• Journal of the Korean Chemical Society
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• v.46 no.6
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• pp.550-560
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• 2002

This study was to explore students' thought patterns on problem and problem solving in the course of general chemistry. The participants were 9 students taking the course of general chemistry in a university in Seoul. Data were collected from various sources; three individual interviews, classroom observations, and essays written by students.Data were all transcribed and then analyzed circularly in constant component analysis. As the results of this study, six thought patterns of students in the context of learning general chemistry were presented. These thought patterns were common and existed important component within most of students' conceptual ecologies about learning chemistry. Implications of chemistry and science learning related to this results were discussed.

• Journal of The Korean Association For Science Education
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• v.33 no.7
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• pp.1273-1284
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• 2013

The purpose of this study was to analyze the examples represented in school science textbooks by the function types for students' scientific conceptions. According to the framework of analysis, we selected lacking examples in the textbooks, and developed a questionnaire for students. The questionnaire was applied to 157 third grade students to survey their conceptions related to matter states and change of states. The ratio of students' scientific conceptions related to solid the state was high because distinct examples were represented in the textbook. However, the ratios of students' scientific conceptions related to the liquid and gas states were low because there were no distinct examples in the science textbook. Contrast examples and expansive examples of liquid and gas such as fog and steam need to be represented in science textbooks in order to help students construct scientific conceptions of matter states and change of states.

• Journal of the Korean School Mathematics Society
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• v.15 no.4
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• pp.643-671
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• 2012

The purpose of this study was to examine How the exploratory activities using Excel and GSP which are exploratory software, in learning analytic geometry affected on the underachievers' analytic geometry concept development process. The subjects of 5 students who received the 8th~9th grades from their examination of the last semester, participated in a total of 7 units based on Skemp's intelligent learning model. The results of the study showed that there were two important cases found to nearly achieve the category $R_2$. One was reflective thinking could happen through exploratory software in category $R_1$. The other was the exploratory activities which could have the same effectiveness as the relational understanding in category $I_2$, as Skemp mentioned that there is a room to be achieved in the elementary level when such relational understanding is achieved.

• Korean Journal of Logic
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• v.22 no.2
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• pp.309-332
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• 2019

In Kang(2017), Jinho Kang persuasively criticized the attempt of Peter Hanks using his concept of cancelled predication to solve the Frege-Geach problem. According to Kang, Hanks had successfully shown the incoherence of Scott Soames's concept of neutral predication, but if it is true, then Hanks's concept of cancelled predication also falls into the same incoherence. I agree with Kang that Hanks faces the same incoherence, and I think that Hank's answers are unconvincing. As I see, however, it is possible for Hanks to overcome Kang's criticism. In this paper, I will reply to Kang's criticism by using conceptual resources in Hanks's own theory. In particular, the idea is that the final predication is compositionally explained by the type it belongs to without having truth-values because cancelled predication itself gives rise to target-shifting toward the type. By doing so, Hanks can successfully solve the Frege-Geach problem even though he let some remarks about cancelled predication unclear and confusing. In addition, it will be revealed that his notation is misleading as well.

• Journal of Korean Library and Information Science Society
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• v.49 no.4
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• pp.237-263
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• 2018

In this study, by extracting all relevant types of libraries in the medical field and analyzing their concepts, the research was to clearly define the names and concepts of libraries related to the medical field being mixed and used, to identify types of library, and to draw related legal improvements. The results of the study are as follows: First, the concepts of libraries in the medical field were organized and the types and relationships between libraries in the medical field were summarized. Second, criteria for currently absent hospital libraries are presented based on domestic and overseas research and standards. Third, In order to revitalize libraries related to medical fields in the future, it is necessary to investigate the actual conditions of libraries related to medical fields. Also, It proposed that public hospitals above the hospital level be made mandatory to set up hospital libraries first through national policy and expand services for patients and careers.

• Journal of The Korean Association For Science Education
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• v.26 no.6
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• pp.723-731
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• 2006

In this study, twenty-eight 7th graders were interviewed to explore their emotional responses and perceived teaching-learning strategies for effective conceptual change by the types of cognitive responses to a discrepant event. The results revealed that cognitive conflict was more induced by a discrepant event when its reliability and validity were emphasized. The students' cognitive responses to a discrepant event, the existence of alternative hypotheses, and their clearness influenced the patterns of emotional responses such as interest and anxiety. Many students perceived that emotional responses would have positive influences on concept learning processes. In the cases of the students exhibiting cognitive responses such as belief decrease, peripheral belief change, and belief change, opinions about teaching-learning strategies for effective conceptual change were different depending on whether they had alternative hypotheses or not. Educational implications are discussed.

• 한국과학교육학회:학술대회논문집
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• 2009.02a
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• pp.58.2-58.2
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• 2009

• Journal of the KSME
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• v.43 no.6
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• pp.55-57
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• 2003

이 글에서는 전자제품의 고장 메커니즘의 개념에 대하여 설명하고, 고장 발생 유형에 다른 분류에 대해 설명한다.

• Science & Technology Policy
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• v.5 no.10 s.79
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• pp.95-109
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• 1995

• Proceedings of the Zoological Society Korea Conference
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• 2000.10a
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• pp.292.1-292
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• 2000