• 한국과학교육학회지
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• 제25권7호
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• pp.728-735
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• 2005

이 연구는 학생들의 인지적 정의적 특성과 컴퓨터 보조 수업을 한 후의 개념 이해도와 관계를 조사하였다. 장의존-장독립성, 학습 전략, 자기 조절 능력, 시각적 학습 선호도, 성취 목적, 능력에 대한 자아 효능감, 개념 검사를 실시하였다. 학생들에게 컴퓨터 보조 수업을 실시한 후에 '분자의 운동'에 관한 개념 검사를 하였다. 학생들의 개념 이해도는 인지적 특성들 중에서 장의존-장독립성, 학습 전략, 자기 조절 능력, 정의적 특성 중에서는 시각적 학습 선호도, 성취 목적, 능력에 대한 자아 효능감과 CAl에 대한 태도와 유의미한 상관이 있었다. 개념 이해에 관한 인지적 특성들의 중다 회귀 분석 결과, 장의존-장독립성은 가장 유의미한 예언 변인이었다. 자기 조절 능력과 심층적 학습 전략도 유의미한 예언 변인 이었다. 정의적 특성들에 관한 분석 결과에서는 시각적 학습 선호도, 능력에 대한 자아 효능감이 학생들의 개념 이해에 유의미한 예언 변인이었다.

• 한국안전학회지
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• 제31권1호
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• pp.126-131
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• 2016

Although many studies have been conducted to find solutions to deal with human errors effectively, violations have been rarely studied in depth. The violation is a type of human error when an employee takes an action with intention but does not intend harmful outcomes. Violations have characteristics similar to other types of human errors but it is difficult to understand the intention of an employee from accident reports. The objective of this study is to develop a conceptual model of violation errors for preventing accidents/failures in a nuclear power plant from violation errors. Based on the previous studies, the characteristics of violations were collected in 9 categories and 136 items. They were classified into three-kinds of characteristics (human-related, task-related, organization-related characteristics) to construct conceptual models of routine/situational violations. The representative cases of accidents/failures in a nuclear power plant were analyzed to derive the specific types of routine/situational violation occurrence. Three types of conceptual model for each violation were derived according to whether the basic, human-related, and task-related characteristics are included or not. The conceptual models can be utilized to develop guidelines to support employees preventing routine/situational violations and to develop supportive system in nuclear power plant.

• 한국항공우주학회지
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• 제40권8호
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• pp.703-710
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• 2012

헬기개념설계단계에서는 많은 수의 반복계산과 Trade-Off Study가 필요하기 때문에 상대적으로 단순한 해석기법을 이용하는 것이 보통이다. 이때 해석코드에 사용되는 경험적 파라메터는 주로 사용자의 경험에 의지하는 경우가 많은데, 이러한 경험적요소가 개념설계결과의 신뢰도와 정확성에 큰 영향을 미치게 된다. 따라서, 이러한 헬기개념설계도구에 사용되는 경험적파라메터를 보다 정확하고 논리적으로 산출하기 위한 새로운 기법이 필수적이다. 본 연구에서는 요구에 따라 산출된 경험적파라메터를 검증할 뿐만 아니라, 오류가 있을 경우 재산출하는 기법을 제안하였다. 현재 운용중인 특정헬기의 성능 및 유상하중을 설계헬기의 성능 및 중량추정의 목표값으로 설정한 후 최대이륙중량을 기준으로 참조헬기를 선정하고 참조헬기의 경험적파라메터를 헬기개념설계도구에 대입하여 설계해본 결과 오차범위 ${\pm}5%$ 이내로 목표 값과 일치함을 보였다. 본 연구에서 정립한 경험적파라메터 결정 기법이 개념설계 단계에서 효율적으로 활용될 수 있음을 확인하였다.

• 정보화연구
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• 제9권3호
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• pp.243-251
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• 2012

본 논문은 온톨로지 기반의 임무공간 개념 모델링 체계인 한국형 임무공간 개념모델 (CMMSK:The Conceptual Models of the Mission Space-Korea)을 제안한다. 모델링과 시뮬레이션을 이용하면 실제 군사 훈련을 실행할 때 발생하는 시간, 공간 그리고 경제적인 비용을 크게 줄일 수 있다. CMMS-K는 국방 모델과 시뮬레이션의 상호운용성과 재사용성을 향상시키기 위해 개발되고 있다. CMMS-K의 구조는 한국 국방 환경을 기반으로 기존 국방 개념 모델링 체계를 참조하여 생성되었다. CMMS-K의 주요 구성요소는 도메인 온톨로지, 임무공간 모델 기술 언어, 임무공간 모델링 도구, 그리고 CMMS-K 관리 시스템이다. CMMS-K 도메인 온톨로지는 개체 및 과제 온톨로지로 구성된다. 본 논문은 CMMS-K 도메인 온톨로지에 대해서 자세히 기술하고 제안된 방법의 적용 가능성을 예제를 이용하여 평가한다.

• International Journal of Computer Science & Network Security
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• 제21권5호
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• pp.139-150
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• 2021

Object orientation has become the predominant paradigm for conceptual modeling (e.g., UML), where the notions of class and object form the primitive building blocks of thought. Classes act as templates for objects that have attributes and methods (actions). The modeled systems are not even necessarily software systems: They can be human and artificial systems of many different kinds (e.g., teaching and learning systems). The UML class diagram is described as a central component of model-driven software development. It is the most common diagram in object-oriented models and used to model the static design view of a system. Objects both carry data and execute actions. According to some authorities in modeling, a certain degree of difficulty exists in understanding the semantics of these notions in UML class diagrams. Some researchers claim class diagrams have limited use for conceptual analysis and that they are best used for logical design. Performing conceptual analysis should not concern the ways facts are grouped into structures. Whether a fact will end up in the design as an attribute is not a conceptual issue. UML leads to drilling down into physical design details (e.g., private/public attributes, encapsulated operations, and navigating direction of an association). This paper is a venture to further the understanding of object-orientated concepts as exemplified in UML with the aim of developing a broad comprehension of conceptual modeling fundamentals. Thinging machine (TM) modeling is a new modeling language employed in such an undertaking. TM modeling interlaces structure (components) and actionality where actions infiltrate the attributes as much as the classes. Although space limitations affect some aspects of the class diagram, the concluding assessment of this study reveals the class description is a kind of shorthand for a richer sematic TM construct.

• 한국과학교육학회지
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• 제27권5호
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• pp.412-420
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• 2007

이 연구에서는 인식론적 신념이 개념변화 과정에 미치는 영향을 인지갈등, 상황흥미, 주의집중, 상태 학습 전략을 고려하여 조사했다. 사전 검사로 인식론적 신념 검사를 실시한 후, 선개념 검사를 통해 밀도에 대한 특정 오개념을 지닌 중학교 1학년 218명을 선발했다. 변칙사례에 대한 반응 검사와 상황흥미 검사를 실시하고, CAI 프로그램을 통해 밀도 개념학습을 진행했다. 사후 검사로 주의집중, 상태 학습전략, 개념 검사를 실시했다. 연구 결과, 인식론적 선념의 요소인 고정된 능력, 빠른 학습, 확실한 지식들 사이에는 밀접한 관련성이 있었으나, 확실한 지식만이 개념이해에 직접적으로 부정적인 영향을 주었다. 이 영향력보다 상대적으로 영향력은 작았지만, 확실한 지식은 직접적으로 또는 상황흥미를 매개로 주의집중에 영향을 줌으로써 개념이해에 긍정적인 영향을 미치기도 했다. 그러나 인식론적 신념이 얀지갈등과 상태 학습전략을 통해 개념이해에 미치는 영향은 매우 작았다.

• 한국과학교육학회지
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• 제17권3호
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• pp.333-343
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• 1997

The purpose of the present study was to investigate an appropriate instructional model in order to remedy students' misconception. As hypotheses of this study, three instructional models, cognitive conflicting, hypothesis testing, and learning cycle models, on biological 'osmosis' concept were tested in 176 high school students. Results of the present study are as follows: 1. All groups used one of three instructional models showed a statistically significant improvement in conceptual change on the 'osmosis' concept between before and after the instruction. In addition, the three hypothesized instructional models were more effective in conceptual change than a traditional expository instruction. 2. There was a statistically significant difference among three experimental groups. Cognitive conflicting model and hypothesis testing model was more effective than learning cycle models. 3. An interviewing after instruction showed that students who had scientific concept on the 'osmosis' through the instruction could effectively apply the concept to other context more than students who had no scientific concept through instruction. The present study indicated that instructional model play an important role on students' conceptual change in science classroom. According to the result of this study, the instruction emphasizing students' active participation in class and scientific reasoning process is more appropriate to remedy misconception that the instruction using students' passive participation in class and expository teaching procedure. This study also indicated that students' concept acquired through instruction is one of important factors to apply it to other context.

• 대한간호학회지
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• 제24권3호
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• pp.473-483
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• 1994

In order to prepare for the coming twenty first Century and to meet changing societal dedmands and health needs, it is necessary to develop a new conceptual framework for curriculum the colleges of nursing. The specific objectives of this project were to ; 1) address the problem areas of the existing curriculum which were identified in the first phase of this study ; 2) develop a conceptual framework which will meet faculty, student and societal needs : and 3) identify the content of the curriculum In order to accomplish the objectives, the curriculum committee held 30 weekly meetings during the period of October, 1992 and December, 1993, There also were two workshops with college of nursing faculty members. The Philosophy and objectives of education were revised on the basis of the essential concepts of nursing : human being, nursing, environment, and health. From these basic concepts, six essential components were identified for the conceptual framework. These were nuring process, communication, professional roles, client, and nursing. These six components are interrelated in the curriculum. The complex interrelationship among the six components were presented on horizontal and vertical axes. Concepts related to steady improvement were put on a vertical axis. For example, concepts of client, health, and nursing are included in all levels of nursing curriculum and students are expected to retain and accumulate more complex contents as they progress in curriculum. Concepts on the horizontal axis are nursing process, communication, and professional roles. These concepts are unique to nursing and are common to any level of curriculum. Students are expected to study these concepts through all levels of the curriculum. It is expected that the objectives of the college of nursing will be accomplished when the courses and content of the curriculum are based on this conceptual fremework.

• 한국융합학회논문지
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• 제11권1호
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• pp.109-117
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• 2020

본 연구의 목적은 최근 패션에서 사용하는 타이포그래피 표현을 개념 미술의 관점에서 분석하고 의미를 밝히는 것이다. 이를 위해 연구의 주요 개념인 타이포그래피와 개념 미술을 이론적으로 고찰하고 개념 미술의 표현 특징인 레디메이드(ready-made), 자료 형식(documentation), 개입(intervention), 언어를 분석의 틀로 패션 타이포그래피에 적용하였다. 결과 레디메이드는 타 브랜드의 시각적 정체성을 차용하거나 변형하는 방식으로 나타나며 자료 형식은 제품에 동어 반복적 혹은 모순적 텍스트를 병치하는 방식으로 활용된다. 개입은 맥락적으로 무관한 브랜드의 시각 아이덴티티를 차용할 때 더욱 복잡한 층위의 의미를 발생시키며 나타난다. 언어는 환경, 윤리적 소비, 젠더 문제 등 동시대의 사회적 이슈에 대한 발언의 도구로 사용된다. 본 연구를 통해 패션 디자인에서 타이포그래피는 효과적인 마케팅 수단이자 사회적 발언의 매체가 될 수 있으며 흥미로운 시각 표현 방식이자 새로운 의미를 발생시킬 수 있는 가능성으로 확대될 수 있음을 확인할 수 있었다.

• 한국초등과학교육학회지:초등과학교육
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• 제25권1호
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• pp.39-50
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• 2006

The purpose of this study was to investigate the effect of metacognitive strategy on conceptual acquisition ofvseasonal change and self-efficacy when it was applied to 6th grade elementary students. This study consists of 2 classes, 76 students in the 6th grade of elementary school, which were divided into the experimental group (38) and the control group (38). First, a pre-test was administrated to check students' levels of metacognitive self-regulation and self-efficacy prior to getting planned lessons and then an instruction program was developed based upon the metacognitive instruction model and students' conception. The control group was exposed to traditional methods mainly using the textbook and teacher's guide book. The experimental group employed a metacognitive learning strategy program and activities with metacognitive questionnaires. After the planned lessons, the students were tested with post-tests about the conception of seasonal change and self-efficacy. One month later the students were tested again with another test to determine the continuation effect. The results were as follows: First, the group that used metacognitive conceptual change instruction did better in forming and continuing to maintain the scientific seasonal change conceptions compared to the control group. Second, the high and intermediate group taught by metacognitive conceptual change instruction was higher in the level of self-regulation than the control group. However, it was not verified in the low group. Third, the group which used metacognitive conceptual change instruction showed a higher level of self-efficacy than the control group did.