• Journal of the Korean Chemical Society
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• v.45 no.2
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• pp.177-182
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• 2001

An instructional model using multiple analogies according to component process (MACP) was designed on the vasis of schema theory and comornent process theory in analogical reasoning. This model has ？ phases: introducting multiple analsgs, extracting multiple analogs, extracting common attributes of analogs, introducing target conanother context. Te instructional effects of this model upon students' conceptual understanding and learning motivation were compared with those of the Teaching-With-Analogy (TWA) and non-analogy instructions. Three classes of 8th grade were randomly assigned to MACP, TWA, and control group, respectively, Subjects were taught about chemical changes and reactions for 10 class hours. The ANCOVA results indicated that the scores of the conceptions test for the MACP group were significantly higher than for the control graup. However, no significant differences were found among the three groups in the test scores of learning motivation.

• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.325-331
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• 2015

In this study, we investigated the effects of individualized learning adapted to students' conceptions using smart devices in science instruction upon students' conceptual understanding, the retention of conception, achievement, learning motivation, enjoyment of science lessons, and perception about individualized learning using smart devices. Four seventh-grade classes at a coed middle school in Seoul were assigned to a control group and a treatment group. Students were taught about molecular motions for seven class periods. Two-way ANCOVA results revealed that the scores of a conception test, the retention of the conception test, a learning motivation test, and an enjoyment of science lessons test for the treatment group were significantly higher than those for the control group. Although the score of the treatment group was higher than that of the control group in the achievement test, the difference was not statistically significant. Students' perceptions about individualized learning using smart devices were also found to be positive.

• Journal of the Korean Chemical Society
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• v.50 no.4
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• pp.338-345
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• 2006

study investigated the effect of an instruction using generating analogy on scientific conceptual understanding, science learning motivation, attitude toward science instruction, and perception of instruction. Two classes of seventh graders at a middle school in Seoul were randomly assigned to the treatment group and the control group, and they were taught about the motion of molecules for 5 class hours. The instruction for treatment group was developed based on the Glynns Teaching-With-Analogy model. Two-way ANCOVA results revealed that the scores of the treatment group were significantly higher than those of the control group in the conception test. However, there was no significant difference between two groups in the science learning motivation test and the test on the attitude toward science instruction. Survey results on the students perception of instruction showed that generating analogy was hard for the greater part of students, and finding appropriate analog was the most difficult work. Educational implications are discussed.

• Journal of architectural history
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• v.14 no.4 s.44
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• pp.7-28
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• 2005

We are so used to the concept of the term 'space' that we do not question its conceptual validity. However, this paper argues that the notion of space prevailing all over the world, is not a universal concept that can be applicable to all architectures of the world, but is a particular concept that is generated from the Western way of thinking. This paper alms to identify the conceptual structure of the idea of space as it is originated in the tradition of the West, and, as an alternative view of space, tries to identify the nature of the view of space perceived in the tradition of the Eastern architecture. Comparison of the two views, that of the East and the West, and their meaning in the future of architecture, is another task to discuss in this paper. To be able to clarify the meaning of space in East Asian tradition, a set of new perspective of understanding of space was invited. They are ; 1. sky-earth(天地); insisting that the notion of space should be replaced within the context of sky, which is one half of sky-earth totality 2. energy of the air (空氣), space is not empty part inside of a building, but is a dynamic condition of air that is a part of the sky which always exist in form of energy 3. place(자리): instead of space, which, basically. is a man-made concept, idea of place is necessary, which include not only space but also earth Such concept of space which is different from the notion of space of the West, is meaningful not only to identify the idea of space in the East, but also to be able to contribute for more dynamic, varied, and balanced understanding of space.

• Anxiety and mood
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• v.15 no.1
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• pp.1-12
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• 2019

Thought-action fusion (TAF) is a tendency to blindly assume causal relations between their thoughts and external reality. On the other hand, cognitive fusion (CF) is a tendency to take internal experiences, such as thoughts and feeling, literally rather than view them as random events. However, these two terms are often confusedly used and, in fact, have conceptual overlaps. Therefore, this study aimed to identify their distinctive features through a comprehensive review of the definition, origin, measurements and clinical implications especially on the understanding of obsessive-compulsive symptoms. The cognitive-behavioral concept of TAF is confined to erroneous and maladaptive beliefs about the connection between thoughts and behaviors. The CF is a broader construct that entails taking thoughts and feelings as facts and engaging or struggling with them such that the quality of life is lowered. They also have different theoretical backgrounds, developing processes and therapeutic approaches. From the perspective of the obsessive-compulsive disorder, both concepts have been studied as mid-structures for this illness. Recently, the effectiveness of psychological therapies related to these concepts such as defusion therapy has been tested. However, it is yet still in its infancy. In the future, complementary advances between the two concepts with studies on biological substrates is needed.

• Journal of the Korean Geographical Society
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• v.50 no.1
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• pp.123-139
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• 2015

This paper attempts to complement the methodological and conceptual lack of spatial thinking in Korean women's movement research and to facilitate further discussion on this field of research, by drawing on recent academic discussion on scale developed particularly among the Western critical and feminist geographers. The purposes of the paper are following. First, it addresses the need to utilize the concept of scale in women's movement research. Numerous spatial metaphors often proliferated with indiscretion in the feminist approach have rather tended to hinder fully understanding the spatiality of social movements. In order to examine the spatiality of social movements as both conceptual tool and praxis, not merely as metaphor, the paper incorporates main issues in recent scale discourses with particular attention to the debate between Marston and Brenner, and explores their implications for women's movement research in Korea. Second, it emphasizes the multi-scalar approach by highlighting the role of micro-scale, the less studied side in social movement literature. The public and the private divide, the long time battle ground in feminist research, is often intermingled with the hierarchical scalar understanding which considers the global as more powerful and important than the local. The reproductive realm, however, is indispensably related to production and political economic realm. The paper explores the very site where both the public/private divide and the hierarchical scalar understanding can be dismantled. It is the site where the private becomes public and the local becomes the global (and vice versa). Drawing on a brief example of an anti-FTA movement of women with strollers in Korea, it examines the way the multi-scalar approach advances the understanding of Korean women's movement.

• Journal of the Korean earth science society
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• v.43 no.3
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• pp.446-463
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• 2022

This study suggests the need for polar literacy education as an effective conceptual system to explain climate change in terms of science education in line with the common effort of humankind to respond to global environmental changes. To this end, we investigated the status of polar literacy in high school students through quantitative tests and qualitative interviews and discussed the resulting implications. A total of 329 high school sophomore students from two high schools participated in a test consisting of 25 true and false questions developed by referring to the Polar Literacy Principles, while 13 students agreed to be interviewed. The results showed that a somewhat insufficient understanding and conceptual gaps appeared regarding several areas of the Polar Literacy Principles. Knowledge of the geographic features of the polar regions was weak, and little was known about the components and key characteristics of the cryosphere. The lack of understanding of these concepts results in the inability of students to link the operational mechanisms of polar and global climate change sufficiently. While accepting unsatisfactory concepts in the school curriculum without criticism from outside media, students perceived the mechanism of climate change as somewhat monotonous or distorted. Moreover, linguistic information, analogies, and visual observation were used as cognitive strategies to compensate for the ambiguous understanding of polar and climate change. Based on the abovementioned results, we argue that polar literacy education should be introduced as a new knowledge system that can be used to aid a systematic and comprehensive understanding of climate change within the school science curriculum. Additionally, we suggest the following implications: review the consistency of knowledge related to polar literacy in other subjects, provide critical standards for out-of-school media information related to climate change, examine students' misconceptions, and identify improved thinking strategies.

• Archives of design research
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• v.16 no.3
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• pp.71-80
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• 2003

Virtual Reality fields see the popularization era. Desk-top VR industries are under rapid development, concentrating on various Web VR applications. Performing user navigation in 3D virtual space is a complicate process in which one is looking for a way with understanding logical structures established in a virtual space and noticing established interactions. It is not a process established by a user, but a technical, skillful and conceptual process carefully designed and constructed at the pre-production stage. Therefore, in this paper technical, skillful and conceptual basic theories, related with the interactive navigation in a 3D virtual space, are thoroughly discussed.

• The Mathematical Education
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• v.42 no.5
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• pp.637-646
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• 2003

Visual representation is very important topic in Mathematics Education since it fosters understanding of Mathematical concepts, principles and rules and helps to solve the problem. So, the purpose of this paper is to analyze and clarify the various meaning and roles about the visual representation. For this purpose, I examine the status of the visual representation. Since the visual representation has the roles of creatively mathematical activity, we emphasize the using of the visual representation in teaching and learning. Next, I examine the errors in relation to the visual representation which come from limitation of the visual representation. It suggests that students have to know conceptual meaning of the visual representation when they use the visual representation. Finally, I suggest some examples of problem solving via the visual representation. This examples clarify that the visual representation gives the clues and solution of problem solving. Students can apprehend intuitively and easily the mathematical concepts, principles and rules using the visual representation because of its properties of finiteness and concreteness. So, mathematics teachers create the various visual representations and show students them. Moreover, mathematics teachers ask students to design the visual representation and teach students to understand the conceptual meaning of the visual representation.

• Journal of Korean Elementary Science Education
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• v.34 no.4
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• pp.357-371
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• 2015

Even after learning electric current, elementary school students have various non-scientific conceptions and difficulties. Because flow of charge is not visible. Also elementary school students do not learn theory but phenomena, so they cannot transfer theoretical perspective to new situation. In this research, we have designed instruction based on PhET simulation visualizing flow of electric charge and applied it to 37 science-gifted students in elementary school for measuring conceptual understanding. As a result, six out of the seven Hake gains of question set are high gain and just one is middle gain because the students have understood the flow pattern of the charge through circuit elements such as light bulbs, wire, as well as battery with PhET simulation and it gives a chance to create various questions spontaneously about electric current. Also they become able to do spontaneous mental simulation without PhET simulation about flow of charges. This research, suggest that developed materials using PhET simulation could be used as not only program for gifted students in elementary school, but also the electrical circuit section in an elementary science curriculum.