• Korean Journal of Cognitive Science
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• v.18 no.2
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• pp.193-221
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• 2007

This study explored the efficient hierarchical data structure of mobile interfaces. The first experiment demonstrated the effects of grouping(clear/unclear), depth level(2/3/5), and the number of items(32/64/128) on the search time and the number of errors. The results indicated that participants spent less time and made fewer errors to perform the task when the clear mobile interfaces, low depth level, and fewer items were provided. In addition, the results indicated that there were no effects of the depth level and the number of items on the search time and number of errors in clear mobile interfaces conditions. As depth level and the number of items changed, on the other hand, participants spent longer time to complete the task and made more mistakes in unclear mobile interfaces conditions. The second experiment investigated the effects of grouping(clear/unclear), the number of items(32/64/128), and spacial cues(colors/ windows/ number of cues) on search time and the number of errors in hierarchical data structures which had five depth levels. The results indicated that participants spent less time to complete the task and made less errors in a mobile interface when grouping is clear and the number of items are fewer. The results were identical with the first experiments. In addition, the main effect of spacial cues indicated that providing spacial cues via pictures and numbers can be helpful to reduce errors in search behaviors.

• Journal of The Korean Association For Science Education
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• v.41 no.1
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• pp.33-46
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• 2021

Inquiry occupies an important place in science education, and research related to inquiry is widely conducted. However, due to the inclusiveness of the concept of "exploration," each researcher perceives its meaning differently, and approaches may vary. In addition, criticisms have been raised that the results of classes using inquiry in science education do not guarantee meaningful changes to students. Therefore, this study attempts to identify the trend of SSCI-level research papers dealing with inquiry in science education over the past three years to confirm the current status and effectiveness of the inquiry. Researches used in the analysis are International Journal of Science Education, Journal of Research in Science Teaching, Research in Science Education, and Science Education, and limited to those that directly suggest "inquiry (enquiry)" as a keyword. Based on extracted 75 papers, the classification process was conducted, and an analysis frame was derived inductively by reflecting the subject and characteristics. Specific cases for each category were presented by dividing into three aspects: perception and perspective on inquiry, support and strategy for inquiry, and teacher professional development for inquiry. The results of examining the implications for scientific inquiry are as follows: First, rather than defining inquiry as an implicit proposition or presenting it as a step-by-step procedure, it was induced to grasp the meaning of inquiry more comprehensively and holistically. Second, as to whether the inquiry-based instruction is effective in all aspects of the cognitive, functional, and affective domains of science, the limitations are clearly presented, and the context-dependent and subject-specific properties and limitations of inquiry are emphasized. Third, uncertainty in science inquiry-based instruction can help learners to begin their inquiry and develop interest, but in the process of recognizing data and restructuring knowledge, explicit and specific guidance and scaffolding should be provided at an appropriate timing.