• Journal of The Korean Association For Science Education
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• v.37 no.2
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• pp.291-299
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• 2017

In this study, we investigated the characteristics of the PCK components of pre-service chemistry teachers considered in the processes of developing performance assessment. Eight pre-service teachers participated in this study. After the workshop for performance assessment, they developed performance assessment through the planning, embodying and small group discussion step. Their activities were recorded and videotaped. Semi-structured interviews were also conducted. It was found that the PCK component considered in developing performance assessment individually was mainly the knowledge of assessment in science. The proportions of knowledge of curriculum, instructional strategies and students were found to be relatively low. The feedback on students' performance was not considered at all. The orientation to traditional assessment which emphasized on the objectivity of assessment, was stronger in the embodying step rather than in the planning step. During the planning step, the integrations among the PCK components mainly appeared with the knowledge of instructional strategies. However, they hardly appeared in the embodying and discussion steps. The main characteristics of the PCK in small group discussion were similar with those in the embodying step. Some PCK components were considered more in small group discussion, but most discussions were in the traditional perspectives.

• (The) Korean Journal of Advertising
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• v.29 no.7
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• pp.29-53
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• 2018

In our study, we investigated the effects of position of endorser and endorser's gaze direction(direct/averted_image/averted_text) on advertising attitude, purchase intent and brand recognition using eye-tracking method. Focusing on the printed cosmetic ads which the role of endorser is important and indirect persuade route is relatively is emphasized, we conducted experiment on 36 participants in 20s. As prior studies, our results shows that participants paid attention to more and faster on specific element which the endorser is gazing at. But it was not reflected to ad attitude and purchase intent directly. When the endorser is positioned in left the side, the highest purchase intent was shown in direct gaze condition, while when the endorser is on the right side, the highest ad attitude was shown in gazing image condition. Additionally, the brand recognition task following eye-tracking experiment shows that recognition accuracy was higher only in condition which the endorser is in the left side looking at the product image. These results demonstrated that the gaze direction of endorser plays a role as attentional guidance, which means it can lead customer's attention to particular region in the printed ad, but the effect can be varied depending on the position of endorser and which type of information the endorser is gazing at. Therefore, ultimately, to increase customer's ad attitude and purchase intent, complex consideration of not only the gazing direction of the endorser, but the position of endorser and other diverse elements is necessary.

• The Journal of the Korea Contents Association
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• v.17 no.12
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• pp.77-91
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• 2017

Due to the lack of learning motivation, there is a need to seek ways to facilitate learning incentives because it's causing drop out and maladjustment of university life. This study is to examine whether the ARCS evaluation model developed by Keller (1983) is a valid model for evaluating the motivation level of local university students sample 276(male 116, female 157) in the Republic of Korea. To analyze the data, average statistic, one-way ANOVA and confirmative factor analysis were used. The conclusion of this study is as follows. First, the level of motivation per ARCS factor has demonstrated the highest relevance factor. Second, the level of motivation by the ARCS for the 1st and 3rd graders was appropriate. Differences in 'attention' and 'relevance' have only been observed for each year, and the 1st grade group was found to be larger than the 2nd grade cohort. Third, construct validity and convergent validity were obtained for measuring the level of motivation. The results of the verification of the variables also showed that the AVE and CR were met, and the model fit well was satisfactory. Based on the finding results, discussion and implication for further research were suggested.

• 한국HCI학회:학술대회논문집
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• 2008.02b
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• pp.424-429
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• 2008

The purpose of this research is to suggest a competitive design by producing functions and elements needed to users based on a research about device use and needs according to user behavior. We proceeded to the research aiming a design smart document-editing device design which can be used for business regardless of place (at office or home), targeting reasonable and individualistic users from twenties to thirties. By some ways for that, first, we selected target users and based on user interviews to get enough understanding for them. Second, we produced user needs by some troubles after establishing persona and deciding target users on the basis of the research. Third, we designed form-factor visualizing work, organized design spec by the produced concept, and we developed interaction design on the basis of this scenario. Fourth, we made paper prototype and conducted user test. As a result, our final design emphasizes mobile ability and simplicity to be suitable for reasonable individualism and is able to efficiently work input, editing, and output without complicated procedure. We could also prove the validity of the design through usability test.

• Journal of Korean Elementary Science Education
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• v.28 no.3
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• pp.352-360
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• 2009

In this study, we investigated the relationships among elementary school teachers' perceptions of constructivist science assessment, views on science teaching and learning, science teaching efficacy belief, and the perceptions of constructivist science learning environment. An exploratory factor analysis was conducted to validate the factor structure of the perceptions of constructivist science assessment test. The test consisting of 3 factors with 21 questions in the previous research was reconstructed as one consisting of 2 factors with 22 questions as a result of the factor analysis. A stepwise multiple regression analysis was also conducted to predict the explanatory powers of the variables on perceptions of constructivist science assessment. The results indicated that the perceptions of constructivist science learning environment, views on constructivist science teaching and learning, and personal science teaching efficacy belief were the significant predictors of the perceptions of constructivist science assessment.

• Journal of The Korean Association For Science Education
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• v.18 no.2
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• pp.183-200
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• 1998

Widespread recognition of the various aspects of science education has been prompted by post-positivist philosophers' discussions of the nature of science and intense debates among constructivist psychologists about learning in science. Their discussions and debates, in turn, have raised the problems associated with teaching/learning of science in the schools. The purpose of this article, basically based on the reviews and analyses of the literature related to philosophy of science and psychology, was to describe the implications of post-positivism and constructivism for current science education in the schools. In this paper, the author defines science education as education of/about science, and education through/by science. He also stresses that scientific literacy and decision-making should be emphasized as the goals of science education, that the ethical dimensions of science and technology must be included in science curriculum, that group discussion and/or cooperative learning are effective teaching strategy for science as interpreted by post-positivists and constructivists, and that the assessment should be focused on the degree to which cognitive structure has been changed through instruction in the school classrooms.

• Journal of Engineering Education Research
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• v.8 no.1
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• pp.99-112
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• 2005

Problem-Based Learning is focused, experiential learning organized around the investigation and resolution of messy, real-world problem. It is both a curriculum organizer and instructional strategy, two complementary processes. The PBL model developed in this study was composed the two components of Problem Design(curriculum organizer) and Problem Implementation(instructional strategy). The basic process of Problem Implementation Model were composed the 8 steps ; 1) the identification of problem, 2) the specification of problem, 3) the exploration and generation for solution, 4) the selecting of best idea, 5) the specific planning of best idea, 6) the implementation and realization, 7) the evaluation, 8) the applying and reflection.

• Korean Journal of Culture and Social Issue
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• v.11 no.3
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• pp.91-119
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• 2005

This study examines the perception and trust of Korean society and people among students and adults using the indigenous psychological analysis. A matched sample of 1,107 participants, consisting of 369 students, their mothers and their fathers completed a questionnaire developed by the present researchers. The results indicate that parents more likely than adolescents to hold negative views of Korean society. Adults are more likely than adolescents to view Korean society as showing high ingroup favoritism, to be insecure, to be conservative, to be corrupt, and to have social inequities. Both groups agree that Korean society is not rational nor democratic, but believe that it has the potential for progress. Second, parents are more likely to hold negative views about Korean people. Adults are more likely than adolescents of viewing Korean people as overly conscious about social face, emotional, selfish, exclusionary, and conceited. Both adolescents and their parents agree that Koreans are cooperative, full of jung (deep affection and attachment), and sincere. Third, adults are less likely to trust Korean institutions than adolescents. Adults are less likely than adolescents to trust National Assembly, political parties, and unions. Adolescents are more likely than their parents to trust family members, school friends, teachers, and government employees. These results indicate that adolescents have higher trust of Korean society and people than their parents. Fifth, the overall results indicate that both group perceive Korean society as showing high ingroup favoritism and corruption. In terms of Korean people, respondents had a more balanced view of perceiving them as highly sensitive to social face and being emotional, while also perceiving them as cooperative and full of jung. The trust of Korean institutions were generally low, especially the National Assembly and political parties. However, the trust of family was very high, followed by trust of school friends and teachers. The trust of government employees was low and this was especially the case for politicians.

• Tunnel and Underground Space
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• v.11 no.2
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• pp.109-119
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• 2001

Up to now single large cavern was excavated for each undergroud hydraulic powerhouse in Korea. But the Yangyang underground hydraulic powerhouse consists of two large caverns; a powerhouse cavern and main transformer cavern. In this carte, the structural stability of the caverns, especially the rock pillar formed between two large caverns, should be guaranteed to be sound to make the caverns permanently sustainable. In this research, the Distinct Element Method(DEM) was used to analyze the structural stability of two caverns and the rock pillar. The Barton-Bandis joint model was used as a constitutive model. The moot significant parameters such as in-site stress, JRC of in-situ natural joints, and spatial distribution characteristics of discontinuities were acquired through field investigation. In addition, two different cases; 1) with no support system and 2) with a support system, were analysed to optimize a support system and to investigate reinforcing effects of a support system. The results of analysis horizontal displacement and joint shear displacement proved to be reduced with the support system. The relaxed zone in the rock pilar also proved to be reduced in conjunction with the support system. Having a support system in place provided the fact that the non zero minimum principal stresses were still acting in the rock pillar so that the pillar was not under uniaxial compressive condition but under triaxial compressive condition. The structural stability f an approximately 36 m wide rock pillar between two large caverns was assured with the appropriate support system.

• Journal of Internet Computing and Services
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• v.16 no.5
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• pp.99-105
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• 2015

Currently robots are widely used in schools for educational purpose. With wide spread of robot-based education, it is known that major advantage of robot-based education is to enhance creativity and logical thinking of students. Although robots can be very useful tools for assisting students' study activities, there have not been lots of teaching-learning models for robot-based education.In this paper, a teaching-learning model is presented for robot-based education. The proposed model is designed based on constructivism. The proposed model consists of 6 stages: preparation, design, assembling, demonstration run, evaluation, and application & extension. The proposed model has the following characteristics. First, the proposed model is designed to enhance creativity and logical thinking ability of learners. Learners are supposed to be involved in self-directed activities and required to provide results based on their own ideas. Teachers are supposed to mediate students only if necessary. Second, learners are encouraged to participate in activity via diverse interaction. The interaction in this model includes learner-to-learner interaction, learner-to-teacher interaction, and learner-to-expert interaction. The proposed model encourages learners to solve the problem with cooperating each other. Also, teachers are supposed to guide students if necessary and observe and monitor behavior of students all the time. Third, motivation is provided in the beginning stage of the instruction. Fourth, in the proposed model, both study results and study process are equally important. In the model, study process is reviewed at the final stage.