• 한국지구과학회:학술대회논문집
• /
• 2005.09a
• /
• pp.254-262
• /
• 2005

본 연구에서는 중학교 과학 영재아들이 가지고 있는 조석에 관한 정신모형을 탐색하기 위하여 상황에 따른 개념 유형을 분류하고, 각 유형들을 구성하는 국면들을 분석하였다. 조석 현상에 관해 두 가지 상황으로 구성된 과제 수행을 실시한 후 그 응답 결과를 분석한 결과, 상당수의 학생들이 상황에 따라 서로 다른 개념 유형을 나타내었다. 상황에 따른 개념 유형들을 구성하고 있는 국면을 분석한 결과, 각 유형들은 내용-일반적 국면을 공통적으로 포함하고 있었으나, 내용-특정적 국면과 전략적 국면에서는 많은 차이를 나타내었다. 두 가지 상황에서 나타나는 개념 유형들과 이들 유형을 구성하는 국면들을 조합하여 학생들의 정신모형을 분석한 결과 다음과 같은 4가지 모형으로 나눌 수 있었다: (1) Tide model (2) Force model (3) Phase model (4) Hybrid model. Tide model은 과학적으로 옳은 모형이며, Force model과 Phase model은 옳지 않은 모형이며, Hybrid model은 혼합 모형으로 상황에 따라 나타나는 개념 유형이 서로 부합되지 않는 모형이다. 중학교 과학 영재아들이 조석 현상에 대해 가장 많이 가지고 있는 모형은 Tide model(45.0%)이었으며, 그 다음으로는 Hybrid model(30.0%), Force model(12.5%), Phase model(7.5%) 순으로 나타났다.

• Science of Emotion and Sensibility
• /
• v.1 no.2
• /
• pp.105-111
• /
• 1998

인터액티브 시스템은 여러 번에 걸친 평가 와 수정을 거쳐서 사용자들에게 보다 편리한 방향으로 설계된다. 인터액티브 시스템의 인터페이스 설계자들은 사용자들의 만족도와 소프트웨어의 기능성을 평가하기 위해 표본집단을 구성하고 그들로 하여금 시스템을 사용해 보게 한 후에 QUIS(Questionnaire for User Interaction Satisfaction)와 같은 평가 양식에 따라 사용성을 테스트 해왔다. 그러나, 이러한 방식으로는 사용자가 시스템에 대해서 사용하기 전에 형성하고 있는 저신모형에 관한 평가가 이루어지지 않았다. 정신 모형은 사용자들의 배경과 경험을 통하여 얻어진 시스템에 대한 기대를 말한다. 만약 인터액티브 시스템의 인터페이스가 사용자의 정신모형과 일치하도록 만들어진다면, 사용자들은 그들의 휴리스틱(Heuristic)을 이용하여 배우는 기간을 단축할 수 있고, 보다 효율적으로 소프트웨어를 사용할 수 있다. 인터페이스의 설계가 정신 모형에 기반을 두고 이루어지면, 사용자들이 시스템에 대해 갖는 기대를 파악하면 인터페이스를 수정 보완 함으로서 소프트웨어의 사용성을 향상시킬 수 있고, 사용자들에게 보다 친숙한 인터페이스를 제공할 수 있다.

• Journal of Astronomy and Space Sciences
• /
• v.22 no.3
• /
• pp.311-328
• /
• 2005

This study was to understand the components that influence preservice elementary teachers' mental models about 'astronomical phenomena' such as the Seasons of the year, and the Lunar Phases of the month. We selected university of education students among whom 23 were in the second you. The data collected from the paper-pencil test and individual interview with students. The results of this study show that the students had apparent synthetic Mental models, and that the distance theory, and occultation theory had most important effects on their Mental Models. It can be said that preservice elementary teachers' initial mental models of the' astronomical phenomenon' have their origin in their belief sets (specific theory) related to 'astronomical phenomenon', on the basis of which they can interpret their observations and cultural information with the constraints of a naive framework of physics. The structures and possible sources of their mental models for overcoming these synthetic mental models were also discussed.

• Journal of The Korean Association For Science Education
• /
• v.26 no.1
• /
• pp.68-87
• /
• 2006

The aim of this study was to understand the components that influence the mental models of preservice elementary teachers on the astronomical phenomena of seasons of the year and lunar phases of the month. For this, participants were selected from a university of education. Data was collected from a paper-pencil test and individual interviews with the participants. The results of this study showed that the preservice teachers had apparent synthetic mental models, and that the 'Distance Theory' and 'Occlusion Theory' had the greatest effect on their mental models. Furthermore, it was found that preservice elementary teachers' initial mental models of 'astronomical phenomenon' had their origin in personal belief sets (specific theory) related to 'astronomical phenomenon'. It was on these belief sets that they interpreted their observations and cultural information with the constraints of a naive framework of physics. The structures and possible sources for overcoming these synthetic mental models were also discussed in this paper. Lastly, implications for preservice elementary teacher education were presented.

• Journal of The Korean Association For Science Education
• /
• v.36 no.3
• /
• pp.423-434
• /
• 2016

The purpose of this study is to investigate preservice earth science teachers' mental models through applications of Coriolis force experiment apparatus. After the root of preconception was examined by face to face interviews based on the questionnaire, five preservice earth science teachers were finally selected for this study. The mental models about concept of Coriolis force was classified into naive mental model, static unstable mental model, dynamic unstable mental model, and scientific mental model through the result of individual interviews and their drawings. According to the mental model analysis about Coriolis' force conception, students C and M showed naive mental model about concept of Coriolis force before experiment. After the experiment, student M's model changed to static unstable mental model. Student C's model improved to dynamic unstable mental model. In adiition, students D and O's model improved from static unstable mental model to dynamic unstable mental model. In the case of student B, the dynamic unstable mental model was maintained after the experiment, however, student B's preconception changed to scientific concept. It turned out that a change occurred from low mental model level to integrated mental model after the application of the developed Coriolis' force experiment apparatus. According to the results, national curriculum is similar to static unstable mental model and the result of developed Coriolis' force experiment apparatus is similar to dynamic unstable mental model. It is suggested that it become the theoretical foundation to develop more comfortable and advanced Coriolis force experiment apparatus by improving the experiment apparatus.

• Proceedings of the Korean Society of Coastal and Ocean Engineers Conference
• /
• 1995.10a
• /
• pp.81-84
• /
• 1995

해안에 전파해오는 천해파는 주로 불규칙파이며, 이들의 천해변이를 해석하는 데 있어 스펙트럼파로 해석하는 기법을 많이 사용해 왔다. 본 연구에서 비교 검토된 두 수치모형은 유동훈(1993)의 쌍곡형 평균파 모형과 정신택(1990)의 타원형 모형인데, 두 모형 모두 실험조건에 적용하여 1차 검증을 확인하였던 것들이다. 본 연구에서는 영일만 일대에서 관측된 자료를 이용하여 두 수치모형의 현장검증을 수행하였으며, 관측결과와의 비교로부터 두 수치모형의 장단점과 특징을 비교하였다. (중략)

• Korean Journal of Biological Psychiatry
• /
• v.2 no.1
• /
• pp.49-56
• /
• 1995

Behavioral models are used very widely to investigate or illuminate aspects of human psychopathology. However, the extent to which it is possible to extrapolate from animals to people, and, therefore, the value of information derived from a behavioral model, will depend to a large extent on the validity of the models. This article outlines some behavioral models of depression and anxiety.

• Korean Journal of Social Welfare
• /
• v.64 no.4
• /
• pp.209-231
• /
• 2012

Recently, the many anti- stigma program use the 'mental illness is an illness like any other biogenetic illness' approach. This is based on Weiner's attribution affection theory. However, mental illness is difficult to be applied with attribution affection premise because attributing no blame for mental problem(biogenetic cause) leads to fear and dangerousness. We proposed a modified attribution affection model that explains the relations between biogenetic causal belief and social distance. Our model assumed that attributing personal responsibility for each mental problem leads to anger and social distance. And attributing no blame for mental problem(biogenetic causal belief) reinforces perception of dangerousness and social distance. This study presented typical vignettes of schizophrenia, depression and alcoholism according to the diagnosis criteria of DSM-IV to 768 university students randomly. Path analysis was used to test modified attribution affection model. The major findings are, First our original model modified partially for fit index. So final model assumed that i) The more respondents believed personal responsibility, the more anger, the more anger reaction corresponded closely with more social distance. ii) biogenetic causal beliefs leads to a worsening of dangerousness and perception of dangerousness leads to a increasing of social distance. Second, multi-group analysis was conducted to verify how a modified attribution affection model would be applicable to three groups. The result is that there is no difference among three groups. Finding from this research suggest to change anti-stigma program that use medical model.

• Journal of The Korean Association For Science Education
• /
• v.24 no.3
• /
• pp.621-637
• /
• 2004

In science education, the research on students' conceptions has been started in early 1970. From the early 1980, the research on students' conceptions stimulated the research on conceptual change. Recently, mental model has been a theoretical background in concrete arguments on "how students' conceptions are constructed or created?" Mental model has been studied early in cognitive psychology, and several researchers have studied it partially in science education area. In this study, we compared different theories that explained students' conceptions in, mainly, physics. Further we discussed the possibility of mental model as a theory that could integrate different explanations about students' conceptions from different theory.

• Journal of The Korean Association For Science Education
• /
• v.35 no.5
• /
• pp.919-929
• /
• 2015

This study aims to develop a modeling-based learning program about geologic structures and to reveal the relationship between the argumentation patterns and levels of students' mental models. Participants included 126 second grade high school students in four sessions of modeling-based learning regarding continental drift, oceanic ridges, transform faults, and characteristics of faults. A modeling-based learning program was implemented in two classes of the experimental group, and teacher-centered traditional classes were carried out for the other students in the comparison group. Science achievement scores and the distribution of students' mental models in experimental and comparison groups were quantitatively compared. The video-taped transcripts of five teams' argumentation were qualitatively analyzed based on the analytic framework developed in the study. The analytic framework for coding students' argumentation in the modeling-based learning was composed of five components of TAP and the corresponding components containing alternative concepts. The results suggest that the frequencies of causal two-dimensional model and cubic model were high in the experimental group, while the frequencies of simple two-dimensional model and simple cross sectional model were high in the comparison group. The higher the frequency of claims, an argumentation pattern was proven successful, and the level of mental model was higher. After the rebuttal was suggested, students observed the model again and claimed again according to new data. Therefore, the model could be confirmed as having a positive impact on students' argumentation process.