• Journal of The Korean Association For Science Education
• /
• v.15 no.4
• /
• pp.472-486
• /
• 1995

The purpose of this study was to classify the types of scientific concepts by theoretical concepts and empirical concepts in physics, and to create cognitive conflict in students with logical statements and demonstrations, and to investigate conceptual changes. It seems that mechanics has much to do with the empirical concepts, and electromagnetics has much to do with the theoretical concepts. The condition of the instrument is intellegible, plausible, fruitful, and able to state and demonstrate. The instrument appropriate for these conditions was developed, which consisted of 6 items in mechanics and 6 items in electromagnetics, and conceptual changes were investigated. Structured interviews were conducted with 32 high school students to create cognitive conflict. We have elicited their ideas three times : pretest, posttest and delayed posttest. As the results of this study, demonstration method was more effective for conceptual change than logical argument method. In case of content areas, the misconceptions on mechanics concepts were changed more easily than those on electromagnetics concepts. In addition, the results of the study showed that the more cognitive conflict, the more the conceptual change was occurred.

• Journal for History of Mathematics
• /
• v.20 no.3
• /
• pp.105-126
• /
• 2007

The present paper considers how to teach mathematical concepts. In particular, we aim to a balanced, unified achievement for three elements of concept loaming such as concept understanding, computation and application through one's mathematical intuition. In order to do this, we classify concepts into three patterns, that is, intuitive concepts, logical concepts and formal concepts. Such classification is based on three kinds of philosophy of mathematics : intuitionism, logicism, fomalism. We provide a concrete, practical investigation with important nine concepts in theory of vectors from the viewpoint of three patterns of concepts. As a consequence, we suggest certain solutions for an effective concept learning in teaching theory of vectors.

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

• The Mathematical Education
• /
• v.49 no.4
• /
• pp.437-462
• /
• 2010

The purpose of this research is to analyze the textbook contents about the natural number concepts in the Korean National Elementary Mathematics Curriculum. Understanding a concept of natural number is crucial in school mathematics curriculum planning, since elementary students start their basic learning with natural number system. The concepts of natural number have various meaning from the perspectives of pedagogical research, and the philosophy of mathematics. The natural number concepts in the elementary math curriculum consist of four aspects; counting numbers, cardinal numbers, ordinal numbers, and measuring numbers. Two research questions are addressed; (1) How are the natural number concepts focusing on counting, cardinal, ordinal, measuring numbers are covered in the national math curriculum? ; (2) What suggestions can be made to enhance the teaching and learning about the natural number concepts? Findings reveal that (1) the national mathematics curriculum properly reflects four aspects of natural number concepts, as the curriculum covers 50% of the cardinal number system; (2) In the aspect of the counting number, we hope to add the meaning about 'one, two, three, ......, and so on' in the Korean Mathematics curriculum. In the ordinal number, we want to be rich the related meaning in a set. Further suggestions are made for future research to include them ensuing number in the curriculum.

• Journal of The Korean Association For Science Education
• /
• v.15 no.2
• /
• pp.213-222
• /
• 1995

Analyzing textbook is the first step for enhancing the level of biology education especially in Korea. Prior studies of textbook analysis have mostly dealt with such topics as terminology analysis, content analysis, relationship analysis of chapters, and comparative studies. However, not much attention was paid to concept system to be learned and to relevance of concepts chosen. Therefore, the purpose of this study is to clarify the concept system and to elucidate the relationship among concepts for effective learning. Novak's concept map was utilized as a theoretical framework for the analysis of chapter I of high school biology textbook. Concept map has several distinctive merits in many aspects such as teaching, learning, and evaluation. It not only makes the understanding of key concepts and proposition a lot easier, but also helps to link prior knowledge and new concepts more effectively. This study will be a basic material for improving textbook for effective biology learning. The conclusions of the study are as follows: 1. Concepts in subchapters were arranged unsystematically or they were overlapping. For more effective understanding, those items should be rearranged. 2. Key concepts are not arrayed properly according to their hierarchy. Therefore, it was hard for students to set up concept structure. 3. The concepts emphasized by bold letters were not selected properly in accordance with their importance. Appropriate concepts should be chosen. 4. Key concepts should be explained by using examples in everyday life for easy understanding. 5. Many concepts in molecular biology is too abstract to grasp their meaning. Therefore, many audio-visual materials should be used to aid concept building.

• Journal of the Korean School Mathematics Society
• /
• v.18 no.4
• /
• pp.353-370
• /
• 2015

This study was conducted as a qualitative case study that explored how gifted 3rd-grade elementary school children who had learned the primary concepts of division and fraction, when they studied contents about decimal, formed the transformed primary concept and transformed schema of decimal by the learning of accurate primary concepts and connecting the concepts. That is, this study investigated how the subjects attained relational understanding of decimal based on the primary concepts of division and fraction, and how they formed a transformed primary concept based on the primary concept of decimal and carried out vertical mathematizing. According to the findings of this study, transformed primary concepts formed through the learning of accurate primary concepts, and schemas and transformed schemas built through the connection of the concepts played as crucial factors for the children's relational understanding of decimal and their vertical mathematizing.

• The Journal of the Korea Contents Association
• /
• v.17 no.9
• /
• pp.437-448
• /
• 2017

This study was conducted as a qualitative case study for examining what transformed primary concepts and transformed schemas were formed for the addition of decimals and how they were formed, and how the relational understanding of the addition of decimals was in three 3rd grade elementary school children who had studied the primary concepts of division, fraction and decimal. That is, this study investigated how the subjects approached problems of decimal addition using transformed primary concepts and transformed schemas formed by themselves, and how the subjects formed concepts and transformed schemas in problem solving. According to the results of this study, transformed primary concepts and transformed schemas formed through the learning of the primary concepts of division, fraction, and decimal functioned as important factors for the relational understanding of decimal addition.

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

• Education of Primary School Mathematics
• /
• v.7 no.1
• /
• pp.43-56
• /
• 2003

In late 19C, German mathematician Felix Klein declaired "Erlangen program" to reform mathematics education in Germany. The main ideas of "Erlangen program" contain the importance of instructing the concepts of functions and groups in school mathematics. After one century from that time, the importance of concepts of groups revived by Bourbaki in the sense of the algebraic structure which is the most important structure among three structures of mathematics - algebraic structure. ordered structure and topological structure. Since then, many mathematicians and mathematics educators devoted to work with the concepts of group for school mathematics. This movement landed on Korea in 21C, and now, the concepts of groups appeared in element mathematics text as plane rigid motion. In this paper, we state the rigid motions centered the symmetry - an important notion in group theory, then summarize the results obtained from some classroom activities. After that, we discuss the responses of children to concepts of groups.of groups.

• International Journal of Fluid Machinery and Systems
• /
• v.10 no.3
• /
• pp.209-217
• /
• 2017

The paper presents two novel concepts of increasing the energy storage capacity at pumped storage power plants, both existing and new projects. The concepts utilize compressed air as a working medium to displace water from a volume originally not available for storage. The concepts are likely to give additional storage volume at a low cost, however, much development and many investigations are needed before the concepts can be shown to be technical and economical feasible solutions for energy storage. The concepts are disclosed so that researchers and utilities can start those investigations, hopefully helping the green transition by providing highly valuable energy storage for a future renewable energy having a much higher share of renewable energies than the current systems.