• Journal of the Korean association of regional geographers
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• v.20 no.1
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• pp.141-151
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• 2014

This study is to explain understanding types about the concept of a 'Region' in the 3rd grade high school students(39) through open-ended questionnaires and describe the pedagogical utilizations for this. Students' understanding types about the concept of a 'Region' are compared and then determined through two meaning agreement and association between meaning of students' understanding which is collected through open-ended questionnaires and meaning of a 'Region' which is described in high school curriculum. The results are as in the following. First, Students' understanding types about the concept of a 'Region' were divided into four categories: full, partial, ambiguous, and converted understanding. Second, The degree of right meaning agreement and association existing between two meanings is rising steadily by converted, ambiguous, partial, and full understanding. For this reason, This result can make sure the understanding degree about the concept of a 'Region' is different depending on the students. Third, Students' partial understanding, ambiguous understanding and converted understanding on region concept could be judged as misconception not fully corresponded to region concept in the curriculum explanation. Fourth, Teachers can achieve conceptual change through this misconception as a subject matter of educational dialogue for meaning change.

• Korean Journal of Logic
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• v.10 no.1
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• pp.109-130
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• 2007

현장의 과학자들이 지닌 인과 개념을 가장 잘 반영하고 있는 것으로 보이는 인과의 조종가능성 이론은 인과 관계를 조종가능성으로 이해할 수 있다는 직관에 기초한다. 즉 C가 E의 원인이라는 것은 C를 조종함으로써 E를 변화시킬 수 있다는 것이다. 이 이론의 핵심 개념인 조종의 이해를 위해 최근 관심의 초점이 되는 간섭은 이상화된 실험 상태에서 국지적 변화를 일으키는 것이라고 이해할 수 있다. 우드워드는 간섭의 의미가 목적에 따라 다르게 구체화될 수 있다는 전제 아래 자신이 제시한 간섭 개념이 펄의 간섭 개념과 다르다고 주장한다. 하지만 본 논문은 이와 같은 우드워드의 주장이 설득력이 없다고 결론짓는다. 본 논문은 우드워드의 간섭 개념이 펄의 간섭 개념과 다르기보다는 펄의 간섭 개념이 암묵적으로 전제하고 있는 바를 구체화하고 있다고 논증한다.

• Digital Contents
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• no.12 s.127
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• pp.134-141
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• 2003

디자이너들이 3ds max를 어렵게 느끼는 것은 학습량이 많기도 하지만 근본적인 이유는 이해가 어렵다는 점 때문이다. 더욱이 직장생활을 하다보면 학습시간이 많지 않기 때문에 아예 중간에 포기하는 경우가 많다. 이를 해결하기 위해서는 기본개념을 먼저 이해해야 할 것이다. 기본 흐름을 이해하면 응용기술은 쉽게 습득할 수 있을 것이기 때문이다. 이에 우리는 2회에 걸쳐 3ds max의 기본적인 제작개념을 배웠다. 이번 호는 마지막단계로 지금까지 배운 개념들을 실제로 어떻게 적용되는지 배워보도록 하겠다. 이 전에 알아둘 것은 이번 내용은‘예제 따라하기’식 설명이 아니라, 개념을 토대로 제작되는 과정의 흐름을 익히는 것이다. 만일 툴 사용법과 같은 테크닉적인 학습을 원한다면 차라리 서점에 있는 좋은 학습서를 통해 익히는 것이 좋을 것이다.

• Journal of The Korean Association For Science Education
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• v.34 no.4
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• pp.335-347
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• 2014

Size/scale is a central idea in the science curriculum, providing explanations for various phenomena. However, few studies have been conducted to explore student understanding of this concept and to suggest instructional approaches in scientific contexts. In contrast, there have been more studies in mathematics, regarding the use of number lines to relate the nature of numbers to operation and representation of magnitude. In order to better understand variations in student conceptions of size/scale in scientific contexts and explain learning difficulties including alternative conceptions, this study suggests an approach that links mathematics with the analysis of student conceptions of size/scale, i.e. the analysis of mathematical structure and reasoning for a number line. In addition, data ranging from high school to college students facilitate the interpretation of conceptual complexity in terms of mathematical development of a number line. In this sense, findings from this study better explain the following by mathematical reasoning: (1) varied student conceptions, (2) key aspects of each conception, and (3) potential cognitive dimensions interpreting the size/scale concepts. Results of this study help us to understand the troublesomeness of learning size/scale and provide a direction for developing curriculum and instruction for better understanding.

• The Journal of Korean Philosophical History
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• no.25
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• pp.293-313
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• 2009

A general sequence of moral instruction in elementary school is advanced to understanding of contents, application of understanding, reflection of application. The understanding of contents as first stage of instruction is related with abstract moral concepts. A model of concept analysis as one of the moral instruction models could be applied to understand on abstract moral concept. We can find rationale of that model from the 'analysis of concept' that is proposed by John Wilson. His 'analysis of concept' is thinking technique based on informal logics of ordinal language. These technique is constituted of 'Isolating questions of concept', 'Right answers', 'Model cases', 'Contrary cases', 'Related cases', 'Borderline cases', 'Invented cases', 'Social context', 'Underlying anxiety', 'Practical results', 'Results in language'. And these techniques could be categorized some of stages like finding a concept for analysis, finding a cases for understanding, concerning on the contexts about using context, concerning on the verification of defined concept. But it has difficulties that directly applicate these stages and technique to elementary school students. For instruction in elementary school, teacher should be translated these terms about each stages and technique to terms suited for students. And it is good for students that these activity can inspire students' interests. In this thesis, I'm trying to translate original terms about concept analysis technique to terms that elementary school students can understand. And then, I'm intending to propose of moral instruction method about truth telling as a example.

• School Mathematics
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• v.5 no.2
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• pp.223-240
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• 2003

The purpose of this study was to investigate the preservice elementary teachers' knowledge of division through open-ended problems focused on the following perspectives in understanding division : connectedness between procedural and conceptual knowledge as well as the knowledge of units. Results indicates that the preservice elementary teachers showed low level of understanding of division such as the making word problem including division of fractions and the identification of the units in division operation.

• School Mathematics
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• v.12 no.4
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• pp.547-561
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• 2010

Even though statistics is considered as one of the areas of mathematical science in the school curriculum, it has been well documented that statistics has distinct features compared to mathematics. However, there is little empirical educational research showing distinct features of statistics, especially research into the understanding of statistical concepts which are different from other areas in school mathematics. In addition, there is little discussion of a relationship between the ability of mathematical thinking and the ability of understanding statistical concepts. This study extracted some important concepts which consist of the fundamental statistical reasoning and investigated how mathematically high achieving students understood these concepts. As a result, there were both kinds of concepts that mathematically high achieving students developed well or not. There is a weak correlation between mathematical ability and the level of understanding statistical concepts.

• Proceedings of The KACE
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• 2017.08a
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• pp.117-120
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• 2017

객체지향 프로그래밍은 산업과 교육 분야에서 그 영향력이 점차 커지고 있다. 그러나 객체지향은 추상적이고, 복합적인 개념을 많이 포함하고 있어 처음 객체지향 언어를 배우는 초보학습자는 개념을 이해하는데 많은 어려움을 겪고 있다. 또한 객체지향 개념들은 상호 연관성이 매우 높아 기본 개념을 이해하지 못하면 다음 단계의 개념을 이해할 수 없다. 따라서 본 논문은 초보학습자의 객체지향 개념의 이해를 돕기 위해 클래스와 객체 모델, 클래스간의 상속 모델을 도식화하여 제안한다. 이 모델을 이용하여 객체지향의 핵심 개념인 클래스, 객체, 레퍼런스 변수, 상속, 오버라이딩, 다형성, 동적 바인딩의 이해도를 높일 수 있다.

• Journal of the Korean Geographical Society
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• v.34 no.3
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• pp.281-293
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• 1999

이 연구는 개념 및 개념학습의 의미와 가치를 평가해 보고, 기존의 지리교육 기본 개념에 대한 논의를 정리하여 현장 교사들의 기본 개념 인식과 비교한 후, 향후의 지리교육 내용 구성의 방향을 모색해 보았다. 지리교육의 개념은 지리적 현상의 작동 과정을 이해하는데 도움을 주는 개괄적인 관념으로서 관련 지식들을 인지구조 속에 붙들어 매어주는 역할을 한다. 현장교사들이 가장 중요하다고 인식하고 있는 기본개념은 인간-자연관계, 입지, 지역, 지도화, 지역적 차이, 문화 등이며, 이는 전통지역지리학에서 강조되어 온 개념들이다. 반면에 지역적 결합, 공간 및 공간관계, 장소, 지구사회, 이동 등의 개념은 교사들이 잘 이해하지 못하고 있는 개념으로 밝혀졌다. 이러한 분석과 관련하여 주의를 기울여야 할 점은 지리학과 지리교육의 기본개념을 무차별적으로 혼용해서는 안 된다는 점이다. 학문적 성과와 교육적 성과는 다른 것이며, 이에 맞춰 지리교육의 교육적 효과를 높일 수 있는 구체적인 하위개념들이 개발되어야 할 것이다.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.2
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• pp.283-309
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• 2016

The purpose of this study is to investigate gifted students in elementary mathematics how they understand of situations involving multiplication and concepts of multiplication. For this purpose, first, this study analyzed the teacher's guidebooks about introducing the concept of multiplication in elementary school. Second, we analyzed multiplication problems that gifted students posed. Third, we interviewed gifted students to research how they understand the concepts of multiplication. The result of this study can be summarized as follows: First, the concept of multiplication was introduced by repeated addition and times idea in elementary school. Since the 2007 revised curriculum, it was introduced based on times idea. Second, gifted students mainly posed situations of repeated addition. Also many gifted students understand the multiplication as only repeated addition and have poor understanding about times idea and pairs set.