• Journal of The Korean Association For Science Education
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• v.10 no.2
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• pp.11-24
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• 1990

The objectives of this study are to find out the research methodology about misconception, the types of scientific concepts to be misconcepted the analysis methodology of causes of misconception, and remediation methodology of misconception. The research methods of this study are descriptive ques tionnare, interview, classroom observation and curriculum analysis. The results of this study are: ${\circ}$ The descriptive questionnaire is sufficient to obtain children's ideas. ${\circ}$ The types of science concepts to be misconcepted are 'the invisible natural phenomena,' 'the vague Understanding', 'the contents of teachers' lecture', 'the lack of children's cognitive development,'and 'the influence of nursery stories.' ${\circ}$ The Cause analysis methods of misconception are that the analysis of the cognitive level of the questionnaire items, the examining the item concepts are taught or not and the investigation about the agreement of the cognitive level of the questionnaire item and children. ${\circ}$ Remediation methods are visualijation and instrustion of invisible natural phenomena, concrete presentation of the scientific concepts, and acceleration of the cognitive development.

• Hwankyungkyoyuk
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• v.22 no.3
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• pp.63-71
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• 2009

The aim of this study is to provide the basic data on misconception correction through the investigation of perception extent for 'environmental pollution' concepts in the elementary school students. For this, 18 investigation questions for concepts were created. And then a questionnaire was inputted for 446 elementary school students. The rate of average wrong answer for total questions was 34.9%. The eight questions were appeared as rate of wrong answers over average, suggesting that the misconception extent for 'environmental pollution' was still high. The extent of concepts for total questions between living environments of the study subjects did not show any significant differences. However, the urban students had significantly higher rate of wrong answers than rural students in the three questions, indicating that it is necessary to develop various teaching-learning materials on 'environmental pollution'. Therefore, the teachers have to study the various ways to induce the cognition conflicts through the application of proper teaching-learning for correction of 'environmental pollution' concepts.

• Journal of Korean Elementary Science Education
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• v.23 no.2
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• pp.101-109
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• 2004

The purpose of this research is to provide useful data in forming sound scientific concepts by investigating elementary students' non-scientific concepts related to their concepts of biological adaptation, and by analyzing the general inclinations and causes of some misconceptions. Twenty-four objective questions were designed to be given to 5th and 6th grade elementary students in order to investigate their concepts of biological adaptation. According to the test results, they formed scientific concepts in most questions. But they appeared to have many misconceptions in some parts which should be guided by the teacher's additional explanations rather than by the education curricula's focus. There are some cases where the 6th grade students had more misconceptions than the 5th grade students who were not systemically taught the concepts of biological adaptation, for the reasons of strengthening or maintaining the misconceptions by confusing the contents of learning. Male and female students have different scientific concepts of different questions according to their interest and attention. Therefore, it is necessary to develop various teaching-learning data which can help the teachers' additional explanations about the concepts of biological adaptation and invoke students' interest and attention, and to seek appropriate measures to form sound scientific concepts among teachers as well as students.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.1
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• pp.827-836
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• 2015

This study aims to research the Kisho Kurokawa's architectural concepts, that are comprised of complex theories system, for globalization of Korea. Kurokawa's architectural concepts are composed by Metabolism, Metamorphosis and Symbiosis. And intermediate zone, ambiguity, multivalence are theories that work as media in changing process levels to three main concepts and these are used as media of Metamorphosis which embody Symbiosis. Metabolism include concepts of Metamorphosis and Symbiosis. Symbiosis is comprise of concepts of Metabolism and Metamorphosis, and is a ultimate goal of these three main concepts. Metamorphosis works as a medium in changing process levels from Metabolism to Symbiosis.

• Journal of Korean Society for Quality Management
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• v.44 no.4
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• pp.855-867
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• 2016

Purpose: Evaluation of the creativity level of design concepts. Methods: 14 winners of design concepts area of the 2015 Red dot Award are used to evaluate the creativity level of design concepts. Among the 14 winners, one is the highest award (; luminary) winner, 4 are the second highest award(; best of the best) winners, and the remaining 9 are winners. AHP model was developed to evaluate the creativity levels of design concepts, and applied to the 14 winners of the reddot award. Results: Originality and practicality have been used to evaluate creativity level of new product ideas in the previous study. In this study, it is identified that originality is composed of innovativeness and topicality, and practicality is composed of utility and realizability. The design concepts which won higher level awards have higher level of originality. Among the two dimensions of originality, topicality has more significant relationship than innovativeness. Conclusion: The design concepts with higher level of originality, especially higher level of topicality, have a fair chance to be recognized as creative. It is notable that higher level of originality does not guarantee higher profit. According to the previous studies on the commercial success of new products, practicality is more important than originality.

• Journal of the Korean Society of Food Culture
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• v.7 no.3
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• pp.281-289
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• 1992

This study was designed to investigate and quantify components of the connotative meaning of foods, and to analyze the correlations between food concepts and food frequencies on elderly Korean. It involves adapting a communications research tools, the semantic differential and demonstrating its use with two population groups, urban and rural aged. The data were collected by interviewing 217 males and females of 70 years of age and older living in urban and rural areas. To assess how they feel and what they know about foods, the instrument which contains concepts of price, taste, goodness of health, interest, usuality, likes and dislikes, appetite, fattening, quality, and nutritive value about foods were developed. The result shows that there are significant correlations between food concepts and food frequencies. The more affirmative concepts the elderly have, the more food frequencies tend to be. positive concepts are appeared on the meat, fishes, vegetables & fruits, Kimchi and the rice, but negative connotations are appeared on the milk and sugar. There are significant differences between the urban and rural elderly on food concepts.

• International Journal of Fuzzy Logic and Intelligent Systems
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• v.10 no.3
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• pp.230-241
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• 2010

In the present paper we introduce and study fundamental concepts in the framework of L-fuzzifying topology(so called(2,L)-fuzzy topology)as L-concepts where L is a complete residuated lattice. The concepts of (2,L)-derived, (2,L)-closure, (2,L)-interior, (2,L)-exterior and (2,L)-boundary operators are studied and some results on above concepts are obtained. Also, the concepts of an L-convergence of nets and an L-convergence of filters are introduced and some important results are obtained. Furthermore, we introduce and study bases and subbases in (2,L)-topology. As applications of our work the corresponding results(see[10-11]) are generalized and new consequences are obtained.

• Proceedings of the Korea Society of Mathematical Education Conference
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• 2006.05a
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• pp.1-16
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• 2006

The purpose of this study is to investigate how fifth and sixth graders recognize average and to find out suggestions for teaching/learning methods of average by examining which difference there is depending on the way of the word problem presentation. To solve these study questions, With the way of the word problem presentation set up as experimental treatment experiment was conducted to analyze these. In conclusion, since students who did not learn the regular course of average values had various informal concepts already, it is needed to consider handling more various concepts of average in order to enable students to expand flexible thoughts. And informal concepts of average students showed were the same or similar to types of formalized concepts and had logicality and propriety in their own way. Compared with fifth graders, sixth graders showed a wide difference in informal concepts of average depending on the way of the word problem presentation.

• The Mathematical Education
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• v.53 no.1
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• pp.57-73
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• 2014

This study investigated the connections of mathematical thinking of students at the second, fourth, and sixth grades with regard to multiplication, fraction, and proportion, all of which have multiplicative structures. A paper-and-pencil test and subsequent interviews were conducted. The results showed that mathematical thinking including vertical thinking and relational thinking was commonly involved in multiplication, fraction, and proportion. On one hand, the insufficient understanding of preceding concepts had negative impact on learning subsequent concepts. On the other hand, learning the succeeding concepts helped students solve the problems related to the preceding concepts. By analyzing the connections between the preceding concepts and the succeeding concepts, this study provides instructional implications of teaching multiplication, fraction, and proportion.

• Journal of Korean Elementary Science Education
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• v.17 no.1
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• pp.89-103
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• 1998

We study that what kind of the concepts of evaporation and condensation students of elementary school have. The results are following. (1) The students have simple concepts of evaporation on natural circumstance. However, they don't understand about various effect on evaporation. (2) They don't know where the evaporized water is comming from. (3) They have experiences on observing condensation of wale. (70%), however don't know that the water is evaporized in the air. (4) They have more understanding about evaporation, more correct concepts on condensation in circulation of water.