directed leaning characteristics, and awareness change on the concept maps. The result of this study was as follows: First, the leaning achievement of middle school students was positively affected by the use of concept maps. Second, the teaching method with concept map was more effective self-directed leaning characteristics compared to the ordinary one. Third, concept map teaching was a positive reaction to conceptual formation.

• The Pure and Applied Mathematics
• /
• v.14 no.4
• /
• pp.289-306
• /
• 2007

We define and study a concept of $H^f-space$ for a map, which is a generalized concept of an H-space, in terms of the Gottlieb set for a map. For a principal fibration $E_{\kappa}{\rightarrow}X$ induced by ${\kappa}:X{\rightarrow}X'\;from\;{\epsilon}:\;PX'{\rightarrow}X'$, we can obtain a sufficient condition to having an $H^{\bar{f}}-structure\;on\;E_{\kappa}$, which is a generalization of Stasheff's result [17]. Also, we define and study a concept of $co-H^g-space$ for a map, which is a dual concept of $H^f-space$ for a map. Also, we get a dual result which is a generalization of Hilton, Mislin and Roitberg's result [6].

• International Journal of Advanced Culture Technology
• /
• v.7 no.1
• /
• pp.43-48
• /
• 2019

The purpose of the study was to examine early childhood teachers' content knowledge of economic education. The subjects, 60 early childhood teachers, were asked to draw concept maps about early childhood economic education. Their concept maps were analyzed in terms of superordinate and subordinate concepts by contents and frequencies. The results were as follows. First, 248 superordinate concepts were shown, and they were categorized into nine representative terms: 'Scarcity and Choice,' 'Decision Making,' 'Monetary Value,' 'Production,' 'Consumption,' 'Distribution,' 'Restrain,' 'Reuse,' and 'Economic Education Activity.' Second, 1,440 subordinate concepts were shown, and 'coin,' 'bill,' 'saving,' 'bank,' and 'money' were frequently shown. Third, the mean numbers of subordinate concepts per superordinate concepts showed that early childhood teachers had more knowledge about 'Consumption,' 'Monetary Value,' and 'Economic Education Activity' than other superordinate concepts. The results showed the need for early childhood teachers to have more systematic and hierarchical pedagogical content knowledge on economic education.

• Communications of Mathematical Education
• /
• v.32 no.1
• /
• pp.37-57
• /
• 2018

In the early days, the use of concept maps in mathematics education focused on how to represent mathematical ideas in the concept map. In recent years, however, concept maps have proved beneficial for improving problem solving ability. Conceptual diagrams can be used for collaboration among students, tools for exploring problems, tools for introducing problem structures, tools for developing and systematizing knowledge systems. In this study, we focused on the structure analysis of mathematical problems using Concept Map based on the analysis of previous research. In addition, we have devised a method of using concept maps for problem analysis and a method of analysis of systematic mathematical problem structure. The method developed in this study was found to have significant value by applying to the university scholastic ability test.

• Proceedings of the Korean Society of Soil and Groundwater Environment Conference
• /
• 2003.04a
• /
• pp.97-99
• /
• 2003

Lineament density maps can be used for the quantitative evaluation of relationship between lineaments and groundwater occurrence. There are several kinds of lineament density maps including lineament length density, lineament cross-points density, and lineament counts density maps. This paper reports the usefulness of the representative elementary area (REA) concept for lineament analysis. This concept refers to the area size of the unit circle to calculate the lineament density factors distributed within the circle: length, counts and cross-points counts. The circle is a unit circle that calculates the sum of the lineament length, lineament counts and the number of cross-points within it. The REA is needed to obtain the best representative lineament density map prior to the analysis of relation between lineaments and groundwater well yield or other groundwater characteristics. A basic lineament map for the Yongsangang-Seomjingang watershed of Korea, drawn from aerial black-and-white photographs of 1/20, 000 scale was used for demonstrating the concept. From this study, the conclusions were as follows: (1) the REA concept can be efficiently applied to the lineament density analysis and mapping, (2) for whole Yongsangang-Seomjingang watershed which has 6, 502 lineaments with an average lineament length of 3.3 km, the lower limits of each REA used for drawing the three density maps were about 1.77 $\textrm{km}^2$ (r=750 m) for lineament length density, 7.07 $\textrm{km}^2$ (r=1, 500 m) for lineament counts density, and 4.91 $\textrm{km}^2$ (r=1, 250 m) for lineament cross-points density, respectively, (3) the lineament densities are inversely proportional to the size of REA, and the REA can be calculated with this inversely linear regression model, (4) if the average lineament density values for the whole study area are known, the most accurate density maps can be drawn using the REAs obtained from each linear regression model, and (5) but critical attention should be paid to draw lineament counts density and lineament cross-points density maps because.