• Journal of The Korean Association of Information Education
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• 제14권4호
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• pp.537-545
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• 2010

The purpose of this paper is to develop mathematics learning contents for elementary school 3rd graders and to verify the educational effectiveness of contents developed. An ADDIE model was applied to develop mathematics learning contents based on storytelling for concept learning. After extracting 54 concepts from the mathematics curriculum, researchers designed strategies using concepts that were combined with context which is familiar to young students. Researchers implemented a survey and interview to students and teachers to verify the effectiveness of contents. As a result, the understanding, interest, concentration, and expectation of students toward the contents developed were very high, and teachers also mentioned that these contents could be very useful teaching materials for motivation.

• The Journal of the Korea Contents Association
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• 제10권10호
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• pp.479-493
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• 2010

Along with the transformation of the knowledge-based environment, e-learning has become a main teaching and learning method, prompting various research efforts to be conducted in this field. One major research area in e-learning involves adaptive learning systems that provide personalized learning content according to each learner's characteristics by taking into consideration a variety of learning circumstances. Active research on ontology-based adaptive learning systems has recently been conducted to provide more efficient and adaptive learning content. In this paper, we design and propose an adaptive learning system based on the concept lattice of Formal Concept Analysis (FCA) with the same objectives as those of ontology approaches. However, we are in pursuit of a system that is suitable for learning of specific domains and one that allows users to more freely and easily build their own adaptive learning systems. The proposed system automatically classifies the learning objects and concepts of an evolved domain in the structure of a concept lattice based on the relationships between the objects and concepts. In addition, the system adaptively constructs and presents the learning structure of the concept lattice according to each student's level of knowledge, learning style, learning preference and the learning state of each concept.

• Journal of the Korean School Mathematics Society
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• 제16권3호
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• pp.519-538
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• 2013

The purpose of this study, for each section of high school mathematics I help to verify the utillization of instructional class in the formation of students' academic achievement and mathematical beliefs. For this purpose we construct an experimental class and then analyse the students' change in those aspects after applying concept learning hand-out and colleage feedback on their works those students are in the experimental class. As a result of the experiment, we find that concept learning hand-out activity and colleague feedback made some significant changes on the students achievement in mathematics and mathematical beliefs. Therefore, in this study I want to solve the concrete problems are as follows. First, utilizing the concepts of mathematics tutoring lessons to improve students' academic achievement is it effective? Second, utilizing the concepts of mathematics tutoring classes does have a positive impact on students' mathematical beliefs? Third, utilizing the concepts of mathematics tutoring lessons for students what is the reaction?

• Journal of the Korean School Mathematics Society
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• 제2권1호
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• pp.55-66
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• 1999

In mathematics education, teaching-learning activity can be divided largely into the understanding the mathematical concepts, derivation of principles and laws acquirement of the mathematical abilities. We utilize various media, teaching tools, audio-visual materials, manufacturing materials for understanding mathematical concepts. But sometimes we cannot define or explain correctly the concepts as well as the derivation of principles and laws by these materials. In order to solve the problem we can use the computer. In this paper, ′the process of the length of curve being equal to the sum of the vectors when intervals get smaller′ and ′the process of calculating volume of spinning curve by using definite integral.′ Using the computers is more visible than other educational instruments like blackboards, O.H.Ps., etc. Also it can help students with solving mathematical problems intuitively. Consequently more effective teaching-learning activity can be done. Usage of computers is the best method for improving the mathematical abilities because computers have functions of the immediate reaction, operation, reference and deduction. One of the important characters of mathematics is accuracy, so we use computers for improving mathematical abilities. This paper is about the program focused on the part of "the application of definite integral", which exists in mathematical curriculum the second and third grade of high school. When this study is used for students as assisting materials, it is expected the following educational effect. 1. Students will have precise concepts because they can understand what they learn intuitively. 2. Students will have positive thought by arousing interests of learning because this program is composed of pictures, animations with effectiveness of sound. 3. It is possible to change the teacher-centered instruction into the student-centered instruction. 4. Students will understand the relation between velocity and distance correctly because they can see the process of getting the length of curve by vector through the monitor. For the purpose of increasing the efficiencies and qualities of mathematics education, we have to seek the various learning-teaching methods. But considering that no computer can replace the teacher′s role, teachers have to use the CIA program carefully.

• Journal of The Korean Association For Science Education
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• 제32권8호
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• pp.1295-1317
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• 2012

There has been disagreement on the importance of definitions in science education. Yager (1983) believes that one crisis in science education was due to the considerable emphasis upon the learning of definitions. Hobson (2004) disagrees with physics textbooks that do not provide general definition on energy. Some textbooks explain that "there is no completely satisfactory definition of energy" or they can only "struggle to define it." In general, imprecise definitions in textbooks (Bauman, 1992) and inaccuracies in definition provided by teachers (Galili & Lehavi, 2006) may cause alternative conceptions. Besides, there are at least four challenges in defining physical concepts: precision, circularity, context and completeness in knowledge. These definitional problems that have been discussed in The Feynman Lectures, may impede the learning of physical concepts. A meta-study approach is employed to examine about five hundreds journal papers that may discuss definitions in physics, problems in defining physical concepts and how they may result in alternative conceptions. These journal papers are mainly selected from journals such as American Journal of Physics, International Journal of Science Education, Journal of Research in Science Teaching, Physics Education, The Physics Teachers, and so on. There are also comparisons of definitions with definitions from textbooks, Dictionaries of Physics, and English Dictionaries. To understand the nature of alternative conception, Lee et al. (2010) have suggested a theoretical framework to describe the learning issues by synthesizing cognitive psychology and science education approaches. Taking it a step further, this study incorporates the challenges in semantics and epistemology, proposes that there are at least four variants of alternative conceptions. We may coin the term, 'alternative definitions', to refer to the commonly available definitions, which have these four problems in defining physics concepts. Based on this study, alternative definitions may result in at least four variants of alternative conceptions. Note that these four definitional problems or challenges in definitions cannot be easily resolved. Educators should be cognizant of the four variants of alternative conceptions which can arise from alternative definitions. The concepts of alternative definitions can be useful and possibly generalized to science education and beyond.

• Journal of Science Education
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• 제35권2호
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• pp.230-239
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• 2011

This study developed examination test tools for concepts of weather changes of middle school students, analyzed the hierarchy of concepts associated with weather changes by means of knowledge state analysis method, and examined the knowledge state and lesson effects of each individual learner. The hierarchy of the knowledge state of concepts of middle school students associated with weather changes followed the steps of 'humidity ${\rightarrow}$ air mass ${\rightarrow}$ cloud ${\rightarrow}$ precipitation ${\rightarrow}$ front ${\rightarrow}$ weather'. Cases were identified where the knowledge state of students that was thought to be similar to each other among the group of students who have scored almost the same points and thus were thought to have almost the same learning ability, have turned out different in the knowledge state from each other. Namely, the level of knowledge state structuralized differed, suggesting that differing prescriptions should be made according to the knowledge state of each student concerned. Analysis of the knowledge state of learners helps prepare learning prescriptions for each student and appraise prior learning. To examine effects of teaching-learning that has taken into consideration the hierarchy of knowledge state and concepts, lessons were conducted in comparison with the order in which syllabuses are presented in the textbooks, with the result that when knowledge state of learners have been taken into consideration, students made scores significantly higher (p < .05) than otherwise. This indicates that in introducing the unit of weather changes better teaching and learning can be achieved by reordering the contents of subject matters of the textbook by grasping the knowledge state of learners.

• Journal of Science Education
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• 제47권2호
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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.

• Journal of Korean Elementary Science Education
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• 제21권1호
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• pp.43-59
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• 2002

There has been a long debate whether the Sun revolves the Earth or the Earth revolves the Sun. Also, students are very interested in the solar systems, which means the entire system of planets, satellites, minor planets, comets, and meteoroids that orbit the sun. However, students are not sure about them. New models which enhance teaming about them are strongly needed. This study is intended to develop the new models on the solar systems and to investigate how the preservice elementary teachers' concepts are affected by them. Subjects are 20 preservice elementary teachers, One instrument including 11 items is used. Data are collected before using the new models and after using them through the tests. As a result, learning through the new models has a positive effects on the preservice elementary teachers' concepts on the solar system.

• Fashion & Textile Research Journal
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• 제14권1호
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• pp.37-47
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• 2012

The purpose of this study was to explore an intrinsic concept of 'company innovativeness' based on qualitative data obtained from 54 practitioners with at least 5 year-experience in the industry. Data were analyzed based on the grounded theory and Nvivo 2.0 program. Based on results, seven theme were generated. Seven intrinsic theme include 5 intrinsic concepts such as learning orientation, excellence of human resource, treatment for employees, market orientation and work efficiency, and 2 performance concepts such as business performance and innovation performance. These diverse concepts were considered as an important guideline in judging whether a company is innovative or not. In addition, diverse programs were provided by companies for a purpose of enhancing company innovativeness. Based on results, a research model was suggested to be elaborated in future studies. Implications and suggestions were generated based on results.

• Journal of Industrial Technology
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• 제30권A호
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• pp.45-47
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• 2010

In legacy e-learning web service, as deployed contents are changed, web services should be changed together. In addition, it can not coordinate and manage the various e-learning services recently emerged. In this paper, an e-learning platform based on Service-Oriented Architecture (SOA) is proposed to solve these problems. We design and implement an e-learning system based on Service abstraction layer concepts. The implemented system can provide the new e-learning services within short development periods.