• Journal of the Korean School Mathematics Society
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• v.4 no.1
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• pp.103-114
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• 2001

The purpose of this study is to develop learning materials for functional concept on variable and to verify the effect of how well students could learn functional concept after they studied with those materials. To accomplish the purpose of this study, I developed learning materials and after teaching students with them. I have concluded the followings : First, there was little effect in teaching functional concept on variable between two experimental groups, whereas teaching functional concept had greater effect on forming functional concept in high level groups in those two experimental groups. Second, teaching functional concept on variable had little effect on students' understanding of functional concept and perfecting tables in Black box, graph, and mathematical problems, whereas there was much effect in students' understanding functional concept and solving relation formula, image, and range problems related to everyday life or general things. On the basis of the problems which appeared in the process of this study, the following can be suggested : First, we should develop learning materials fit for low level students so that they could understand functional concept. Second, we should continue to teach the basic problems like solving relation formula, image, and range, and understanding functional concept in graph until students are able to understand them exactly. Third, since the goals of Unit Function in a middle school textbook is to solve problems related to everyday life through functional thinking, there should be change in constructing systematic contents of Unit Function in a middle school textbook.

• School Mathematics
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• v.18 no.2
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• pp.425-440
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• 2016

Concept images play an important role in the acquisition of mathematical concept. However, sometimes concept images are derivatives of student's misconceptions. In addition, students always learn concept images despite teachers' efforts to teach concept definitions. Therefore, teachers need to know about all the concept images of a particular concept. This study aimed to analyze the concept image that students have about the triangle when they have already learned about the triangle in school. It was found that some students have different concept images about the triangle between Semo. Moreover, many students have misconceptions about vertices, sides, and angles. In particular, students think Gak denotes a side, although it means angle. Based on these results, I suggest that the curriculum and textbook require improvement.

• Educational Technology International
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• v.17 no.2
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• pp.253-271
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• 2016

This study investigated the effect of generative concept maps according to learning achievements and cognitive load. A total of 78 students in the first grade of middle school participated in this study. Before the experimental treatment was implemented, students had to fill out a questionnaire assessing prior knowledge. The study was designed where all the students were presented the same learning contents regarding photosynthesis; however, the two experimental groups were provided with different concept map methods: a learner-generative concept map (GCM) and an instructor-provided concept map (PCM). GCM students were asked to make a concept map by themselves in small groups while they are reading material. PCM students were instructed to study in small groups in order to read the material; however, they were provided a concept map developed by their teacher. The control group (CG) had the teacher present the learning contents in traditional lecture format with no accompanying concept map. The results show that there were significant differences in the achievements among the groups. CG showed higher achievement than both the experimental groups. There was also a significant difference in cognitive load. Although the GCM group did not obtain higher achievement than the other groups, the GCM group showed higher mental effort and lower physical fatigue than the other groups. The GCM group might have invested more effort to find and connect ideas when drawing their concept map with peers which is unlike the conditions for the PCM group and CG. In conclusion, we should consider applying GCM in teaching and learning design in order to increase learning achievement and decrease extraneous cognitive load.

• Journal of Korean Academy of Nursing
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• v.50 no.2
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• pp.178-190
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• 2020

Purpose: The purpose of this study was to identify trends of nursing concept development in Korean journal papers to improve accurate understanding of nursing concepts. Methods: A systematic review of 216 concept development articles published from 1970 to 2018 that met the inclusion criteria was conducted using Research Information Sharing Service (RISS) databases. Results: The most common method of concept development was Walker and Avant's concept analysis method, identified in 139 (64.3%) of the 216 studies, followed by 48 examples of hybrid models (22.2%) and 15 examples of evolutionary methods (6.9%). Chinn and Kramer's method, Norris's clarification, Wilson's method, and others were also used. The concepts of "spirituality" and "fatigue" were most frequently analyzed. Among the 139 studies that used Walker and Avant's concept analysis method, 127 studies (91.4%) applied all the recommended steps; the others applied the recommended steps partially, omitting description of model cases/additional cases, antecedents/consequences, and empirical indicators. Among the studies using the hybrid model, among two (5.7%) did not describe attributes, three (8.5%) did not provide definitions, and 16 (45.7%) did not present empirical indicators in the final stage. Conclusion: Among concept development studies published in Korean journals, Walker and Avant's concept analysis method is most commonly used. In case of most studies using Walker and Avant's method a suitable concept analysis process is applied, but in case of other studies using the other concept development method, a suitable concept analysis process is not applied. Therefore, a suitable concept analysis process must be applied for concept development in nursing research.

• Journal of Educational Research in Mathematics
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• v.12 no.4
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• pp.557-579
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• 2002

The purpose of this study is to find out the problems which are caused when the limit concept of sequences is learned through an intuitive definition and to suggest a way of solving those problems. Students in Korea study the limit concept of sequences through an intuitive definition. They fail to apply the intuitive definition properly to the problems and they are apt to have misconception even though the Intuitive definition is applied properly. To solve these problems, this study examined the develop- mental process of the limit concept of sequences from the Intuitive definition to the formal definition, and looked into the way of students' internalization of the process through a field study. In this study, the levels of the limit concept of sequences possessed by the students at ZPD are as follows; level 0 : Students understand the limit concept of sequences through the intuitive definition. level 1 : Students understand the limit concept of sequences as 'The difference between $\alpha$$_{n}$ and $\alpha$ approaches 0' rather than 'The sequence approaches $\alpha$ infinitely.' level 2 : Students understand the limit concept of sequences through the formal definition. The levels of students' limit concept development were analysed by those criteria. Almost of the students who studied the limit concept of sequences through the intuitive defition stayed at level 0, whereas almost of the students who studied through the formal definition stayed at level 1. Through the study, I found that it was difficult for the students to develop the higher level of understanding for themselves but the teachers and peers could help the students to progress to the higher level. Students' learning ability was one of major factors that make the students progress to the higher level of understanding as the concept was developed hierarchically from Level 0 to Level 2. If you want to see your students get to the higher level of understanding in the limit concept, you need to facilitate them to fully develop understanding in lower levels through enough experiences so that they can be promoted to the highest level.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.937-945
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• 2004

In this study, we examined high school students' abilities for solving problems under single concept situations and complex concept situations and their mental capacities. Single concept situations are defined as the problems which can be solved with a scientific concept or principle and complex concept situations are the problems combined with more than 2 single concept situations. 152 11th-graders were participated in this study, who had taken natural science track. FIT 752 was used to measure their mental capacities. And an instrument, made up of six questions under three single concept situations and three complex concept situations, was used to assess students' problem solving abilities. As results, students' problem solving abilities were lower in complex concept situations than in single concept situations. There wasn't significant difference in mental capacities between of students who succeeded in solving problems and ones who did not under both single and complex concept situations. Although students solved the problems of single concept situations, some of them failed in solving the problems of complex concept situations composed of single concept situations which they succeeded in solving. They belonged to relatively low mental capacity group, of which students who failed in solving problems of complex situations had lower metal capacities than ones who succeeded in solving them. According to these results, it could be concluded that mental capacity is one of main variables which have influence on problem solving of complex concept situations composed of solvable single concept situations.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.17 no.2
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• pp.453-460
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• 2013

This study proposes a framework that enables efficient integration and usage of enterprise data using semantic based concept net. Integration of enterprise information that has been increasing geometrically in cloud environment. The concept net is very similar in approaching way to existing ontology. However, it builds correlation between object and concept to help user's information integration retrieval more efficiently. In this study, concept nets are divided into 3 kinds and are applied to the proposed framework independently. The concept net in this study is built in ontology format based on master information concept net, keyword concept net and business process concept net. This concept net enables retrieval and usage of data based on correlation among data according to user's request. Then, through combination of master information concept and keyword concept, it provides frequency trace of keyword and category thus improving convenience and speed of retrieval.

• Journal of Korean society of Dental Hygiene
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• v.6 no.3
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• pp.219-228
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• 2006

The research which it sees against the self concept of part dental hygienes students from the hazard which it examines dental hygienes which is located on Kyoung-Buk and students 318 people in the object un-signature it enforced a research with the entry method which it got a same result. 1. From general characteristics of part hygiene students "the employment went well from the motive which selects hygiene" and it appeared most highly. The employment will go well and the social advance will do and ease when seeing specially with characteristics of college, it has an corresponding with the fact that is a possibility of employment.. 2. The average score against the self concept of part hygiene students "me it is an existence which is isolated from this world and nothing to do with the others". It appeared most highly with 3.52. The negation self concept appeared more highly affirmative self concept than. 3. To self concept and grade, religion, health condition, hygiene selection motive, subject record and native high school of part hygiene students the difference which considers statistically did not appear(p>0.05). However it tries to observe the self concept which it follows subject satisfactory degree, it is very unsatisfactorily(3.37) with it is unsatisfactorily(3.16) gaps it was not visible the difference which considers statistically, it is very satisfied(3.37) with the difference which considers statistically it was visible(p<0.05). Students the affirmative reaction is correct phenomenon in order to establish a specialty intuition. 4. When self concept and record and the subject satisfaction sees a interrelation for, Between self concept subject satisfaction is appeare big affirmative interrelation(r=0.331) and the subject record and subject satisfaction just interrelation appeared as well(r=0.282) all they considered statistically and appeared.(p=0.000) but to self concept and subject record for the interrelation did not appear. Negation self concept of part hygiene students appears more strongly than affirmative one, And studying for self concept of the students, it leads through the program which is the possibility to pull affirmatively is demanded.

• Maxillofacial Plastic and Reconstructive Surgery
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• v.30 no.4
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• pp.370-379
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• 2008

Objective: This study was carried out to evaluated the psychologic changes of skeletal Class III malocclusion individuals by orthognathic surgery. Methods: One hundred and thirty seven adults skeletal Class III malocclusion individuals were selected for this study. Fifty two for pre-surgery group, forty two for 2-months after orthognathic surgery group and forty three for 6-months after orthognathic surgery group. Each group was investigated by questionnaires related to self-concept standard developed by Dr. Lee. The questionnaires included physical self-concept, ethic self-concept, characteristic self-concept, domestic self-concept, the social self-concept and capable self-concept. Each group was compared by one-way ANOVA. Results: Only the physical self-concept showed significant changes after orthognathic surgery, however it did not showed differences between after 2-months and after 6-months. But other self-concept did not show significant changes by orthognathic surgery. Conclusion: At first, it is expected that many variables related to self-concept were influenced by orthognathic surgery. But only physical self-concept showed significant change by orthognathic surgery.

• The International Journal of Costume Culture
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• v.8 no.1
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• pp.11-22
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• 2005

The present study attempted to analyze the behavioral patterns and attitudes of high school girls toward apparel ads in magazines in relation to their physical self-concept. The study used a self-administered questionnaire. The sample consisted of 419 students at 3 girl's high schools located in Seoul. Likert scales were used for most measures with 1=never or very unimportant and 5=always or very important. Physical self-concept was measured on the basis of W S. Jung's Standardized Self-concept Test and Tennessee Self-concept Scale. Percentage, t-test, and Chi-square were used for the analysis of the data. Results are as follows: (1) Those with a high sense of physical self-concept read more magazines. (2) Those with higher sense of physical self-concept showed greater interest in magazine ads, consulted magazines for fashion trends, found ads more useful, and more often expressed satisfaction with the ads, than the lower self-concept group. (3) Advertisers should attempt to gain a deeper understanding of the socio-psychological characteristics of their readership as self-concept appeared to be related to several magazine readership attitudes and behaviors. Apparel ads targeting high school girls should consider the importance of company ads.