• Journal of the Korean Institute of Landscape Architecture
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• v.50 no.2
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• pp.102-115
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• 2022

The purpose of this study is to present types of design concept based on the specificity of landscape design, and to derive a theoretical framework for the landscape design concepts by analyzing the design concepts appearing in urban park design competitions. Through literature review, five types of landscape design concepts were categorized into value and vision, analysis and interpretation, form and structure, program and element, and process and operation. Using this framework, the design concepts shown in 96 works submitted to 18 domestic and overseas urban park design competitions were analyzed. The results of the analysis are summarized as follows. First, due to the complexity of contemporary urban parks, design concepts are presented as mixtures of main concepts and secondary concepts in multiple layers. Second, it was identified that design concepts of 'form and structure' were used the most in urban park designs, followed by the 'program and element' concepts. The 'value and vision' and 'analysis and interpretive' concepts are introduced as third and fourth. Third, the reason that the 'form and structure' concept is widely used as main and secondary concepts is judged to be because the form of a space, which is the key result of the design, has an important influence on the identity of the design. Fourth, the reason that the 'program and element' concept type is widely introduced is that urban park design has a stronger planning aspect to produce programs during the design process, compared with other design fields where programs are usually given in advance. Lastly, it is difficult to see that the properties of the site solely affect the type of design concept, because a design concept is the result of a complex and creative process in which a designer subjectively interprets the objective characteristics of the site and project, and given design guidelines can affect the type of design concept.

• Journal of Korean Elementary Science Education
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• v.35 no.3
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• pp.377-387
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• 2016

Whether textbooks faithfully reflect the curriculum contents is an important educational issue. The previous studies on the textbooks did not analyze the relationship described in the textbooks or the structure. In this regard, this study aims to analyze how the concept of life science area in the elementary school science textbooks developed on the basis of the 2009 revised curriculum is linked. In addition, it seeks to analyze how the concept presented in the learning content achievement standards of the curriculum is connected to other concepts. Towards this end, the conceptual linkage of eight units in the life science domain of elementary school science textbooks based on the 2009 revised curriculum was analyzed. The contents of the life science domain in the science textbooks were analyzed through a semantic network analysis, and the semantic network on the concept linked to the one described in curriculum's learning objectives was also analyzed. The results are as follows: 1) It will be difficult for students to understand the concept due to the complexity of the semantic network resulting from a number of concepts. 2) The curriculum's learning objectives presented in the curriculum are not faithfully reflected in the textbooks. 3) The textbooks are described on the basis of specific curriculum's learning objectives. Based on the findings of this study, the number of concepts described in the elementary school science textbooks needs to be significantly reduced so that the concepts can be meaningfully linked to each other.

• Journal of The Korean Association For Science Education
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• v.28 no.5
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• pp.424-437
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• 2008

In this study, we collected teachers' opinions with regard to the effects of the instruction using analogy generation, the disadvantages of the instruction, the problem-solving methods of the instruction, and the teacher's role in it, and accordingly tried to investigate its effectiveness with the analysis of students' academic achievements and motivation, and through the student's interview, after applying the activities of creating generated analogies, finding the difference between the objects and comparisons, and presenting new-known genetics concepts as the students themselves generated analogies. As a result of a teachers' workshop on instruction using analogy development, it was expected to have a positive effect on students' understanding of scientific concepts in genetics, which were found to be difficult for students to understand in learning biology. Students found analogy examples for concepts in genetics in daily life, compared their analogs to those of peers, and examined inconsistencies between targets and analogs through the process of discussion, which finally led to their correct perception of scientific concepts in genetics. In addition, instruction using student-generated analogies proved to have a more positive effect on improving academic achievement and motivating learning, compared with traditional expository instruction.

• Journal of the Korean earth science society
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• v.21 no.6
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• pp.647-654
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• 2000

The purpose of this study is to investigate the types of concepts about atmospheric pressure of middle school students and to design a new method to improve students' understandings on atmospheric pressure. The second grade students of the middle school has been selected and examined their pre-concepts on atmospheric pressure through questionnaires and interviews. Two groups of students have been taught using the second grade science textbooks and experimental methods designed from this study, respectively. The results suggest that we need to develope various teaching methods that can improve alternative concept as well as experimental tools that can help students understand difficult scientific concepts. The reason is that once alternative concept is occupied, it is extremely difficult to fix it. In addition, the proposed experimental methods are effective in establishing the concept and understanding on atmospheric pressure.

• Journal of the Korean Society of Earth Science Education
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• v.11 no.1
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• pp.21-37
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• 2018

The purpose of the study is to visualize the concept of water circulation in elementary school students through science behavioral system. Elementary school students found it difficult to understand concepts related to the water cycle. Most of the elementary school children think it rains because the clouds are heavier. It is most difficult to explain invisible concepts to elementary school children. Also, experiments in current textbooks are likely to disrupt scientific concepts. Accordingly, conventional water cycle, dew, fog, and cloud experiments were integrated into one system. The researchers then developed a device that allowed students to see the water's circulation at a glance. It is intended to enable integrated thinking on evaporation, condensation and precipitation. In addition, a instruction program to guide students using the system has been developed to demonstrate its effectiveness. Employing a quasi-experimental design, the participants were measured on their concepts of evaporation, condensation, and water circulation before and after participation. The findings indicated that the experiment is more effective in changing the concepts of evaporation, condensation, and water circulation than in previous experiments. Also, the optimal conditions for making use of the device were found, and there were no various experimental parameters, such as condensation.

• Journal of Science Education
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• v.41 no.2
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• pp.213-225
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• 2017

Most students have difficulties and negative perceptions about physics learning. Especially, it is difficult to understand the whole context by learning based on logical-scientific thinking which excludes narrative thinking. This study aims to develop a storytelling teaching-learning method using the narrative thinking in physics lessons for improving the difficulty of students of physics learning, For this purpose, a storytelling teaching-learning method that can improve scientific attitude and understand and change the concepts was developed through literature research. The following results were confirmed its effects to apply high school students and middle school students. First, the teaching-learning method using the storytelling for high school students with low interest in learning had a significant effect in science-related occupation, interest in science and science-related activities, criticism, openness, cooperation, and spontaneity. Second, the middle school students who are active in learning recognized that teaching and learning methods using storytelling helped to understand physics concepts. The storytelling teaching-learning method developed through this study is expected to stimulate students' interest and motivation in physics and to be useful for learning concepts by improving their scientific thinking skills.

• Journal for History of Mathematics
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• v.21 no.1
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• pp.109-120
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• 2008

Today linear algebra is one of compulsory courses for university mathematics by virtue of its theoretical fundamentals and fruitful applications. However, a mechanical computation-oriented instruction or a formal concept-oriented instruction is difficult and dull for most students. In this context, how to teach mathematical concepts successfully is a very serious problem. As a solution for this problem, we suggest establishing original concepts in linear algebra from the students' point of view. Any original concept means not only a practical beginning for the historical order and theoretical system but also plays a role of seed which can build most of all the important concepts. Indeed, linear algebra has exactly two original concepts : geometry of planes, spaces and linear equations. The former was investigated in [2], the latter in the present paper.

• International Journal of Advanced Culture Technology
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• v.11 no.3
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• pp.211-224
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• 2023

This study surveyed 2nd graders of B high school and 1st graders of A university in Gyeongnam on factors such as behavior control and interaction in non-face-to-face classes, easy or difficult concepts presented in chemistry I and general chemistry textbooks. Based on the results of the survey, the effect of changes in the difficulty level of concepts presented in chemistry I and general chemistry and changes in class types (face-to-face and non-face-to-face) on students' academic achievement by level was compared and analyzed. In the face-to-face class, the average score between the first and second semesters was similar according to the change in the difficulty of the concepts presented in chemistry I and general chemistry. In the non-face-to-face class, the average score of chemistry I in the second semester was quite low, and the average score of general chemistry was rather high. In non-face-to-face classes, the average score of chemistry I in the second semester of low-level students was significantly lowered due to changes in the difficulty of the concept and changes in class types on academic achievement by level. In the case of 10% of students at the lower level, the academic achievement of chemistry I decreased in both the second semester regardless of the changes in the difficulty level of concepts and the changes in class types.

• Journal of The Korean Association For Science Education
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• v.6 no.2
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• pp.15-33
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• 1986

The main purpose of this study is to analyze the fourth and sixth grade in the elemental)' science contents using piagetian thinking patterns. An analysis of the elementary Science contents used the systems of Han Jong-Ha(1977), Lee Won-Shic and Lee Sang-On(1979). They analyzed the science contents based on Piagets' cognitive developmental stages. According to the results of this study, science contents consist of more difficult concepts those of children's thinking level. In other words, 6.4-19.3 percent to 23.5-25.0 percent in the fourth and sixth grade of the science contents are consisted with abstract level concepts that formal operational children can perform. But each grade, 99.2-95.3 percent of children have a difficulty in understanding such a abstract level concepts. They are in the concrete operation thinking level. Therefore, we say that children have difficulty in understanding of science contents and may lose interest in the contents.

• Research in Mathematical Education
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• v.17 no.1
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• pp.63-78
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• 2013

Trigonometric ratios are difficult concepts to teach and learn in middle school. One of the reasons is that the mathematical terms (sine, cosine, tangent) don't convey the idea literally. This paper deals with the understanding of a concept from the learner's standpoint, and searches the orientation of teaching that make students to have full understanding of trigonometric ratios. Such full understanding contains at least five constructs as follows: skill-algorithm, property-proof, use-application, representation-metaphor, history-culture understanding [Usiskin, Z. (2012). What does it mean to understand some mathematics? In: Proceedings of ICME12, COEX, Seoul Korea; July 8-15,2012 (pp. 502-521). Seoul, Korea: ICME-12]. Despite multi-aspects of understanding, especially, the history-culture aspect is not yet a part of the mathematics class on the trigonometric ratios. In this respect this study investigated the effect of history approach on students' understanding when the history approach focused on the mathematical terms is used to teach the concept of trigonometric ratios in Grade 9 mathematics class. As results, the experimental group obtained help in more full understanding on the trigonometric ratios through such teaching than the control group. This implies that the historical derivation of mathematical terms as well as the context of mathematical concepts should be dealt in the math class for the more full understanding of some mathematical concepts.