• Journal of Engineering Education Research
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• v.16 no.1
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• pp.3-14
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• 2013

The previously developed practical inquiry activity supporting tools, deduced from the design principles and implementation principles based on the study of precedent researches and theories, applicable to conceptual learning in engineering education were implemented to an on-line learning community, a web-based Windows application, to find out its effectiveness in actual classroom situation through experimental research. The On-line learning community includes the inquiry activity menu to implement learning procedure of inquiry based conceptual learning, the functions supporting the communication among participants, the information sharing function, the scheduling function of class and inquiry activity, the mentoring function, and the evaluation of on-line activities of learners. Experimental study were also conducted in order to analyze the effects of inquiry activity supporting tools on inquiry based conceptual learning in engineering education.

• The Journal of Society for e-Business Studies
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• v.18 no.1
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• pp.165-189
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• 2013

Conceptual modeling is a critical activity for developing successful business information systems. The objective of this study is to evaluate the possibility of applying the constant comparison method from the grounded theory to conceptual modeling. To achieve the objective, we trained novice modelers and split them into two groups for evaluation. The experimental results show that applying the constant comparison method could increase acceptability from more experienced conceptual modelers. Moreover, while the control group was experienced difficulties when domain knowledge is unfamiliar, the experimental group could handle difficulties more effectively. In addition, applying the constant comparison method also decreased the time to complete analysis for conceptual modeling.

• Journal of the Korean Society of Marine Environment & Safety
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• v.27 no.6
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• pp.856-866
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• 2021

The increasing international awareness regarding air pollutant reduction has resulted in increasing demand for eco-friendly ships; hence, electric ships are being actively developed by various countries. Presently, studies on electric ships are mainly focused on electric propulsion systems and electric motors. However, from the ship perspective, there are no studies on conceptual designs for coastal car ferries powered by removable power supply systems. In the present study, the main research consideration is regarding the conceptual design of a fully electrified car ferry using a battery-based removable system as the main power source. By analyzing the dimensions of more than 100 domestic coastal car ferries, the main criteria satisfying the requirements for developing a suitable vessel were derived, and a study on intact/damage stability was conducted considering the application of a removable battery truck. Further analyses of the problems concerning the conceptual design were also performed to derive solutions.

• Communications of Mathematical Education
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• v.35 no.4
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• pp.359-376
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• 2021

In this study, in accordance with the research trend that the learner's emotions expressed positively or negatively in mathematics learning or the learner's beliefs and attitudes toward mathematics learning affect the results of mathematics learning, the learner's emotions and affective factors are analyzed in the learner's own learning. A power that can be adjusted according to a goal or purpose is needed, and I tried to explain this power through meta-affect. To this end, the meaning of the definitional and conceptual factors of meta-affect was explored based on prior studies. Affective factors of meta-affect were viewed as emotions, attitudes, and beliefs, and conceptual factors of meta-affect were viewed as awareness, evaluating, controlling, utilization, and monitoring, and the meaning of each conceptual factor was also defined. In this study, the conceptual factors and meanings of meta-affect in terms of using them to help in learning mathematics by controlling them, beyond the identification or examination of the characteristics of the affective factors, which are meaningfully dealt with in the field of mathematics education.

• Proceedings of the KSR Conference
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• 2000.11a
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• pp.303-310
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• 2000

In this study the basic direction of conceptual design of new HSR(High Speed Railway) slab track was determined in the viewpoint of running safety, economic efficiency and maintenance costs. Based on the research results, a detailed conceptual design of HRS slab track is suggested. For the systematic development of slab track, a comparative study is carried out, comparing merits and demerits of each slab type, and used in the design process of slab track. To compensate the demerits of high cost in slab track construction, a program for determination of efficient slab section is coded and applied.

• Journal of Nuclear Fuel Cycle and Waste Technology(JNFCWT)
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• v.6 no.3
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• pp.233-244
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• 2008

A conceptual design study for a pyroprocesing facility, has been carried out in this study, which is available for the recovery of uranium and transuranic elemental group(TRU), that is, reusable as a nuclear fuel especially in a next generation-type reactor. The scale of this facility has been chosen as 20 kg HM/batch, comparatively small engineering size in order to collect scale-up data for the design of a commercial facility as well as to get operational experience. The spent fuel to be handled in this process is as follows : 3.5 % enriched uranium fuel, 35,000MWd/tU and 5-year cooled. The major items considered in the conceptual study are a building lay-out including various hot cells, safety management of the process operation in conjunction with material balance control, radiation safety, inert atmosphere control in shielded hot cells, and criticality control of uranium and TRU products.

• Journal of the Korean earth science society
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• v.25 no.2
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• pp.63-73
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• 2004

This study investigated the effect of cooperative learning on the middle school students’ conceptual change of atmospheric and water cycle and also examined the verbal interaction patterns in a cooperative group. The study also analyzed the relationship between the verbal interaction and students’ conceptual change in the cooperative learning situation. Two classes from a middle school were selected as an experimental group (cooperative learning group, n = 37) and a control group (traditional learning group, n = 37), respectively. The experimental group was taught by STAD cooperative learning model and received collaborative skill training. The results of the study can be summarized as follows: first, there were no significant differences in conceptual change between the two groups. As for the middle-achieving students on the pretest, however, the score of the cooperative learning group was significantly higher than that of the traditional learning group. Secondly, verbal interaction in the cooperative learning situation mainly happened among high- and middle achieving students. In addition, the students who were successful in undergoing conceptual change had more frequent verbal interactions than the students who were not. The study suggests that it is more important to interact between a teacher and students than to interact between the students and students in order to correct students’ misconception.

• Journal of the Korean earth science society
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• v.25 no.4
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• pp.214-221
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• 2004

The purpose of this study is to inquire into the effects of teaching methods in the class on the conceptual change of atmospheric pressure for middle school students. After analyzing the concept of atmospheric pressure in the middle school science textbooks on the present 7th Curriculum, classes were performed adopting classified Method A and Method 3. For Method A, the textbook is used to explain the concept in the view of weight. For Method B, the textbook is used to approach the concept in the views of molecular movement as well as of weight. This study consists of four classes in the third grade students of middle school in Busan, where they were divided into the Method A group and the Method B group. These study was carried out with pre-post on each of these classes on the learning achievement and on the conceptual change of atmospheric pressure. The results of this study were as follows: First, the effect on the learning achievement was displayed the average score of the Method B was showing a meaningful difference comparing to the Method A. Second, the effect on the conceptual change measured by verifying the score for the difference among the averages for each sub-scale three out of four conceptual factors,'the direction of atmospheric influence and the reason','the principle of atmospheric action' and 'the atmospheric changes by the temperature rise on the surface of the earth and the reason', showed meaningful improvement. But, the one left factor,'the distribution of atmospheric pressure by altitudes and the reason', displayed no meaningful difference. Third, The concept of atmospheric pressure is better defined as the pressure created by the movement of air particles, in the view of kinetic theory of gas, rather than explained by the notion of the weight of air.

• 한국지구과학회:학술대회논문집
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• 2004.02a
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• pp.2-12
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• 2004

The purpose for this study is to inquire into the effects of teaching methods in the class on the conceptual change of atmospheric pressure for middle school students. After analyzing the concept of atmospheric pressure in the middle school science textbooks on the present 7th Curriculum, classes were performed adopting classified Method A and Method B. For Method A, the textbook used that explains the concept in the view of weight. For Method B, the textbook used approaching to the concept in the views of molecular movement as well as of weight. This study consists of four classes in the third grade students of middle school in Busan, which were divided into the Method A group and the Method B group. The result of the study carried out pre-post each of these classes on the learning achievement and on the conceptual change of atmospheric pressure. The result of this study were as follows: First, the effect on the learning achievement was displayed the average score of the Method B was showing meaningful difference comparing to the Method A. Second, the effect on the conceptual change measured by verifying the score for the difference among the averages for each sub-scale three out of four conceptual factors, 'the direction of atmospheric influence and the reason', 'the principle of atmospheric action' and 'the atmospheric changes by the temperature rise on the surface of the earth and the reason', showed meaningful improvement. But, the one left factor, 'the distribution of atmospheric pressure by altitudes and the reason', displayed no meaningful difference. Third, The concept of atmospheric pressure is better defined as the pressure created by the movement of air particles, in the view of kinetic theory of gas, rather than explained by the notion of the weight of air.

• Journal of the Korean Chemical Society
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• v.51 no.3
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• pp.279-286
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• 2007

In this study, we investigated the influences of cognitive conflict and situational interest induced by a discrepant event and an alternative hypothesis, attention and state learning strategies on conceptual change. A preconception test was administered to 486 seventh graders. They also completed the questionnaires of cognitive response and situational interest to a discrepant event before/after presenting an alternative hypothesis. After learning the concept of density with a CAI program as conceptual change intervention, the tests of attention, state learning strategies, and conceptual understanding were administered as posttests. Analyses of the results for 197 students having misconceptions about density revealed that post-cognitive conflict was significantly higher than pre-cognitive conflict. However, there was no statistically significant difference between the test scores of pre-situational interest and post-situational interest. Pre-cognitive conflict only exerted a direct effect on post-cognitive conflict, while post-cognitive conflict exerted a direct effect and Journal of the Korean Chemical Society an indirect effect via attention on conceptual understanding. Both pre- and post-situational interests were found to influence on conceptual understanding via attention. Attention had influences positively on deep learning strategy and negatively on surface learning strategy. There was a relatively small effect of state learning strategies on conceptual understanding.