• 한국과학교육학회지
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• 제22권2호
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• pp.357-377
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• 2002

본 연구에서는 학생의 개념변화 과정을 연속적인 세련화와 정교화의 과정으로 보았다. 이러한 관점은 학생의 개념변화에 대한 학습심리학적 연구의 재고찰과 물리학 지식의 발달과정에 대한 물리학사적 사례 연구의 분석에 기초하였으며, 구체적으로 세련화와 정교화를 통한 개념변화 과정 사례를 추출할 수 있었다. 본 연구 결과는 실제 학생의 반응을 분석하는데 지침 역할을 할 수 있을 것으로 기대된다.

• 한국과학교육학회지
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• 제24권1호
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• pp.1-16
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• 2004

The purpose of this study was to examine the role of cognitive conflict in the conceptual change process. Ninety-seven high school students in Korea participated in this study. Before instruction, we conducted pretests to measure learning motivation and learning strategies. During instruction, we tested the students' preconceptions about Newton's 3rd Law and presented demonstrations. After this, we tested the students' cognitive conflict levels and provided students learning sessions in which we explained the results of the demonstrations. After these learning sessions, we tested the students' state learning motivation and state learning strategy. Posttests and delayed posttests were conducted with individual interviews. The result shows that cognitive conflict has direct/indirect effects on the conceptual change process. However, the effects of cognitive conflict are mediated by other variables in class, such as state learning motivation and state learning strategy. In addition, we found that there was an optimal level of cognitive conflict in the conceptual change process. We discuss the complex role of cognitive conflict in conceptual change, and the educational implications of these findings.

• 한국과학교육학회지
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• 제23권3호
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• pp.276-285
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• 2003

본 연구는 과학 개념변화과정을 미시적으로 보면, 점진적인 세련화와 정교화의 과정을 거친다는 이론적 논의에 기초하고 있다. 본 연구에서는 실체 대학생의 과학 개념 변화과정을 분석하여 개념변화과정에서의 주요 특징을 찾아내어 다음과 같은 점진적인 세련화와 정교화의 과정으로 볼 수 있는 측면들을 찾아내었다. 기존의 개념이 점차로 세밀해져 가는 과정, 상황에 따라 개념이 구분되어 가는 과정, 실험 데이터에 이한 설명이 이론적으로 재설명되는 과정, 시험 데이터에 이한 설명이 이론적으로 재설명되는 과정, 처음의 부정합적인 설명구조가 정합적인 설명구조로 변화되는 과정, 초기의 이상화된 모델에서 무시되었던 조건들이 다시 고려되어 가는 과정, 정성적인 설명이 정량적인 설명으로 변화되는 과정, 본 연구결과는 학생의 개념변화과정에 대한 보다 깊은 이해로 이끌 수 있을 것으로 기대된다.

• 한국과학교육학회지
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• 제23권5호
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• pp.574-591
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• 2003

과학학습에서 인지갈등의 긍정적인 혹은 때때로 부정적인 영향에 관한 논의들이 아직까지 진행되고 있다. 그러나 분명한 것은 개념변화이론에 따르면 인지갈등이 개념변화에 중요한 역할을 한다는 것이다. 이 연구의 목적은 개념변화과정에서 인지갈등의 역할을 자세히 살펴보는 것이다. 구체적인 연구문제는 다음과 같다. 1) 불일치 상황은 인지갈등의 필요조건 혹은 충분조건인가? 2) 인지갈등은 개념변화의 필요조건 혹은 충분조건인가? 이 문제를 해결하기 위하여, 우리는 관련 문헌들 속의 이론과 결과들을 분석하였다. 마무리부분에서는 개념변화과정에서 인지갈등의 복잡한 역할과 앞으로의 연구과제에 대하여 논의 하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제19권1호
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• pp.85-99
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• 2000

Researches have shown that learning science frequently requires the process of conceptual change. As a result, many of the constructivist teaching and loaming approaches focus on this kind of loaming. In approaches that focus on conceptual change, cognitive conflict strategies play a key role. Students, however, still have much difficulty in loaming science. Theoretically, it underlies Piaget's genetic epistemology in which disequilibration demands an interplay between assimilation and accommodation until equilibrium is restored. Also, radical constructivism has its roots in a variety of disciplines, but has been most profoundly influenced by the theories of lean Piaget as interpreted and extended by Glasersfeld. This study is intended to interpret the conceptual change from radical constructivist perspective and explain difficulties of conceptual change which students have in learning science.

• 한국과학교육학회지
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• 제28권5호
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• pp.359-382
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• 2008

다양한 개념변화이론이 존재하는 만큼 학습자들의 개념변화과정을 기술하기 위해 각각의 개념변화 이론에 열거된 분석대상이 다르다. 본 연구에서는 이러한 여러 가지 개념변화이론의 옳고 그름을 논의하지 않는다. 다만, 교실에서 일어나는 개념변화를 학습이라고 할 때 학습 과정을 설명하고 시사점을 얻기 위해서 기존의 이론을 고찰하여 정교화 시킬 필요성이 요구되었다. 본 연구에서는 학습이란 과제와 같은 주어진 맥락에 반응하여 학습자들이 갖고 있던 신념이 활성화되면서 새로운 개념구조를 구성하는 과정임을 이론적 고찰을 통해 이끌어내었다. 틀이론과 특정이론을 바탕으로 구성되는 정신모형에 대한 이론, 정보처리 이론에 바탕으로 둔 정신모형이론과 인지적 영역과 정의적 요인들을 통합한 정신모형 이론을 개략적으로 살피고 교실 수업에서 학습자가 구성하는 개념구조의 틀을 제안하였다. 또한 이것을 바탕으로 인지갈등을 새롭게 해석할 수 있는 개념구조적 갈등 모형을 제안하였다. 앞으로 이것을 이용하여 교실 수업에서 학습자들이 효과적으로 과학적 개념구조를 획득할 수 있는 방안들과 인지갈등을 포함한 개념변화에 대한 시사점을 얻을 수 있을 것으로 기대한다.

• 한국과학교육학회지
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• 제12권3호
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• pp.77-89
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• 1992

According to many previous researches on the students' physics conceptions, in spite of school science learning the students' preconceptions were either not changed or reinforced. Although many researchers argued that the presentation of conflict situations which can not be explained by the students' preconceptions is prerequisite to their conceptual changes, some other researchers argued that such a presentation could be useless. In this study, a model of students' conceptual change in physics, which encourages students to recognize actively the conflicting situations and to control the process of their conceptual changes, was developed. In this model, the critical discussion on rival concepts and the reflective thinking were regarded as two important factors for students' conceptual changes.

• 지역연구
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• 제10권1호
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• pp.19-37
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• 1994

The past studies on the change of industrial location can be reinterpreted as spatial determinism, decision making process determinism and industrial sturcure determinism according to the view of the mutual operation between the economic activity and spatial structure. From the point of the industrial structure determinism which focuses on the fact that the locational type of production activity can be differenciated by the structural change of industry itself, it is proper to explain the change of industrial location not only by spatial condition but also by containing the fundamental changing causes for the reorganization of the spatial condition. One of the most important changing causes for reorganizing economic space is industrial technology. This study aims to explain the spatialization process of industrial technology and consists of the process of suggesting the hypothesis that the spatialization process is differentiated according to the production organization as the user of industrial technology and the user of industrial technology and the production system as using method. In other words, this study attempts to internalize the technology variable, which has been treated as external in the past studies on the industrial location, as an independent one and consider the production organization and production system as a paramenter, so that it can represent 'conceptual framework' for explaining the change of industrial location.

• Asian Journal of Innovation and Policy
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• 제9권1호
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• pp.36-55
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• 2020

Climate change is one of the most discussed issues in international for a today. Evaluating the effect of climate change at a regional level and setting up an appropriate policy to address the issues associated with climate change require a proper evaluation process on the climate change and adaptation projects already implemented. Although various evaluation approaches to climate change adaptation programs have been proposed, it is rare to find a proper systematic approach to evaluating the reliability of those climate change adaptation programs. In the current situation regarding the system to evaluate climate change adaptation programs, the purpose of this study is to suggest a theoretical and standardized evaluation system on the reliability of climate change adaptation schemes. The new approach suggested in this paper will be appropriate when requiring a confidence level for adaptation programs that are specially localized and categorized. Using various quantitative and qualitative evaluation methods with the inherent reality mechanism, we provide a conceptual framework to measure the reliability of climate change adaptation programs with a flexible adjustment process. With the proposed framework, it is possible to provide the level of confidence on the results collected from the evaluation systems and construct a standardized, system-wide assessment procedure toward climate change adaptation policies. By applying this approach based on scientific evidence on the reliability of climate change adaptation policies, appropriate and efficient climate change adaptation programs will be properly designed for and implemented in Korea.

• 한국과학교육학회지
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• 제32권3호
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• pp.502-523
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• 2012

The purpose of this study is to explore the relationship between selected components of conceptual ecology that are reflected in high school science students' statements, when answering questions. This study follows from a position that there is reason to believe that, in the process of answering questions, many aspects of conceptual ecology are likely to play a role. Data were gathered through six audio-taped interviews, the science teacher's profiles of each student, the students' personal journals, their assignments, and their examinations and participation in class. Kay and KY were selected as the focus of this study because theirs were both dramatic as well as representative cases. As the findings suggest, learning styles differ according to distinctions within individuals' conceptual ecologies. Thus the way in which a person learns science varies according to the construction of her/his conceptual ecology. This suggests that different forms of pedagogy may be effective with different types of learners. This also suggests that science educators may have a role in assisting students to develop into constructed, rather than received, learners.