• Journal of the Korean Institute of Educational Facilities
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• v.13 no.3
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• pp.37-47
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• 2006

The conservation or practical use of a lot of closed schools which occurred from 1982 all over the country by governmental policy has been becoming important concerns to local resident and community with economical and administrative interest. A lot of examples, sold or rented to public institutions or a person, which have been using by welfare facilities for inhabitants, facilities for education, youth, company, culture and art, and other use, could be found. It could be said that the process of user's participation of these examples is very high, that is, a lot of examples of our surrounding is applied with ecological concept have participated by most users and local residents directly to architectural repair and renewal process, and practical use. In this background, I choose total five examples more than one by Chungbuk, Chungnam, Jeonbuk, Jeonnam district to investigate examples of closed schools applied ecological architectural concept and I researched reconfiguration of site, change of exterior or interior material, application of ecological system, and role as local community.

• School Mathematics
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• v.15 no.4
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• pp.743-758
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• 2013

This paper analyses the examples of polygons taken in the 1st grade middle school mathematics textbooks. We analysed generic examples, non-examples and counter-examples represented in these textbooks. And also we classified and analysed with examples of the concept and the application of a procedure. We analysed the differences of methods among these textbooks representing the same concepts or procedures. The findings from the analysis showed that these textbooks mostly make use of generic examples. The examples of concept and procedure vary depending upon the textbooks. Also, many textbooks haven't properly represented various positions and figures of polygons. Textbooks need to represent various and appropriate examples in order to expand the example space of the students.

• Journal of The Korean Association For Science Education
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• v.28 no.6
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• pp.579-591
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• 2008

Recently, there have been studies about Typically- Perceived-Situations (TPSs) and about critical examples as a way to understand students' preconceptions with context. TPS is a situation arising immediately in one's mind when he or she thinks about the concept, while a critical example is an example that becomes the most helpful in learning the concept. We might explore how the context is involved in the process of students' conceptual understanding by examining TPSs and critical examples together. This study analyzed, through questionnaires and interviews, the characteristics of TPSs and those of critical examples that secondary students hold about 'force' and 'mechanical energy conversion.' Students' TPSs and critical examples showed different characteristics according to the concept. In a case of force that is related to everyday life, there were various situations as TPSs and critical examples. Unlike force, there were a few situations as TPSs and critical examples such as a falling ball in the case of mechanical energy conversion. Students tended to regard situations that are usually experienced and understood easily as TPSs or critical examples. On the basis of the results of this study, it is concluded that it would be a good strategy to teach science concepts for teachers to start with the TPS of a concept, to introduce the concept, and then to expose the attributes of the concept with critical examples.

• The Mathematical Education
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• v.47 no.4
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• pp.447-465
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• 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.

• Journal of Educational Research in Mathematics
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• v.15 no.4
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• pp.401-417
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• 2005

Skemp supposed that it is effective to use both examples and non-examples when new concepts which are upper level than learner's schema are introduced. The purpose of this research is to develop a practical process of teaching geometrical concepts based on Skemp's assumption. For this, the related literatures are reviewed and the Korean textbooks(4-ga, 4-na) are analyzed with respect to method of concept formation. The analysis to]Is that the textbook just explains Properties of concepts or present definitions, instead of giving the chance of inquiry. So we design and apply six step process of teaching geometrical concepts to 4th graders focused on students' inquiry using both examples and non-examples.'rho result turns out that using examples and non-examples is highly positive to concept formation.

• Journal of Korean Academy of Nursing
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• v.50 no.2
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• pp.178-190
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• 2020

Purpose: The purpose of this study was to identify trends of nursing concept development in Korean journal papers to improve accurate understanding of nursing concepts. Methods: A systematic review of 216 concept development articles published from 1970 to 2018 that met the inclusion criteria was conducted using Research Information Sharing Service (RISS) databases. Results: The most common method of concept development was Walker and Avant's concept analysis method, identified in 139 (64.3%) of the 216 studies, followed by 48 examples of hybrid models (22.2%) and 15 examples of evolutionary methods (6.9%). Chinn and Kramer's method, Norris's clarification, Wilson's method, and others were also used. The concepts of "spirituality" and "fatigue" were most frequently analyzed. Among the 139 studies that used Walker and Avant's concept analysis method, 127 studies (91.4%) applied all the recommended steps; the others applied the recommended steps partially, omitting description of model cases/additional cases, antecedents/consequences, and empirical indicators. Among the studies using the hybrid model, among two (5.7%) did not describe attributes, three (8.5%) did not provide definitions, and 16 (45.7%) did not present empirical indicators in the final stage. Conclusion: Among concept development studies published in Korean journals, Walker and Avant's concept analysis method is most commonly used. In case of most studies using Walker and Avant's method a suitable concept analysis process is applied, but in case of other studies using the other concept development method, a suitable concept analysis process is not applied. Therefore, a suitable concept analysis process must be applied for concept development in nursing research.

• 제어로봇시스템학회:학술대회논문집
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• 2002.10a
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• pp.44.5-44
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• 2002

We propose a concept of the S-eigenvalue(stochastic-eigenvalue) along with corresponding eigenvector, and then we define the PDF corresponding to the S-eigenvalue on a complex plane. Based on the S-eigenvalue concept, we will establish the S-stability concept for linear continuous-time systems with probabilistic uncertainties in the system matrix. These results explicitly characterize how the S-eigenvalue in the complex plane may impose S-stability on S-eigenstructure assignment. Finally, we present numerical examples to illustrate the proposed concept.

• The Mathematical Education
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• v.42 no.5
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• pp.697-706
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• 2003

In this paper we consider the equality sign as a mathematical concept and investigate its meaning, errors made by students, and subject matter knowledge of mathematics teacher in view of The Model of Mathematic al Concept Analysis, arithmetic-algebraic thinking, and some examples. The equality sign = is a symbol most frequently used in school mathematics. But its meanings vary accor ding to situations where it is used, say, objects placed on both sides, and involve not only ordinary meanings but also mathematical ideas. The Model of Mathematical Concept Analysis in school mathematics consists of Ordinary meaning, Mathematical idea, Representation, and their relationships. To understand a mathematical concept means to understand its ordinary meanings, mathematical ideas immanent in it, its various representations, and their relationships. Like other concepts in school mathematics, the equality sign should be also understood and analysed in vie w of a mathematical concept.

• Journal of Korean Society of Rural Planning
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• v.15 no.4
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• pp.33-42
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• 2009

This study is aimed at the necessity application in 'Prototype' general concept on discovering cultural identity landscape of our national characteristics landscape research. Accordingly, It is considered landscape, fundamental concept, the prototypal landscape concept from previously researches that have been used. At the same time, the concept of prototypal landscape has been established by commenting a point of view which is defining previous researches that controverted prototypal landscape, then establish concept of prototypal landscape and derive attribute by comparing and considering similar terminology of prototypal landscape. Previously, research prototypal landscape in depth by applying defined concept of prototypal landscape and considering inherence ideological and environmental background prototypal figure and structure. Formation pattern of the prototypal landscape is classified in both philosophical formative primary factor from philosophy, religion and environmental formative factor of human that accumulated cultural life from a region and life. Examples of forming the prototypal landscape by philosophical formative factor are classified as 'Feng-Shui(the theory of divination based on topography)', 'Yin-Yang theory', 'Confucian idea theory' 'Philosophical Taoism', 'Buddhism theory' and 'Nature theory' then environmental formative factor are interpreted by 'Taekliji(determining of advantageous land)', 'Imwon(forest) economical geography', 'land use', 'topography' and 'terrain' as examples. This study is anticipating a new point of view and an establishment of reliable preservation to our characteristic of the prototypal landscape by considering concept of prototypal landscape and formative factor as studying limits of prototypal landscape and researching concentrated origination of the prototype.

• Journal of The Korean Association For Science Education
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• v.33 no.6
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• pp.1103-1118
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• 2013

In this research, we analysed definitions and examples of conductor and electrolysis concept in middle school science textbooks. We also surveyed 9 senior pre-service teachers' understanding of the concept definitions and appropriate examples. From the analysis of the textbooks, we found that the possibility of misunderstanding of learners is high because of the broad definition concept and narrow list of examples. After confirming the differences among pre-service teachers' understanding of the subject through questionnaires and interviews, they also debated for a need to an agreement on scientific concepts. The pre-service teachers recognized the meaning of social constructivism and the need for an agreement process in teaching science concepts.