• 한국지역사회생활과학회지
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• 제20권2호
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• pp.291-305
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• 2009

The purpose of this study was to examine how the career maturity of high school students was affected directly or indirectly by psychological separation from their mothers and through the mediation of self-concept. The subjects in this study were 496 juniors from regular high school in the city of Daegu, who included 243 boys and 253 girls. The measurements of this study were a career-maturity inventory, psychological separation inventory (PSI), and self-concept scale. The major findings of this study were as follows: First, career maturity had significantly positive correlation to conflictual independence from mothers for them. Second, as for the influence of psychological separation, and self-concept on career maturity, three variables, including competence self-concept, home self-concept, attitudinal independence from mothers, classroom self-concept, had significantly explanation of career maturity. Third, as a result of making a path analysis of the impact of psychological separation from mothers on career maturity through the medium of self-concept, conflictual independence gave a direct impact only, and its indirect effect was insignificant. The attitudinal independence showed both direct and indirect influences, for mothers had a significantly indirect impact only.

• 지역사회간호학회지
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• 제13권3호
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• pp.566-573
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• 2002

A concept is a building block of a theory. The purpose of a concept analysis is to clarify the critical attributes of a concept and identify its real meaning, particularly if the concept is not understood in a clear and accurate manner. This study was conducted to analyze the concept of support, which has been adopted from another discipline and unclearly used in nursing science. For concept analysis of this study, Walker and Avant's method was used. Support is defined as a domain with emotional. informational. material and evaluative aspects. Critical attributes of the concept of support included (1) an experience of support between a support provider and a client, (2) communication, (3) a relationship of mutual interchange of emotional, informational, material, evaluative support, and (4) intention, Cases related to the concept of support included model cases and appendix cases (against. boundary, and related). Antecedents of support were anxiety, depression, and loss of self-esteem, and consequences of support were comfort, increase of self-esteem, and trust. Based on these results, a nursing intervention that can provide a better quality of life for the prevention of diseases, health management, and health promotion may be developed in the future.

• 한국지구과학회지
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• 제29권2호
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• pp.140-150
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• 2008

본 연구에서는 개념도를 활용한 새로운 수업모형을 개발하고 이를 지구과학 I의 지각변동 단원에 적용하였다. 이를 통해 전통적 수업 방식에 비해 학생들의 학업성취도, 개념도 작성 능력, 개념도 수업에 대한 태도 변화에 어떤 효과가 나타나는지를 분석하였다. 자료는 경기도에 소재하는 한 남자고등학교에서 2학년 학생 128명을 선정하여 실험 처치 후 수집하였다. 그 결과 통계적으로 유의하지는 않았지만 새로운 수업모형은 전통적 수업방식에 비해 학생들의 학업성취도가 향상되었다. 그리고 새로운 수업모형은 전통적 수업방식에 비해 학생들의 개념도 작성 능력과 개념도에 대한 태도에서 유의미하고 긍정적인 차이를 보였다.

• 한국과학교육학회지
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• 제24권5호
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• pp.937-945
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• 2004

이 연구에서는 이미 해결한 단일개념으로만 구성된 복합개념상황에서 학생들의 문제해결력과 정신용량의 관계를 알아보았다. 과학적 개념이나 원리 하나만 알면 풀 수 있는 문제를 단일개념상황으로 정의하였고 단일개념상황을 2개 이상 결합하여 만든 문제를 복합개념상황으로 정의하였다. 청주시 소재 일반계 고등학교 2학년 학생 152명을 대상으로 정신용량에는 유의미한 차이가 나타나지 않았다. 그러나 이미 해결한 단일개념상황들의 결합으로 만들어 전 복합개념상황의 문제해결에 있어서는 정신용량이 작은 집단에서만 실패한 학생들이 나타났으며 문제해결에 실패한 학생들의 정신용량이 문제해결에 성공한 학생들의 정신용량보다 낮았다. 이러한 연구 결과 단일개념상황은 해결할 수 있으면서 이와 관련된 복합개념상황의 해결에 실패한 이유의 하나를 문제해결자의 정신용량이 작기 때문이라고 볼 수 있다.

• 한국과학교육학회지
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• 제12권2호
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• pp.31-42
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• 1992

The purposes of this study were to find out the degree of formation of the concept of density for the junior high students. The changing pattern of concept in acquiring the concept of density and the degree of development of INRC transformation ability related to the concept of density were also analyzed according to cognitive level and teaching method. The results of this study were as follows. 1) The experimental group were more effective than control group in the formation of the concept of density. 2) Even though students had been taught the concept of density, the various types of preconception were remained and persisted. Especially, the students at concrete level had persisted misconceptions and these misconceptions had been changed to the other misconceptions. 3) In the degree of the formation of the transformation ability of INRC group related to the concept of density in solid phase, the experimental group developed much better on both the abilities of Reciprocal transformation, Correlative transformation and the abilities to manipulate two variables such as volume and mass than control group. 4) The correlation coefficient between GALT score and achivement of the concept of density was 0.67. The correlation coefficient between achivement of the concept of density and the formation the transformation of INRC group related to the concept of density was 0.78.

• Journal of Korean Biological Nursing Science
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• 제17권4호
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• pp.356-362
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• 2015

Purpose: The purpose of this study was to explore the experiences of nursing students in Korea who used concept mapping for understanding pathophysiology. Methods: The data were collected using an open-ended questionnaire from 83 sophomore nursing students after studying concept mapping in pathophysiology class. Each group consisted of five nursing students submitting four concept maps regarding cell injury, inflammation, infection, and neoplasm. After familiarity with concept mapping, the participants wrote their experiences anonymously on sheets of paper. The submitted materials were analyzed via qualitative content analysis. Results: The collected materials were classified into 3 themes, 8 categories, and 18 subcategories. Three themes emerged: (1) awareness of capabilities, (2) difficulties of completion, and (3) benefits of application. Conclusion: The study revealed that participants experienced self-capabilities, and the difficulties and benefits of concept mapping. Concept mapping also provided the opportunity for nursing students to realize communication skill improvement by active group discussion within a group.

• 한국과학교육학회지
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• 제20권2호
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• pp.262-273
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• 2000

이 연구에서는 과학의 개념 측면에서 유아교육과정,초등교육과정, 중등교육과정의 연계성 분석에 적절한 도구를 개발하고자 하였다. 교육과정의 개념적 연계성 분석을 위한 도구로 연구의 초기에는 과학의 공통소재인 '물'에 대한 개념도를 개발하였으나, 유치원부터 고등학교까지의 과학교육과정 구성 시각에 큰 차이가 있었기 때문에 통합된 개념도 개발이 어려웠다. 따라서 과학의 한 영역인 화학의 주요 학습 내용이라고 할 수 있는 '물질의 성질'에 관한 개념도를 개발하였다. 개발 절차 중에서 유아, 초등, 중등 과학교육과정에서 다루는 학습 내용의 추출, 학습 내용에 관련된 개념도를 유아 초등, 중등 과학교육과정 시각에서 개발 및 분석하는 단계는 '물'을 중심으로 개념도를 개발하는 초기 단계의 연구에 해당하고, 학습내용에 관련된 유아, 초등, 중등 과학교육과정의 내용분석, 유아, 초등, 중등 과학교육과정의 개념을 포함하는 개념도 및 분석 표 개발, 개발된 개념도 및 표의 수정 및 완성 등 세 단계는 '물질의 성질'에 관련된 후기 연구에 해당한다.

• 한국과학교육학회지
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• 제16권4호
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• pp.340-350
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• 1996

Knowledge is composed through the interaction between the concept structure already held by students and their experience, and learning can be said to be the active process of solving the cognitive conflict caused by this interaction. Therefore, this study consists in showing the effective learning method and finding out the elements which the teacher has to own, through examining several forms of pre-conception or mis-conception of the inertia, the force-equilibrium, the action and reaction, the heat, and the electric current, and then finding out their solution and studying student's change in science concepts. For this study, the types of concept on the five above-mentioned materials which students have were examined through the concept-classifying question paper, and the classes to which the class mode for the change of concepts applied, were practised in each different classroom by each different instructor - a professor, a scientist, a teacher, and two students, respectively. And the effect of the teaching strategy based on these classes, and each different instructor' influence on the change of concept in students. were examined. The result of my study is as follows; 1. Students have various types of pre-conception which are different from science concept, and these types of pre-conception tend to last even after learning in class. 2. The thoughts on the correct science concept of the high school third-grade students who learned the physics in the traditional teaching method, and the second grade students who don't learn the physics yet, were nearly equal those of the second grade students by receiving the physics class through the cognitive conflict course were greatly changed especially that students showed the distinct change on mechanics and electric current. 3. Students didn't show the remarkable change of the science concept on the five materials in the four kinds of experimental classes by each different instructor but in the part of mechanics, there was the distinct change between the class by professor and those by the students. This was due to the difference of the authority and the attitude of the concept demonstrator. 1) The authority, the kind attitude, and the responsibility of the expert played an important role in the correct concept-formation of mechanics part - especially in the case of the mis-conception caused by the intuitive belief. 2) In the class by instructor with the democratic teaching method, the change of concept took place more easily, because in his class students could discuss the subject freely, so that they might experience the thought course to give them the confidence on the science concept.

• 한국초등과학교육학회지:초등과학교육
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• 제20권1호
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• pp.31-43
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• 2001

The purposes of this study were grasping the degree of students' understanding for course contents through the concept mapping strategy as meaningful learning in science and measuring the effect for change of conception and changing the misconception. The results of the study were as follows: 1. Before the lesson, only 10.7％ of students had scientific conception of molecular motion. Other students had various kinds of misconceptions. 2. The extent of concept formation after lesson through the using concept mapping strategy was tested. As a result, compared with the controlled group, the experimental group showed higher extent of sound concept formation (statistical significance level 0.05). 3. The differences between the experimental group and the control group were analyzed into quantitative and qualitative points of view. The results of the comparison showed that the maps of the students were well configured in the categories of the relationship, the hierarchy and the examples; while students showed lower abilities in the category of the cross-links. 4. The student's attitudes to ward concept mapping was positive. Most of the students answered that teaching strategy of concept mapping benefits them in meaningful learning outcomes.

• 한국초등과학교육학회지:초등과학교육
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• 제28권1호
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• pp.24-34
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• 2009

The purpose of this study is to examine the effects of background knowledge on problem solving. To achieve this aim, I proposed the model which shows problem solving process centering around background knowledge, conducted the lessons concerning the concept 'weightlessness' on pre-service elementary teachers, and then classified the pre-service elementary teachers into several groups by the difference of the results presented in the process of solving the problems on weightlessness. And I examined qualitatively the effects of background knowledge on problem solving through the interview with 11 volunteers. On the cause of the failing the problem solving, the failure of acquiring or activating the background knowledge related to the learning concept was most frequently, secondly the use of the background knowledge unrelated to the learning concept, and thirdly the failure of understanding the teaming concept. To acquire or activate the background knowledge related to the teaming concept was more difficult than to understand the new teaming concept, and the cases that use the background knowledge unrelated to the learning concept failed to solve problem. The result of interview, all interviewee understood the learning concept correctly, but all of them who fail to acquire or activate the background knowledge related to the learning concept, or use the background knowledge unrelated to the learning concept, could not solve the problem.