• Korean journal of communication and information
• /
• v.44
• /
• pp.108-143
• /
• 2008

Candidate images refer to a holistic impression of a candidate which is composed of various dimensions of attributes. This study investigated how online and offline news media, campaign media such as political ads, televised debates, and candidate web-sites, and interpersonal political talk influenced voters' images of a candidate in such dimensions as personal traits, job-performance abilities, and policy capabilities, and further their political decision making in the 17th presidential election in Korea. The analysis focused on President Lee, Myung Bak who won the election by obtaining nearly 50% of the effective votes. According to the data analyses, first, uses of offline newspapers positively influenced voters' images of candidate Lee's personal traits such as his morality, integrity, trustworthiness, and compassion, yet online news uses had an opposite effect on voters' impression of his job-performance and economic policy capabilities. Secondly, among various campaign media, television ads and candidate web-sites positively contributed to the formation of candidate Lee's images, yet showed little direct effect on vote choice, indicating that campaign media mainly indirectly influenced voters' political decision making. Each of the first, second, and third televised candidate debates revealed unique effects on image formation and vote choice. Thirdly, the network size and frequency of political talk negatively influenced image formation regarding candidate Lee's personal traits and economic policy capabilities, yet the discussion network size positively contributed to the Lee votes. Forth, among various dimensions of candidate images, voters' perceptions of candidate Lee's personal traits appeared to be the most significant predictor of the support for him.

• Journal of the HCI Society of Korea
• /
• v.13 no.3
• /
• pp.55-63
• /
• 2018

Most people today search for information on the Internet about the goods or services they want to purchase and then assess the replies posted by other people who have experience with those goods or services. These replies serve as an important reference point that can affect purchase decisions. Replies are divided broadly into two types: first, market normative replies about whether a person experiences satisfaction with (or more than) the price paid for goods or services (positive) or not (negative); and the second is non-market normative replies about whether the goods or service provider morally deserves the profits gained from providing them (positive) or not (negative). Previous studies on replies have focused on market normative replies (whether the food is delicious), and there have only been some studies on the effect of non-market normative replies (the owner is morally good). This research was undertaken to re-examine the effect of market normative replies identified by previous studies in a restaurant visit intention evaluation (Experiment 1), to examine the effect of non-market normative replies not investigated in previous studies (Experiment 2), and to compare the effect of market normative replies and non-market normative replies (the meta-analysis) In conclusion, restaurant visit intention was stronger when market normative replies were positive (delicious) than when they were negative (not delicious) (Experiment 1). Furthermore, restaurant visit intention was stronger when non-market normative replies were positive (the owner is moral) than when they were negative (the owner is immoral) (Experiment 2). On the other hand, it was found that restaurant visit intention was stronger when non-market normative replies were positive than when market normative replies were positive, and restaurant visit intention was weaker when non-market normative replies were negative than when market normative replies were negative. This implies that people are more likely to be affected by non-market normative replies than market normative replies. In addition, this study suggested that the mood changed more before and after checking non-market normative replies than before and after checking market normative replies, and due to this difference, people could be affected more by non-market normative replies than market normative replies.

• Journal of Science Education
• /
• v.35 no.2
• /
• pp.250-261
• /
• 2011

The purpose of this study is to analyze how the content elements of the environment education are displayed between related subjects in elementary school curriculum and find a desirable direction of the environment education. Major subjects that handle the components of the environment education include science, physical education, social studies, ethics, and practical arts. Among these subjects, science aims for the ecological perspective, social studies aims for rational decision making and practical behaviors, and ethics aims for the correct formation of environmental ethics and values. In the component ratio of the environment education, the domains of the natural environment, environmental ethics, environmental pollution, environmental protection and measure were higher. In the formation of content elements according to grades, the connectivity of the environment curriculum has been relatively well secured in the order of the learning about the environmental components, awareness on environmental problems and the measures and efforts to overcome environmental problems. Based on the findings above, the followings are proposed for future environment curriculum in elementary school. First, it is necessary to increase the ratio of the ecological perspective based on science and coordinate the period to suggest this contents. Second, it is necessary to complement the contents of social studies regarding green growth and sustainable development which have become global issues in the environment education. Third, Pan-curriculum and integrated discussions to prepare multi-academic and interdisciplinary environment curriculum have to be preceded and through this process it is necessary to set the target of environment education and select the content elements of the curriculum.

• Korean Journal of Culture and Social Issue
• /
• v.11 no.spc
• /
• pp.117-131
• /
• 2005

The present research integrated various theoretical perspectives of human unlawful behaviors in order to clarify the psychological mechanisms that underly the changes in compliance with and attitude toward law as time goes. Most well-known theories such as classical theory of crime, biosocial and evoluationary theories, and psychological perspectives including psycho-dynamic theory, personality, intellectual/moral development theories, and decision-making were discussed in their unique points in explaining human unlawful behaviors. Finally, social-learning theory and cognitive-dissonance theory has been suggested to explain the psychological mechanism of the phenomena in which people's attitude toward law and compliance with law become weaken through violation experiences of trivial lawful regulations. Especially, the logic of cognitive-dissonance theory (that people committed violation of trivial laws should experience dissonance with their original belief of compliance with law and negative arousal and try to remove the arousal by change their belief along with their behavior) were theoretically convincing to explain the phenomenon and supported by a series of experimental studies. Several practical implications for future constitutional and political activities were discussed in the basis of the cognitive dissonance theory.

• Journal of Korean Home Economics Education Association
• /
• v.27 no.3
• /
• pp.99-119
• /
• 2015

The purpose of this study is to examine the educational contents of home economics textbooks that solely focus on forming adolescent empowerment. For this, an in-depth content analysis was conducted on the home economics textbooks in Korea and the U.S. The main results of this study are summarized as follows: First, the 23 content elements, which are designed to build adolescent empowerment, were ascertained: nine intrapersonal empowerment elements such as the self-identity, nine interpersonal empowerment elements such as the communication, and five social empowerment elements such as the leadership. Second, based on the content elements selected from above, the textbooks in Korea were observed to deal with 58% of the 23 content elements, while those in the U.S. discussed 90% of the 23 content elements. Korean textbooks primarily focused on helping students understand major concepts, whereas the U.S. textbooks focused primarily on helping students make connections between major concepts and their life. Lastly, both countries put the least amount of weight on social empowerment content elements(Korea: 37%, U.S.: 70%).

• Journal of the Korean Chemical Society
• /
• v.62 no.2
• /
• pp.137-147
• /
• 2018

The purpose of this study was to analysis total number of 123 SSI programs by SSI criteria. The criteria was consisted of subject, school level, starting point, scientific evidence, social content, use of scientific knowledge, level of conflict of interest, and evaluation and reflection. The results of the analysis are as follows. First, elementary school programs were the most and middle school programs were relatively few. Second, starting point was mainly in the actual situation, the fiction and nonfiction situation, and the situation including the controversy and conflict was less than 10%. Third, it was based on scientific evidence but mainly influenced by individual values and perceptions. Fourth, social contents were developed mainly in ethics/morality/value, political/social life/economy, environment contents. Fifth, the use of scientific knowledge mainly consisted of scientific decision making, scientific critical thinking, and information search. However, science inquiry, risk assessment, and cost effectiveness were less than 10%. Scientific inquiry is the essential factor of science education, and one of core competencies of national science curriculum. SSI program should be able to experience various kinds of conflicts, and to evaluate and reflect through reflection.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.5 no.2
• /
• pp.376-387
• /
• 1999

Purpose : To provide fundamental data to present further direction of education on Nursing Ethics by investigating the status of Nursing Ethics education performed at 4-year-Colleges of Nursing. Korea. Methods : A descriptive survey study The data collected from 28 universities through a questionnaire to examine the status of Nursing Ethics education in Korea. Results : I. Teaching Nursing Ethics class as a independent subject-6(21.4%) universities. 1) The average of 23.67 hours(2 credits) in the total educational hours. 2) Teaching method-theoretical class, discussion of case study, discussion of related issues, presentation of video tapes and discussion, team education, role play, and submission of reports. 3) Education contents-Nursing profession and ethics, the dignity of human life, necessity of bioethics, ethical theory and refutation, code for nurses, ethical issues between nurses and patients, nurses and co-workers, and nurses and nurses 6 universities 4) 5 universities-Included ethical decision making, artificial insemination, external insemination, artificial abortion, organ transplantation, brain death, human subject of study suicide, and euthanasia. II. Teaching Nursing Ethics as an inclusive theme in other subjects-22 (78.57%) universities. 1) Educated in Introduction of Nursing (14 universities), Nursing Management, Nursing Ethics and Philosophy, Special Nursing, Nursing and Law, and Professional Nursing. 2) Educational course-Taught in freshman level at 14 universities, average 9.32 education hours. Conclusion: Showed not only that universities, not operating Nursing Ethics as a independent class, unreasonably operate and assign too many contents in comparing with its education hours and are likely to become only a cramming education but also professors whose major is not Nursing Ethics presently in charge need to take a chance to supplement their knowledge and teaching method.

• Journal of The Korean Association For Science Education
• /
• v.35 no.3
• /
• pp.509-521
• /
• 2015

Argumentation is a social and collaborative dialogic process. A large number of researchers have focused on analyzing the structure of students' argumentation occurring in the scientific inquiry context, using the Toulmin's model of argument. Since SSI dialogic argumentation often presents distinctive features (e.g. interdisciplinary, controversial, value-laden, etc.), Toulmin's model would not fit into the context. Therefore, we attempted to develop an analytical framework for SSI dialogic argumentation by addressing the concepts of 'discourse clusters' and 'discourse schemes.' Discourse clusters indicated a series of utterances created for a similar dialogical purpose in the SSI contexts. Discourse schemes denoted meaningful discourse units that well represented the features of SSI reasoning. In this study, we presented six types of discourse clusters and 19 discourse schemes. We applied the framework to the data of students' group discourse on SSIs (e.g. euthanasia, nuclear energy, etc.) in order to verify its validity and applicability. The results indicate that the framework well explained the overall flow, dynamics, and features of students' discourse on SSI.

• Journal of The Korean Association For Science Education
• /
• v.38 no.4
• /
• pp.467-480
• /
• 2018

This study aims to investigate how flipped learning-based socioscientific issue instruction (FL-SSI instruction) affected middle school students' key competencies and character development. Traditional classrooms are constrained in terms of time and resources for exploring the issues and making decision on SSI. To address these concerns, we designed and implemented an SSI instruction adopting flipped learning. Seventy-three 8th graders participated in an SSI program on four topics for over 12 class periods. Two questionnaires were used as a main data source to measure students' key competencies and character development before and after the SSI instruction. In addition, student responses and shared experience from focus group interviews after the instruction were collected and analyzed. The results indicate that the students significantly improved their key competencies and experienced character development after the SSI instruction. The students presented statistically significant improvement in the key competencies (i.e., collaboration, information and technology, critical thinking and problem-solving, and communication skills) and in two out of three factors in character and values as global citizens (social and moral compassion, and socio-scientific accountability). Interview data supports the quantitative results indicating that SSI instruction with a flipped learning strategy provided students in-depth and rich learning opportunities. The students responded that watching web-based videos prior to class enabled them to deeply understand the issue and actively engage in discussion and debate once class began. Furthermore, the resulting gains in available class time deriving from a flipped learning approach allowed the students to examine the issue from diverse perspectives.