• Asia Marketing Journal
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• v.3 no.4
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• pp.38-58
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• 2001

본 연구는 소비자들이 제품을 평가하는 과정에서 각 유형의 단서정보들이 평가과정에 어떻게 영향을 주는지를 살펴 봄으로써, 이론적으로는 정보단서와 관련하여 소비자의 제품평가 및 판단과정을 설명하는 기본적인 틀을 제시하고, 이를 통해 기업의 마케팅 및 광고전략에 대한 관리적 시사점을 제공하였다. 본 연구에서 이용된 단서의 유형은 외재적 단서(extrinsic cues)와 내재적 단서(intrinsic cues)를 이용하였다(Olson 1972; Olson and Jacoby 1973). 분석결과에 따르면 비전문가의 경우 내재적 단서는 제품평가에 영향을 미치지 못하지만 외재적 단서는 제품평가를 좀 더 우호적으로 수행하는 역할을 하였다. 이와는 달리 전문가는 외재적 단서가 아닌 내재적 단서가 제품평가에 영향을 미치는 것으로 나타났다. 그리고 전문가는 내재적 단서 관련 사고를 더 많이 하며 강한 내재적 단서에 접근 가능할수록 그 성향이 증가하나 비전문가의 경우에는 외재적 단서 관련 사고를 더 많이 함으로써 외재적 단서를 더 많이 처리한다. 그러나 비전문가는 전문가와는 달리 외재적 단서의 강도가 단서 관련 사고의 수를 증가시키지는 않는 것을 알 수 있다. 또한 전문가는 내재적 단서관련사고의 우호성이, 반대로 비전문가는 외재적 단서관련사고의 우호성이 제품평가에 미치는 영향을 매개하는 것으로 나타났다. 이러한 연구결과는 소비자의 제품평가과정에서 단서의 효과에 따른 영향을 제시해주는 유용한 개념적인 틀이 될 것이며 향후 연구에서 다양한 확장연구가 필요할 것이다.

• School Mathematics
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• v.13 no.1
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• pp.207-227
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• 2011

This study developed a statistical thinking level with constructs framework from based on Jones, Thornton, Langrall, & Mooney (2000) to analyze the 6th graders' thinking level shown on their survey activities. It was modified by 5 constructs framework such as collecting, describing, organizing, representing, and analyzing and interpreting data with four thinking levels, which represent a continuum from idiosyncratic to analytic reasoning. As a result, among four levels such as idiosyncratic level (level 1), transitional level (level 2), quantitative level (level 3), and analytical level (level 4), levels of two through four are shown on statistical thinking levels in this study.

• Communications of Mathematical Education
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• v.23 no.3
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• pp.545-562
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• 2009

This study is trying to analyze characteristics of mathematical thinking processes of the mathematical gifted students in an objective and a systematic way, by using "Protocol Analysis Method"and "Problem Behavior Graph" which is suggested by Newell and Simon as a qualitative analysis. In this study, four middle school students with high achievement in math were selected as subjects-two students for mathematical gifted group and the other two for control group also with high scores in math. The thinking characteristics of the four subjects, shown in the course of solving problems, were elicited, analyzed and compared, through the use of the creative test questionnaires which were supposed to clearly reveal the characteristics of mathematical gifted students' thinking processes. The results showed that there were several differences between the two groups-the mathematical gifted student group and their control group in their mathematical talents. From these case studies, we could say that it is significant to find out the characteristics of mathematical thinking processes of the mathematical gifted students in a more scientific way, in the sense that this result can be very useful to provide them with the chances to get more proper education by making clear the nature of thinking processes of the mathematical gifted students.

• Journal of Science Education
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• v.44 no.1
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• pp.92-111
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• 2020

The 2015 revised science curriculum and NGSS (Next Generation Science Standard) suggest computational thinking as an inquiry skill or competency. Particularly, concern in computational thinking has increased since the Ministry of Education has required software education since 2014. However, there is still insufficient discussion on how to integrate computational thinking in science education. Therefore, this study aims to prepare a way to integrate computational thinking elements into scientific inquiry by analyzing the related literature. In order to achieve this goal, we summarized various definitions of the elements of computational thinking and analyzed general problem solving process and scientific inquiry process to develop and suggest the model. We also considered integrated problem solving cases from the computer science field and summarized the elements of the Computational Thinking-Scientific Inquiry (CT-SI) model. We asked scientists to explain their research process based on the elements. Based on these explanations from the scientists, we developed 'Problem-finding' CT-SI model and 'Problem solving' CT-SI model. These two models were reviewed by scientists. 'Problem-finding' model is relevant for selecting information and analyzing problems in the theoretical research. 'Problem solving' is suitable for engineering problem solving process using a general research process and engineering design. In addition, two teachers evaluated whether these models could be used in the secondary school curriculum. The models we developed in this study linked with the scientific inquiry and this will help enhance the practices of 'collecting, analyzing and interpreting data,' 'use of mathematical thinking and computer' suggested in the 2015 revised curriculum.

• Journal of the Korean Society for Library and Information Science
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• v.32 no.4
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• pp.87-103
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• 1998

What is the reason that the use of an Information Processing Model (PM) contributes to enhancement of students' creativity? Postulated creativity is generated from integration of information, the author discloses the function of a human information processing system and an IPM is an integrating process of information which produces creativity. Also the use of IPM as a tool influences favorably the integration of information within the human thinking system because the function of psychological tool helps the integration of information that produces creativity.

• Journal of The Korean Association For Science Education
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• v.21 no.3
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• pp.566-579
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• 2001

The purpose of this study was to investigate students' actual thinking processes during conceptual change about free fall. To do this, middle school students were made an interview designed based on a teaching model using thought experiment. From the study, it was found that strategy for generating cognitive conflict by suggesting opposite views was not effective. However, many students changed their prior conceptions when new explanatory hypothesis, which explained why heavy object and light object fall equally, was introduced. And finally, even though students realized that the changed idea did not accord with the real world, they could easily solve that problem by observing demonstration designed to show the effect of air resistance.

• Journal of the Korean Society of Marine Environment & Safety
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• v.27 no.1
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• pp.97-112
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• 2021

This study introduces lessons learned from investigation and analysis of major domestic and overseas cases of marine chemical incidents involving hazardous and noxious substances (HNS) during maritime transportation by chemical tankers carrying petrochemical products in bulk. The study then suggests plans to improve domestic marine HNS training curricula based on these lessons. Lessons learned from six incident cases are classified into the following six categories: 1) incident-related information, 2) safety, 3) pollution, 4) response, 5) salvage and 6) others. Based on these six categories, it is suggested that the curriculum provided by the Marine Environment Research & Training Institute for marine pollution prevention managers aboard noxious liquid substance carriers should be changed from the existing two-day training of eight subjects (16 h) to a three-day training of sixteen subjects (24 h). In addition, it is proposed that the marine chemical incident response course of the Korea Coast Guard Academy should be changed from the existing five-day training of fifteen subjects (35 h) to a six-day training of thirty-two subjects (48 h). These results are expected to contribute to sharing experiences and lessons learned about response to marine chemical incidents and to be used as basic data for improving the education and training courses for response personnel in preparedness for marine HNS incidents.

• Journal of Korean Society of Transportation
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• v.15 no.1
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• pp.5-15
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• 1997

공간통계분석은 공간적으로 연계된 변수들간의 관계를 분석하는 통계분야이다. 일 반적으로 공간적으로 연계된 변수들간의 관계는 각 변수간의 공간적 분포정도에 따라서 영 향을 받는다. 전통적인 통계 분석의 방법은 동질의 자료발생과정에 의하여 확률적으로 축출 된 표본자료를 가정하고 있으나, 공간적인 자료는 이와 같은 동질의 자료발생과정의 가정을 부정한다. 교통류 및 교통사고 등과 같은 교통분야의 자료는 대부분 공간적인 상관관계에 의하여 축출된 이질적인 표본자료이며 따라서 공간상관관계를 동질적으로 가정한 전통적인 통계적 분석 방법은 오류를 범할 수 있다. 본 논문은 공간적인 관계를 고려한 공간자기상관 분석기법을 이용하여 고속도로상의 교통사고에 관하여 분석하였다. 분석의 결과에 의하면 4 개 고속도로 중 경인고속도로를 제외한 3개의 고속도로상의 교통사고건수는 통계적으로 현 저한 양의 공간적 상관관계가 있음을 알 수 있었다. 이에 따라 공간적 상관관계를 고려한 교통사고분석을 위하여 종속변수로 단위구간별 교통사고건수를 그리고 설명변수로서는 단위 구간별 교통량, I.C. 유무 및 화물차량비율을 이용하여 공간 자기회귀분석을 시도하였다. 분 석의 분석에서는 구간별 교통량과 화물차량의 비율이 호남/남해 고속도로의 경우에는 구간 별 교통량과 I.C. 유무가 통계적으로 유의한 것으로 분석되었다.

• Journal of Elementary Mathematics Education in Korea
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• v.1 no.1
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• pp.123-140
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• 1997

Researchers have insisted that mathematics should be learned not as a product but as a process. Nevertheless school mathematics has chosen ‘top-down’ method and has usually instilled into the mind of students the mathematical concepts in the form of product. Consequently school mathematics has been teamed by students without the process of inquiring and mathematical thinking. According to Freudenthal, it is a major source of all problems of mathematics education. He suggested mathematising as the method for 'teaching to think mathematically' 'Teaching to think mathematically' through the process of mathematization, interpreting and analysing mathematics as an activity, is a means to embody the purpose of mathematics education.

• School Mathematics
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• v.10 no.1
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• pp.23-42
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• 2008

The purpose of this study was to describe characteristics of thinking in elementary gifted students' solutions to algebraic tasks. Especially, this paper was focused on the students' strategies to develop generalization while problem solving, the justifications on the generalization and metacognitive thinking emerged in stildents' problem solving process. To find these issues, a case study was conducted. The subjects of this study were four 6th graders in elementary school-they were all receiving education for the gifted in an academy for the gifted attached to a university. Major findings of this study are as follows: First, during the process of the task solving, the students varied in their use of generalization strategies and utilized more than one generalization strategy, and the students also moved from one strategy toward other strategies, trying to reach generalization. In addition, there are some differences of appling the same type of strategy between students. In a case of reaching a generalization, students were asked to justify their generalization. Students' justification types were different in level. However, there were some potential abilities that lead to higher level although students' justification level was in empirical step. Second, the students utilized their various knowledges to solve the challengeable and difficult tasks. Some knowledges helped students, on the contrary some knowledges made students struggled. Specially, metacognitive knowledges of task were noticeably. Metacognitive skills; 'monitoring', 'evaluating', 'control' were emerged at any time. These metacognitive skills played a key role in their task solving process, led to students justify their generalization, made students keep their task solving process by changing and adjusting their strategies.