• School Mathematics
• /
• v.3 no.1
• /
• pp.25-44
• /
• 2001

The purpose of the study is to investigate multifaced aspects of angle concepts and the developments of angle concept and to examine textbooks in relation to above investigation. In this study, we obtain the following results. First, angle concepts have static and dynamic aspects and develop situated angle concepts, contextual angle concepts, abstract angle concepts, through formal angle concepts. Second, our textbooks emphasize abstract angle concepts and formal angle concepts but lack situated angle concepts and contextual angle concepts.

• Journal of The Korean Association For Science Education
• /
• v.17 no.1
• /
• pp.21-29
• /
• 1997

Many middle school students have difficulty in understanding biological concepts because too many concepts are presented in the textbook compared to limited school hours. So, it is necessary to select concepts which are indispensable. The purpose of this study is to select key concepts in the unit 'The Continuity of Life' by surveying students' and teachers' cognition on the concepts. In this study, 78 concepts were extracted from 'Science 3', unit II 'The Continuity of Life'. To survey how students and teachers think the concepts, Likert type questionnaires were made. 300 third grade middle school students and 34 biology teachers were selected by random sampling and the questionnaires were applied. The following results were obtained:1. Students thought 59 concepts out of 78 were important and the mean score of important level of the concepts was 3.60. Students thought 26 concepts out of 78 were difficult and the mean score of diffculty level'of the concepts was 3.26. The more they think the concepts important, the more they think them difficult (r=0.7462, p<0.001). 2. Teachers thought 55 concepts out of 78 were important and the mean score of important level of the concepts was 3.82. Teachers thought 33 concepts out of 78 were difficult and the mean score of diffculty level of the concepts was 3.31. The more they think the concepts important, the more they think them difficult (r=0.6138, p<0.001). 3. The selected concepts were considered more important by teachers than by students(t=2.0150, p<0.05). However, there was no significant difference in evaluating the difficulty level of the concepts(t=0.7327, p>0.05). 4. It was found that students have difficulty in understanding concepts when they are presented in the textbook to require formal preparation than concrete preperation(t=2.6612, p<0.05).

• Journal of the Korean Society of Clothing and Textiles
• /
• v.38 no.4
• /
• pp.495-505
• /
• 2014

This study investigated the type of fashion brand concepts and derived the components of fashion brand concepts. A total of 125 brand concept texts of women's wear brands were collected from "2012/2013 Korea Fashion Brand Annual" (S. M. Kim, 2012). A qualitative research method was employed. To investigate the types of fashion brand concepts, the texts were classified into three types such as functional, symbolic, and experiential concepts, and four complex types such as functional/symbolic, functional/experiential, symbolic/experiential, and functional/symbolic/experiential concepts. Open coding and axial coding provided the components of fashion brand concepts. The results were as follows. First, an investigation of the types of fashion brand concepts indicated differences in the types of fashion brand concepts and the types of general product brand concepts. One content of a fashion brand concept could be interpreted as more than two concept types; consequently, many fashion brand concepts did not fit the notion of the types of general product brand concept. Most fashion brand concepts simultaneously encompassed more than two types of brand concepts at once. Second, the components of fashion brand concepts consisted of 55 subjects, 7 sub-categories (physical/intrinsic product characteristics, symbolic/conceptual product characteristics, target demographics, target consumer behavior, brand capability, brand values, and brand management/marketing) and 3 categories (product, target consumer, and brand).

• Korean Journal of Child Studies
• /
• v.29 no.3
• /
• pp.93-113
• /
• 2008

This study examined musical concepts of early childhood teachers with the 'Sing-a-New-Song' activity and problems teachers face in the application of musical concepts. Participants were 10 kindergarten teachers; data were collected through lesson plans, videos of classes, and interviews with teachers. Results showed that (1) selection of songs focused on words of a song rather than musical concepts; ignoring development of the musical level of the children. (2) Goal-setting ignored musical concepts. (3) Class management confused musical concepts with other concepts. (4) No evaluation of musical concepts was undertaken. Problems included teachers' lack of knowledge of musical development in young children, insufficient understanding and limited application of musical concepts, and low expectations regarding music as a subject of instruction.

• Journal of Educational Research in Mathematics
• /
• v.12 no.2
• /
• pp.213-228
• /
• 2002

We know that curriculum is, first of all, related to teaching materials, namely, contents. Therefore, when we think of mathematics curriculum, we must take account of characteristic of mathematics. Vygotsky has studied the development of scientific concepts and everyday concepts. According to Vygotsky, scientific concepts grow down through spontaneous concepts; spontaneous concepts grow upward through scientific concepts. And mathematics is a representative of subjects dealing with scientific or theoretical concept. Therefore, his study provides scientific basis for mathematics curriculum design. In this context, Davydov notes that everyday concepts are developed through empirical abstraction, while scientific concepts require a theoretical abstraction. And Davydov constructed the curriculum materials for the teaching of number concept. Davydov's curriculum is an example of reflecting Vygotsky' theoretical view and his view about the types of abstraction. In particular, it represents mathematical characteristic of a 'science' by introducing number concept through quantitative relationship and use of signs. In conclusion, stance mathematical concepts have scientific characteristic, mathematics curriculum reflects this characteristic.

• Journal of The Korean Association For Science Education
• /
• v.29 no.7
• /
• pp.767-782
• /
• 2009

The researchers who are studying biology and teachers who are teaching biology think that the genetics-related concepts are highly significant than other concepts in biology. With such background, researches on the identification of major concepts have been under way to guide in biology class. Minimal research has been carried out, however, on what concepts should be taught to achieve the specific objectives of the class in relation to the unit of genetics in middle and high school. Accordingly this study was designed to determine the concepts of genetics that should be taught to achieve the objectives of the genetics unit in secondary school. For this purpose 5 instructional objectives of the genetics unit on the 9th grade and 4 instructional objectives of Biology I were selected and the concepts that were taught to achieve class objectives. The survey was conducted among 114 science teachers from middle schools and 85 biology teachers from high schools. The results indicated that 9.1 and 10.2 concepts on average were taught in the 9th grade and in Biology I respectively. Moreover statistical difference in the number of concepts that were taught according to the teachers' teaching experiences appeared among the middle school teachers (p<.05). But such statistical difference did not appear among the high school teachers (p>.05). Furthermore the concepts for the 9th grade consist of the basic genetics concepts although Biology I concepts were integrated and advanced contents for same concepts. Thus this finding suggests that concepts of genetics units to be taught in middle and high school were in linkage.

• Journal of the Korean housing association
• /
• v.17 no.3
• /
• pp.79-87
• /
• 2006

The purpose of this study is to propose an architectural design process adopting design concepts with weight on them. The process of the study is as follow; First, design concepts for the study are classified by the hierarchy. Developing process of those design concepts which had been adopted for a creative thinking was investigated. Second, after putting different weight on diverse design concepts, this study propose a design process adopting design concepts with different weight. Finally, the proposed process adopting design concepts with weight was verified through a case study of elementary school project. The case study was carried out by questionnaires 3 times. Experimental results verified the hypothesis which was about the process adopting design concepts with different weight. Architects can precede their design process with confidence about setting design concepts by the result of this study.

• Journal of the Korean housing association
• /
• v.17 no.1
• /
• pp.107-115
• /
• 2006

It is the purpose of this study that propose method to estimate weights of decision-making for design concepts considering characteristics of places. In order to acquire these weights of concepts, the investigation with questionnaire by AHP(Analytic Hierarchy Process) is employed as a mean. Targets of this investigation was 63 respondents which were graduate students(21) and experts of design field(42). As a result, we could find differences between these weights of the relative concepts and know the differences in the weights of design concepts as characteristics of places were reflected. These weights of concepts will be take opinions about concept from design-related members into consideration. Therefore, In design process, the weights of design concepts will help for designer to verify the concepts in design initially, and finally be used by a criteria in decision-making. The Weights of decision-making for design concepts as a result of this study will be used as a guideline for the systematical and conceptual approach in design practice.

• Journal of architectural history
• /
• v.24 no.1
• /
• pp.17-28
• /
• 2015

This study aims to research the Kisho Kurokawa's architectural concepts and expressions that are comprised of various and complex theories system for Korean's globalization of architecture. Kurokawa's architectural concepts are composed by Metabolism, Metamorphosis and Symbiosis. And intermediate zone, ambiguity, multivalence are theories that work as media in changing process levels to three main concepts and these are used as media of Metamorphosis which embody Symbiosis. Metabolism include concepts of Metamorphosis and Symbiosis. Symbiosis is comprise of concepts of Metabolism and Metamorphosis, and is a ultimate goal of these three main concepts. Metamorphosis works as a medium in changing process levels from Metabolism to Symbiosis. The architectural expressions are embodied according to these main three concepts and theories of media in changing process levels. And these architectural expressions are analyzed by three elements as follows: form, material & color, structure & technique.

• Journal of the Korean Chemical Society
• /
• v.59 no.4
• /
• pp.308-319
• /
• 2015

As a follow-up study to identify references for threshold concepts in science, 20 high school chemistry teachers were interviewed. Seven concepts were identified as threshold concepts. The data revealed that teachers overcome the thresholds while they are teaching as well as learning during their school years. This explains that the mastery experience of threshold concepts involve not only the process of creating subject matter knowledge of a learner but also the reflection on or preparation for teaching. Hence, the current study proposes that a strong relationship exists between the mastery experience of threshold concepts and the development of teachers’ pedagogical content knowledge (PCK). In this regard, findings from this study will provide valuable information to understand the nature of threshold concepts and suggests the value of mastery experience of threshold concepts in terms of PCK development.