• Korean Journal of Child Education & Care
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• v.18 no.4
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• pp.267-277
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• 2018

Objective: The purpose of the study was to examine public kindergarten teachers' concept knowledge on inclusion education and to compare concept knowledge by teacher types (general teachers with experience of inclusion, general teachers without experience of inclusion, and special teachers). Methods: The subjects, sixty early childhood teachers in public kindergarten, were asked to draw concept maps illustrating their understanding of inclusion education for young children. The collected concept maps were analyzed using the methods utilized by Novak and Gowin (1984) as well as You and Kim (2018). Results: The results were as follows. First, 209 superordinate concepts were shown, and they were categorized into 13 representative superordinate concepts. Second, 1,585 subordinate concepts were shown. Among them, partial inclusion, complete inclusion, and teacher cooperation were frequently used. Third, contents of concept knowledge on inclusion education varied by teacher types. Conclusion/Implications: Discussions were included to support and enhance early childhood teachers' content knowledge on inclusion education for young children with special needs.

• The Korean Journal of Archival Studies
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• no.59
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• pp.5-46
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• 2019

This study aims to explore the concepts and nature of records in digital environments based on analyzing recent theoretical studies of records. This is not intended to defining records for management in a specific environment. This study is divided into two parts. Firstly, it classifies the definitions of records in three perspectives; evidence, information, and representation of activities, and explores the concepts and theoretical backgrounds underlying each definition. Secondly, it articulates some implications for understanding the concept and nature of records in digital environments by four categories such as i) fixity, ii) materiality, iii) activity and context, and iv) trustworthiness, which were derived from the definition of "persistent representation of activities" by Geoffrey Yeo.

• Journal of Science Education
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• v.47 no.2
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• pp.154-166
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• 2023

It has been known that the tool characteristics embedded in physical tools and virtual tools act with different underlying mechanisms in a user's knowledge acquisition and conceptual understanding. This overview study examines the learning process through the use of physical and virtual tools from the perspective of conceptual frameworks, affordability that tools present, and the depth of cognitive engagement that occurs in the process of learning concepts through various learning activities. Based on the conceptual frameworks, the results of previous comparative studies were reinterpreted. It was found that what mattered for learning is the amount of new information that a tool provides and the different level of cognitive engagement that students use through various learning activities. Finally, the implications to be considered when teachers use physical and virtual tools to help students better understand various concepts are discussed.

• Communications of Mathematical Education
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• v.36 no.1
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• pp.59-72
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• 2022

The purpose of this study is to understand the characteristics of the mathematical modeling tasks and lesson designs developed by pre-service teachers based on the inherent awareness of mathematical modeling, considering the importance of creating a task to perform mathematical modeling activity and designing a lesson. As a result, the mathematical modeling tasks developed by pre-service teachers mainly presents an appropriate amount of information using real life contexts for the purpose of learning using concepts, and it showed a tendency to develop to the level of cognitive demand that required procedures with connections to understanding, meaning, or concepts. And most of the developed modeling task-based lessons showed a tendency to design warm-up activity, model-eliciting activity, and model-exploration activity. This result is due to the lack of experience of pre-service teachers in creating mathematical modeling tasks. Therefore, it is necessary to continuously provide opportunities for pre-service teachers to learn concepts or create mathematical modeling tasks intended for exploration according to various mathematical contents, thereby actively cultivating their ability to create modeling tasks in the course of training pre-service teachers. Furthermore, it is necessary to strengthen the expertise in mathematical modeling teaching and learning by providing opportunities to actually perform the mathematical modeling-based classes designed by pre-service teachers and to experience the process of reflecting on the lessons.

• Journal of Korean Elementary Science Education
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• v.35 no.2
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• pp.229-242
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• 2016

The purpose of this study was to analyze the elementary teachers' conceptions on the inquiry activity about 'make a fossil model' focusing the 6th, 7th, 2007 revised, and 2009 revised elementary science textbook. This study is intended to find causes of teachers' conceptions and to derive educational implications. We have analyzed questionnaires which were collected from 77 elementary school teachers. It was carried out about comparisons actual fossil with fossil model in each step of the inquiry activity, the lesson goal, the thought for changes of the inquiry activity, the improvement of the inquiry and conception related fossil. Teachers have a general understanding about the contents of the inquiry activity but some of them have partially incorrect understanding. And they emphasize the understanding of the concept on lesson goal. It is necessary to improve inquiry activity reflecting teachers' thinking about the merit and weaknesses. There was not statistically difference in understanding of fossil related concepts according to teachers' career, teaching or training experience. Through this research, there is a need to improve a textbook, a guide book, a teachers' training. So, teachers who have professionalism about science textbook be able to teach students.

• Journal of the Korean earth science society
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• v.32 no.7
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• pp.871-880
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• 2011

The purpose of this research is to explore preservice earth science teachers' understanding of volcanic systems using a modified version of InVEST Volcanic Concept Survey (InVEST VCS, Parham et al., 2010). Results showed that participants' understanding of volcanic concepts was rather limited. Questions requiring only basic content knowledge (e.g., terminology associated with volcano) received high scoring responses, while questions requiring higher order thinking and deeper conceptual connections as the mechanics of volcanic eruption received low scoring responses. Specifically, the prediction of hazards and impacts on the environment appeared to be poorly understood. VCS results can be applied to improve the subject content knowledge as well as the pedagogical knowledge that instructors may use when they assess students' understanding of volcanism within a solid conceptual framework.

• The Mathematical Education
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• v.51 no.1
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• pp.1-19
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• 2012

In this study, contents of 'the 2007 revised curriculum handbook' and 16 kinds of mathematics textbooks were analyzed first. The purpose of this study is to examine the understanding state of students at general high schools by making questionnaires to survey the understanding state on contents of chapter of complex number based on above analysis. Results of research can be summarized as follows. First, the content of chapter of complex number in textbook was not logically organized. In the introduction of imaginary number unit, two kinds of marks were presented without any reason and it has led to two kinds of notation of negative square root. There was no explanation of difference between delimiter symbol and operator symbol at all. The concepts were presented as definition without logical explanations. Second, students who learned with textbook in which problems were pointed out above did not have concept of complex number for granted, and recognized it as expansion of operation of set of real numbers. It meant that they were confused of operation of complex numbers and did not form the image about number system itself of complex number. Implications from this study can be obtained as follows. First, as we came over to the 7th curriculum, the contents of chapter of complex number were too abbreviated to have the logical configuration of chapter in order to remove the burden for learning. Therefore, the quantitative expansion and logical configuration fit to the level for high school students corresponding to the formal operating stage are required for correct configuration of contents of chapter. Second, teachers realize the importance of chapter of complex number and reconstruct the contents of chapter to let students think conceptually and logically.

• Archives of design research
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• v.11 no.1
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• pp.259-268
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• 1998

Ideals of beauty has expressed variously through the centuries and in different cultures. Each traditional 'togu' has it's own morphology (in the meaning of nonverval linguistic) as using various type of language in each cultural erea. Korean aesthetics on 'dogu'philosophy introduces a whole new set of basic concepts outside western aesthetic framework of beauty Most distinctive is the insistence on overcoming dichotomies, especially between cognition and emotion, (momism)body and mind, self and other, and individual and group. Several topics are particularly illuminating within aesthetics: furniture, calligraphy, traditional garments pose interesting challenging to the art/nature, inside/outside, ethics/desire dichotomies so crucial to moral and cultural context. aesthetics are equally deserving of philosophical scrutiny: the ways in which philosophy of 'dogu'and aesthetics are integrated with daily life, the emphasis on process or understanding context rather than product itself or product 'form'. Dogu did not separate daily life and aesthetics from understanding social context. Language of 'togu' also has own vocabulary and grammar. But we often cannot gain our persnol experience truthful beauty of togu until understand context of understanding. it would be immpossible to explain ,or to analize different way of thinkings and behaivor precisly without understanding same codes of language.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.4
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• pp.1133-1142
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• 2016

The purpose of this study was to verify the effects of science classes using abductive strategies on the scientific concept understanding and meta-cognition. The subjects included two classes of sixth graders from K Elementary School in B Metropolitan City and they divided into two groups. Research group was composed of 21 students(10 boys, 11 girls) and comparative group was composed of 21 students(11 boys, 10 girls). In order to achieve aims of this study, proper contents to apply abductive strategies were selected from the first semester science curriculum for sixth graders. Also five-steps study papers were designed to elicit abductive reasoning. While the research group received 20 times of reframed science lessons using abductive strategies, the comparative group received common science lessons according to the teachers' manual. The results of this study are as follows. First, science classes using abductive strategies were effective for the scientific concept understanding. Also there were statistically significant differences between the research group and the comparative group in overall science sub-domain. In the process of hypothesis formulating, students tried to find out scientific causes thoroughly to present the optimal explanation and they concentrated on the analysis of each scientific concept. It is thought that this process contributed to better understanding in scientific concepts. Second, science classes using abductive strategies were effective for improving meta-cognition. There were statistically significant differences between the two groups and especially in monitoring that is one of sub-factors of meta-cognition. It indicates that hypothesis formulating process gave positive effect on meta-cognition by stimulating critical thinking and manifesting elaboration.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.4
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• pp.345-352
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• 2019

The 2015 revised information curriculum emphasizes the ability to solve problems in real life based on the basic concepts, principles and techniques of computer science. How the contents of textbooks are designed is an important issue in terms of achievement of educational goals and whether contents can be easily and clearly communicated. The purpose of this study is to analyze the concept presentation method presented in middle school informatics textbooks by three types of text- centered type, picture-centered type, and case-centered type- to analyze differences in understanding according to individual variables (sex, subject preference). Analysis results found the figure-centered type showed the highest degree of comprehension among students, and the preference of contents design type and the difference of understanding according to sex did not show significant differences. According to the preferred subjects, understanding of the content design types were found to be significantly different according to preferred subjects.