• Journal of the Korean School Mathematics Society
• /
• v.16 no.2
• /
• pp.363-381
• /
• 2013

The constituents of math learning styles are information recognition and information processing in the cognitive domain and attitudes toward math learning and environments of math learning in the affective domain. Each of the constituents has two opposing styles; there are the visual style and verbal style in information recognition; and there are the whole style and analytical style in information processing. And as for attitudes toward math learning, there are two styles which are the authoritative and goal-oriented style and the practical and entertaining style. Also as for attitudes toward environments of math learning, there are two styles which are the interior-oriented style and exterior-oriented style. There can be classified into 16 types of mathematics learning by the combination of a total of 8 styles of mathematics learning. The purpose of this study was to analyze the preference of the students from three middle schools located in Daegu Metropolitan City to the styles and types of mathematics learning.

• The Journal of Korean Association of Computer Education
• /
• v.18 no.3
• /
• pp.59-68
• /
• 2015

The purpose of this study is to analyze the learner's characteristics, and relationship between learning styles and achievements in online programming learning environment. For the analysis, after performing the inspection of learning styles of Grasha-Reichmann for 104 middle and high school students, online programming learning were performed for 12 weeks. First, according to learner's variable, boy was higher than girls in dependent learning style. Middle school student higher than high school student in competitive and avoid learning styles. Independent and participant learning styles show a significant difference in achievement level. Analysis of the relationship between learning styles and achievements show that independent(r=.253, p<.01) and participant(r=.303, p<.01) have the positive correlations. As a result, independent and participant learning styles are confirmed to be related with achievements. In addition, we analyzed each learning style characteristics by writing survey of the impression of the learners by main learning styles, through which we could derive teaching and learning strategies for the online programming by learning styles.

• School Mathematics
• /
• v.15 no.1
• /
• pp.15-35
• /
• 2013

The purpose of the research is to categorize math learners into pattern through those tools that distinguish math learning style for middle school students. On the ground of survey for 976 middle school students, the fact that there are 16 different math learning style at the result of cluster analysis is confirmed and the results are compared and analyzed previous research. Also according to the each constituent of math learning style, dissimilarity of distribution about learner of different sexes and grades are analyzed. It's helpful to understanding the whole characteristics of learners regarding math learning to figure out their cognitive and affective learning styles through the tools to distinguish their math learning styles.

• Korean Journal of Social Welfare Studies
• /
• v.40 no.3
• /
• pp.327-348
• /
• 2009

The purpose of this study is to understand the diverse lifestyles of Korean older adults by analyzing the consumption pattern of older households and its determinants. The 9th wave of the Korea Labor and Income Panel Study(KLIPS) data was used for analysis. The twenty consumption items provided by the dataset was reduced to thirteen according to the consumption purpose inherent in the item. K-means cluster analysis and multinomial logistic regression was employed to categorize the consumption pattern of older households and to analyze the determinants. The results are as follows. The consumption pattern of Korean older adults was clustered into six distinctive groups named Breadwinner, Leisure-time pursuer, Friendly outgoes, Daily-life survivor, Illness sufferer and Shelter seeker. Breadwinner, Leisure-time pursuer and Friendly outgoes were lifestyles that earn and spend more compared to the other three. Nevertheless, they differed according to the family size, indicating that the parenting burden might have direct influence on the lifestyle of Korean older adults. Older adults without parenting burden and with high level of education and economic capacity were likely to show Friendly outgoes lifestyle. On the other hand, Daily-life survivor, Illness sufferer and Shelter seeker showed lower level of spending, indicating that for those lacking in economic capacity, urgent needs such as medical need or housing need dominates the lifestyle. The results call for adequate custom policies that best fit the needs of older adults.

• Journal of Engineering Education Research
• /
• v.13 no.6
• /
• pp.3-13
• /
• 2010

The purpose of this study was to investigate between learning styles and communication apprehension of Engineering students. Participants were 405 first-year Engineering cohort. Following were the results: First, 80 percent were classified as Reflective learners, 61 percent were classified as Sensing learners, 73.1 percent were classified as Visual learners, and 66.7 percent were classified as Global learners. Second, the result showed that there was a significant difference in learning style by gender. Most female learners were Reflective, while most male learners were Active. Lastly, the finding revealed that there were significant differences in communication apprehension on Perception and Processing dimension. Sensing students demonstrated higher level of communication apprehension than Intuitive students and Reflective students shown higher level of communication apprehension than Active students. For the program developing Engineering students' communication skills, implications for reducing students' communication apprehension based on the type of learning styles were discussed.

• Journal of Gifted/Talented Education
• /
• v.20 no.1
• /
• pp.289-316
• /
• 2010

The purpose of this study was to investigate the relationship between thinking style and learning style of gifted children in elementary school. The subjects were 178 fourth, fifth and sixth grade elementary school students who enrolled in gifted education program. They were given the Thinking Style Questionnaire and the Grasha Reichmann Student Learning Style Questionnaire. Descriptive statistics, correlation analysis and canonical correlation analysis were performed. Results indicated that gifted students prefer legislative, judical, liberal, local, hierarchic, external thinking styles known to be related to creative and critical thinking rather than executive and conventional styles. Meanwhile, in the aspect of learning style, independent learning style than the dependent learning style, competitive style than the collaborative style, and participatory style than the avoiding style were significantly scored higher. The canonical analysis showed that thinking styles and learning styles share 59%(Rc=.77) each other, indicating the two variables had significant close relationship. External, liberal, hierarchic, judical, executive, and liberal thinking styles in the order named showed higher cross loading in the independent variable set, likewise independent, participatory, collaborative, and competitive learning styles in the dependant variable set. The results indicate that the external, liberal, hierarchic, judical, executive, and liberal thinking styles can be the significant predictors of independent, participatory, collaborative, and competitive learning styles. The implications of the study related to the gifted education were discussed in depth.

• Proceedings of the Korean Aquaculture Society Conference
• /
• 2004.05a
• /
• pp.308-308
• /
• 2004

• Proceedings of the Korean Aquaculture Society Conference
• /
• 2006.05a
• /
• pp.586-588
• /
• 2006

• Journal of Science Education
• /
• v.37 no.1
• /
• pp.142-156
• /
• 2013

The purpose of this study was to analyze observation characteristics through eye movement according to cognitive style. For this, developed observation task that can be shown the difference between wholistic cognitive style group and analytic cognitive style group, measured eye movement of university students who has different cognitive style, as given observation task. It is confirmed the difference between two cognitive style groups by analysing gathered statistics and visualization data. The findings of this study were as follows; First, Compared observation sequence and pattern by cognitive style, analytic cognitive style group is concerned with spider first and moving on surrounding environment, whereas wholistic cognitive style group had not fixed pattern as observing spider itself and surrounding area of spider alternately or looking closely on particular part at first. When observing entire feature and partial feature, wholistic cognitive style group was moving on Fixation from outstanding factor without fixed pattern, analytic cognitive style had certain directivity and repetitive investigation. Second, compared the ratio of observation, analytic cognitive style group gave a large part to spider the very thing, wholistic cognitive style group gave weight to surrounding area of spider, and analytic group shown higher concentration on observing partial feature, wholistic cognitive style group shown higher concentration on observing wholistic feature. Wholistic cognitive style group gave importance to partial features in surrounding area, and wholistic feature of spider than analytic cognitive style group, analytic cognitive style group was focus on partial features of spider than wholistic cognitive style group. Through the result of this study, there are differences of observing time, frequency, object, area, sequence, pattern and ratio from cognitive styles. It is shown the reason why each student has varied outcome, from the difference of information following their cognitive style, and the result of this study help to figure out and give direction to what observation fulfillment is suitable for each student.

• Proceedings of the Korean Aquaculture Society Conference
• /
• 2006.05a
• /
• pp.489-490
• /
• 2006