• Journal for History of Mathematics
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• v.24 no.1
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• pp.63-73
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• 2011

This paper analyses conceptual change from Euclid's dictionary definition to Hilbert's mathematical definition about primitive terms in Geometry. Realism, conceptualism, nominalism about mathematical objects are related to this conceptual change.

• Proceedings of the Korea Committee for Ocean Resources and Engineering Conference
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• 2006.11a
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• pp.249-252
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• 2006

This paper introduces a review and literature study of offshore engineering and constructions from 1920s to 2000s. The study was focused on the literature survey and the history of Brown & Root and J. Ray McDermott in the Gulf of Mexico and other offshore areas Understanding the offshore history and background of offshore development is an essential ingredient for the initial conceptual design. This study was motivated to enhance the capacity of conceptual design and Front End Engineering Design (FEED) of offshore structures in Korea.

• Journal of the Korean earth science society
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• v.26 no.6
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• pp.489-500
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• 2005

The objective of this study is to examine the cognitive process that undergoes a middle student’s conceptual change about the universe by the cognitive conflict, using science history materials as a teaching strategy. Four eighth graders were selected and classified by three cognitive level. Students were interviewed and conducted to an inquiry activities regarding their viewpoint about the universe after each class, and their conceptual change patterns were analysed from pre-test and post-test. This study showed that each student held dissimilar astronomical preconceptions and various misconceptions about celestial motion. Students at the formal operational stage and transitional stage experienced the conceptual change from geocentricism to heliocentricism by instructional model upon the science history materials. Student at the concrete operational stage had either unscientific conception, no conception, or could not have a conceptual change even when being presented with an environment that arouses cognitive conflict ($R^2$: Phase change of Venus and its Rise and set time). They ended up having a cognitive change from geocentricism to heliocentricism by solving another problem ($R^2$: Relation between visible diameter and position of Mars). After the instruction, a conceptual achievement progress was reported with a $10\%$ improvement. Therefore, the instruction model based upon science history was effective on student’s scientific conceptual change.

• Journal of The Korean Association For Science Education
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• v.36 no.3
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• pp.509-517
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• 2016

Previous studies have investigated the similarity between the development of evolutionary explanations and students' conceptual developments on evolution. However, the validity and reliability of the assessment method reflecting the similarity have not been quantitatively examined yet. In addition, no study has examined the conceptual progressions of evolution concept based on contexts although literature has addressed the contextual difference of evolutionary explanation in the history of science. This study examined the validity and reliability of history-of-science-based evolution concept assessment using ordered multiple choice (OMC) methods and Rasch analysis and explored conceptual progression by three contexts (e.g., human, animal, and plant). The evolution concept assessment developed by Ha (2007) was used to examine 1711 elementary, middle, and high school students, and pre- and in-service science teachers' (biology majors and non-majors) evolution concepts. Internal consistency reliability and item response fitness of the OMC method that provide 0- to 4-point scores to creationism, teleology, intentionality, use/disuse, and natural selection respectively met the benchmark based on the Cronbach alpha and MNSQ indices of Rasch analysis. The level of elementary and middle school students' evolution concepts were located between intentionality and use/disuse while the level of high school and non-biology science teachers' evolution concepts were located between use/disuse and natural selection. The conceptual progressions of evolution concepts were differentiated according to three contexts. This study provided the quantitative evidence for the similarity between the development of evolutionary explanations and students' conceptual developments on evolution and suggest new analysis methods (i.e., OMC) of evolution concept assessment.

• Journal of the Korea Computer Industry Society
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• v.9 no.2
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• pp.83-92
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• 2008

Throughout the history of computer use, the interface metaphor has been employed to make computers easier for humans to use. Even the earliest command line interfaces used metaphor. Metaphors in user interfaces help to make the software accessible to users and allow the users to communicate with the system as well. User interface guidelines for most of the popular operating systems encourage the use of metaphors in interface design. Thus, metaphor in interface design is employed as central element with a long history. Therefore, this paper will suggest substantiating guidelines which are based on conceptual model and Gestaltprinciples for successful metaphor construction with a better user interface.

• Journal for History of Mathematics
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• v.16 no.3
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• pp.69-76
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• 2003

In this article, We explained the historical origin and significance of decimal fraction, and draw some educational implications based on that. In general, it is accepted that decimal fraction was first invented by a Belgian man, Simon Stevin(1548-1620). In short, the idea of infinite decimal fraction refers to the ratio of the whole quantity to a unit. Stevin's idea of decimal fraction is significant for the history of mathematics in that it broke through the limit of Greek mathematics which separated discrete quantity from continuous quantity, and number from magnitude, and it became the origin of modern number concept. H. Eves chose the invention of decimal fraction as one of the "Great moments of mathematics."The method of teaching decimal fraction in our school mathematics tends to emphasize the computational aspect of decimal fraction too much and ignore the conceptual aspect of it. In teaching decimal fraction, like all the other areas of mathematics, the conceptual aspect should be emphasized as much as the computational aspect.al aspect.

• Research in Mathematical Education
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• v.17 no.4
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• pp.279-290
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• 2013

Presently, there has been growing interests in using mathematics' history in teaching mathematics [Katz, V. & Tzanakis, C. (Eds.) (2011). Recent Developments on Introducing a Historical Dimension in Mathematics Education. Washington, DC: Mathematical Association of America]. Thus, this article introduces some work of scholars from ancient East Indian culture like Bhaskara (AD 1114-1185) and Arabic culture such as Ibn Qurrah (AD 9th c) that are related to Pythagoras Theorem. In addition, some Babylonian creative works related to Pythagorean triples found in a tablet known as 'Plimpton 322', and an application of the Pythagorean Theorem found in another tablet named 'Yale Tablet' are presented. Applications of computer animation of dissection Motion Operations concept in 2D and 3D using dynamic software like Geometer's-Sketchpad and Cabri-II-and-3D. Nowadays, creative minds are attracted by the recent stampede in the advances of technological applications in visual literacy; consequently, innovative environments that would help young students, gifted or not, acquiring meaningful conceptual understanding would immerge.

• Journal of The Korean Association For Science Education
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• v.22 no.2
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• pp.357-377
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• 2002

This study is for better understanding about the process of students' conceptual change. As a starting point, it is assumed that the process of students' conceptual change can be viewed as the process of the successive refinement and articulation of students' conceptual framework. Based on the theoretical review of conceptual change literature, various processes, which can be involved in the above assumed process, can be found. And also, by analyzing the process of development of scientific knowledge about Planck's blackbody radiation law and Bohr's atom, six types of processes of refinement and articulation of scientific knowledge can be found. It is hoped that these theoretical discussions can guide the direction for obtaining and interpreting the students' real responses during the process of conceptual change.

• Nuclear Engineering and Technology
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• v.56 no.3
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• pp.933-940
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• 2024

A macroscopic cross section generation model was developed for the conceptual horizontal, compact high temperature gas reactor (HC-HTGR). Because there are many sources of spectral effects in the design and analysis of the core, conventional LWR methods have limitations for accurate simulation of the HC-HTGR using a neutron diffusion core neutronics simulator. Several super-cell model configurations were investigated to consider the spectral effect of neighboring cells. A new history variable was introduced for the existing library format to more accurately account for the history effect from neighboring nodes and reactivity control drums. The macroscopic cross section library was validated through comparison with cross sections generated using full core Monte Carlo models and single cell cross section for both 3D core steady-state problems and 2D and 3D depletion problems. Core calculations were then performed with the AGREE HTR neutronics and thermal-fluid core simulator using super-cell cross sections. With the new history variable, the super-cell cross sections were in good agreement with the full core cross sections even for problems with significant spectrum change during fuel shuffling and depletion.

• Journal for History of Mathematics
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• v.17 no.3
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• pp.109-120
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• 2004

This study investigated three pre-service teachers' mathematical problem solving among hand-in-write-ups and final projects for each subject. All participants' activities and computer explorations were observed and video taped. If it was possible, an open-ended individual interview was performed before, during, and after each exploration. The method of data collection was observation, interviewing, field notes, students' written assignments, computer works, and audio and videotapes of pre- service teachers' mathematical problem solving activities. At the beginning of the mathematical problem solving activities, all participants did not have strong procedural and conceptual knowledge of the graph, making a model by using data, and general concept of a sine function, but they built strong procedural and conceptual knowledge and connected them appropriately through mathematical problem solving activities by using the computer technology.