• Journal of The Korean Association For Science Education
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• v.22 no.2
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• pp.357-377
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• 2002

This study is for better understanding about the process of students' conceptual change. As a starting point, it is assumed that the process of students' conceptual change can be viewed as the process of the successive refinement and articulation of students' conceptual framework. Based on the theoretical review of conceptual change literature, various processes, which can be involved in the above assumed process, can be found. And also, by analyzing the process of development of scientific knowledge about Planck's blackbody radiation law and Bohr's atom, six types of processes of refinement and articulation of scientific knowledge can be found. It is hoped that these theoretical discussions can guide the direction for obtaining and interpreting the students' real responses during the process of conceptual change.

• Journal of The Korean Association For Science Education
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• v.24 no.1
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• pp.1-16
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• 2004

The purpose of this study was to examine the role of cognitive conflict in the conceptual change process. Ninety-seven high school students in Korea participated in this study. Before instruction, we conducted pretests to measure learning motivation and learning strategies. During instruction, we tested the students' preconceptions about Newton's 3rd Law and presented demonstrations. After this, we tested the students' cognitive conflict levels and provided students learning sessions in which we explained the results of the demonstrations. After these learning sessions, we tested the students' state learning motivation and state learning strategy. Posttests and delayed posttests were conducted with individual interviews. The result shows that cognitive conflict has direct/indirect effects on the conceptual change process. However, the effects of cognitive conflict are mediated by other variables in class, such as state learning motivation and state learning strategy. In addition, we found that there was an optimal level of cognitive conflict in the conceptual change process. We discuss the complex role of cognitive conflict in conceptual change, and the educational implications of these findings.

• Journal of The Korean Association For Science Education
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• v.23 no.3
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• pp.276-285
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• 2003

In the earlier study, Park (2002) described the process of student' conceptual change as a successive refinement and articulation of their conceptual framework. In this study, the process of conceptual change for three university students were analyzed more in depth. As results, six types of conceptual change through successive refinement and articulation were observed: (1) original conception was elaborated in detail, (2) conception was differentiated according to the context, (3) some conceptions were re-explained theoretically after construction it based on experimental data, (4) non-coherent conceptions in the early stage get to have coherency in the later stage, (5) model of explanation gets to be complicated by excluding ideal conditions, (6) qualitative explanations were changed into quantitative ones.

• Journal of The Korean Association For Science Education
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• v.23 no.5
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• pp.574-591
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• 2003

According to conceptual change theory, cognitive conflict is known as an important factor in conceptual change even though there are still questions about its positive and negative effects on science learning. The purpose of this study was to examine the role of cognitive conflict in the conceptual change process in detail. Specific research questions are as follows, 1) Is presenting of an anomalous situation necessary or sufficient condition for cognitive conflict? 2) Is cognitive conflict necessary or sufficient condition for conceptual change? To answer these questions, we analyzed the theories and research results in the related literature. At the end, we discussed the complex role of cognitive conflict in the conceptual change and future research.

• Journal of Korean Elementary Science Education
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• v.19 no.1
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• pp.85-99
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• 2000

Researches have shown that learning science frequently requires the process of conceptual change. As a result, many of the constructivist teaching and loaming approaches focus on this kind of loaming. In approaches that focus on conceptual change, cognitive conflict strategies play a key role. Students, however, still have much difficulty in loaming science. Theoretically, it underlies Piaget's genetic epistemology in which disequilibration demands an interplay between assimilation and accommodation until equilibrium is restored. Also, radical constructivism has its roots in a variety of disciplines, but has been most profoundly influenced by the theories of lean Piaget as interpreted and extended by Glasersfeld. This study is intended to interpret the conceptual change from radical constructivist perspective and explain difficulties of conceptual change which students have in learning science.

• Journal of The Korean Association For Science Education
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• v.28 no.5
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• pp.359-382
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• 2008

There are so many research literatures on conceptual change theory and the nature of concepts such as p-prims, mental model, ontological belief, and cognitive structure. Conceptual change means learning (Vosniadou, 1999; Duit;1999). It is necessary to review and elaborate existing conceptual change theories in order to explain the learning process and its implications. Therefore, we derived from reviewing literatures that learners construct new conceptual structure in response to given contexts at the same time activating their beliefs. We reviewed some mental theories that integrated cognitive and affective components and were based on framework/specific theory or information processing theory. We suggest learners' framework of conceptual structure and conflict model of conceptual structure. We expect to obtain effective ways of science teaching and learning and implications for cognitive conflict and conceptual change from using conceptual structure later.

• Journal of The Korean Association For Science Education
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• v.12 no.3
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• pp.77-89
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• 1992

According to many previous researches on the students' physics conceptions, in spite of school science learning the students' preconceptions were either not changed or reinforced. Although many researchers argued that the presentation of conflict situations which can not be explained by the students' preconceptions is prerequisite to their conceptual changes, some other researchers argued that such a presentation could be useless. In this study, a model of students' conceptual change in physics, which encourages students to recognize actively the conflicting situations and to control the process of their conceptual changes, was developed. In this model, the critical discussion on rival concepts and the reflective thinking were regarded as two important factors for students' conceptual changes.

• Journal of the Korean Regional Science Association
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• v.10 no.1
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• pp.19-37
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• 1994

The past studies on the change of industrial location can be reinterpreted as spatial determinism, decision making process determinism and industrial sturcure determinism according to the view of the mutual operation between the economic activity and spatial structure. From the point of the industrial structure determinism which focuses on the fact that the locational type of production activity can be differenciated by the structural change of industry itself, it is proper to explain the change of industrial location not only by spatial condition but also by containing the fundamental changing causes for the reorganization of the spatial condition. One of the most important changing causes for reorganizing economic space is industrial technology. This study aims to explain the spatialization process of industrial technology and consists of the process of suggesting the hypothesis that the spatialization process is differentiated according to the production organization as the user of industrial technology and the user of industrial technology and the production system as using method. In other words, this study attempts to internalize the technology variable, which has been treated as external in the past studies on the industrial location, as an independent one and consider the production organization and production system as a paramenter, so that it can represent 'conceptual framework' for explaining the change of industrial location.

• Asian Journal of Innovation and Policy
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• v.9 no.1
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• pp.36-55
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• 2020

Climate change is one of the most discussed issues in international for a today. Evaluating the effect of climate change at a regional level and setting up an appropriate policy to address the issues associated with climate change require a proper evaluation process on the climate change and adaptation projects already implemented. Although various evaluation approaches to climate change adaptation programs have been proposed, it is rare to find a proper systematic approach to evaluating the reliability of those climate change adaptation programs. In the current situation regarding the system to evaluate climate change adaptation programs, the purpose of this study is to suggest a theoretical and standardized evaluation system on the reliability of climate change adaptation schemes. The new approach suggested in this paper will be appropriate when requiring a confidence level for adaptation programs that are specially localized and categorized. Using various quantitative and qualitative evaluation methods with the inherent reality mechanism, we provide a conceptual framework to measure the reliability of climate change adaptation programs with a flexible adjustment process. With the proposed framework, it is possible to provide the level of confidence on the results collected from the evaluation systems and construct a standardized, system-wide assessment procedure toward climate change adaptation policies. By applying this approach based on scientific evidence on the reliability of climate change adaptation policies, appropriate and efficient climate change adaptation programs will be properly designed for and implemented in Korea.

• Journal of The Korean Association For Science Education
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• v.32 no.3
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• pp.502-523
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• 2012

The purpose of this study is to explore the relationship between selected components of conceptual ecology that are reflected in high school science students' statements, when answering questions. This study follows from a position that there is reason to believe that, in the process of answering questions, many aspects of conceptual ecology are likely to play a role. Data were gathered through six audio-taped interviews, the science teacher's profiles of each student, the students' personal journals, their assignments, and their examinations and participation in class. Kay and KY were selected as the focus of this study because theirs were both dramatic as well as representative cases. As the findings suggest, learning styles differ according to distinctions within individuals' conceptual ecologies. Thus the way in which a person learns science varies according to the construction of her/his conceptual ecology. This suggests that different forms of pedagogy may be effective with different types of learners. This also suggests that science educators may have a role in assisting students to develop into constructed, rather than received, learners.