• Journal of The Korean Association For Science Education
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• v.38 no.6
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• pp.901-917
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• 2018

The purpose of this study is to develop the questionnaire on pre-service elementary teachers' recognition of self-understanding and change capacity for science education and to investigate their recognitions with it. At the beginning of the study, we made a tool to investigate the self-understanding and change capacity of pre-service elementary teachers through literature review and discussions. The former half of the questionnaire was related to self-understanding with factors such as 'self-concept clarity,' 'career identity' and 'self-efficacy:' 'self-understanding as a pre-service elementary teacher' (12 items) and 'self-understanding as a pre-service elementary science teacher' (12 items). Its latter half was about the change capacity with factors such as 'change sensitivity,' 'goal consciousness,' 'collaboration,' 'reflection,' and 'mastery.' It consisted of three parts: 'general change capacity,' 'change capacity as a pre-service elementary teacher' and 'change capacity as a pre-service elementary science teacher' with 17 items, respectively. With this tool, we surveyed 153 pre-service elementary teachers. The results are as follows: First, pre-service elementary teachers have a positive recognition about self-understanding and change capacity, but the recognition of self-understanding and change capacity as pre-service elementary science teachers were relatively less positive. Second, factors of self-understanding and change capacity as pre-service elementary science teachers have a significant correlation with each other. Especially, there was a high correlation between 'self-efficacy' of self-understanding and 'goal consciousness' and 'mastery' of change capacity. Based on these results, some implications for self-understanding and change capacity related to science education were discussed.

• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.305-314
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• 1999

The effects of three teaching models were compared in this research. One of those is concept change model, another is concept change model based on students learning motivations, the other is traditional teaching method based on science textbooks. The subjects of this research were the 8th grade students of Korean middle school. They were divided into three groups, and tested learning motivations. All of the three groups improved their learning motivations and concept understanding by the classes. Especially, the group of concept change model based on students learning motivations represented most effective improvement of learning motivations. The concept change teaching model and concept change teaching model based on students learning motivations are more effective in concept understanding than traditional teaching method based on textbooks. The students who have high learning motivations improved their concept understanding by the classes of concept change model based on students learning motivations. The students who have low learning motivations improved their learning motivations by the classes of concept change model based on students learning motivations also.

• 한국HCI학회:학술대회논문집
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• 2006.02b
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• pp.803-809
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• 2006

이 연구는 인터넷 소설을 읽을 때 사용자의 참여도에 따라 그 내용의 이해도가 어떻게 영향을 받는지 알아 보고자 한다. 현재 인터넷 소설은 소설의 양식이 인쇄매체에서 인터넷 매체로 옮겨졌음에도 불구하고 인터넷이라는 매체의 특성을 활용하지 못하고 있다. 인터넷 매체의 여러 특징들 가운데 상호작용성은 인쇄매체에서 인터넷 매체로의 전환을 이룬 다른 장르에서 주요 특징으로 고려되고 있다. 이것은 디지털 스토리텔링에서 사용자의 활동(action)에 관한 부분으로 활동적인(active) 사용자의 참여를 말한다(이 연구에서는 상호작용성을 사용자가 매체에 활동을 통한 개입, 사용자 참여도로 조작적 정의를 내린다). 또한 모니터를 통한 글 읽기는 인쇄매체에 비해 가독성이 떨어지고 훑어보는 글읽기(scanning)가 이루어지기 때문에 내용을 이해하는 데 어려움이 따른다. 인터넷 매체의 특성을 살리면서 글에 대한 이해도를 높이기 위해 사용자의 참여도를 독립변인으로 글의 이해에 미치는 영향을 알아보고자 했다. 실험 1에서는 기존의 단편 추리 소설을 이용해 사용자의 글읽기 과정에서 범인추측의 정도에 차이를 주어 참여도에 변화를 주었다. 그 결과 사용자의 참여도에 따라 이해의 정도가 유의미함을 보였다. 이는 사용자의 참여도가 이해에 영향을 미친다는 기존 연구를 뒷받침하며 인터넷 소설에서 인터넷 매체의 특성을 살린 글의 기재가 글의 이해에 도움이 된다는 것을 말해준다. 실험 2에서는 실험 1과 같은 추리 소설을 이용하되 사용자의 참여도에 따라 소설 내용의 변화를 주었다. 실험 2의 결과 내용 변화에 따른 이해도의 차이는 나타나지 않았으나 자신이 선택하지 않은 경로로의 이야기 내용에 궁금증을 보고하며 글의 전체 내용에 관한 관심을 보였다. 이는 사용자의 참여가 글의 이해뿐만 아니라 흥미유발에도 영향을 미친다는 가능성을 보여주므로 상호작용적인 글읽기와 흥미유발에 관한 추후연구가 필요함을 시사한다. 이 연구는 또한 기존의 인터렉티브 스토리텔링 연구가 현 상황에 대한 보고와 구현된 시스템의 사용성 평가에 국한된 것에 반해 실험 연구로의 변화를 꾀하였다는 것에 의의를 둘 수 있다.

• Journal of the Korean Chemical Society
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• v.67 no.5
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• pp.362-377
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• 2023

The purpose of this study was to investigate the effect of semantic mapping as a science text reading strategy on high school students' inferential understanding. For this purpose, eight science text reading classes were conducted a reading strategy using semantic mapping for 46 students in two science-focused classes in the third grade of a high school. To investigate the effects of semantic mapping reading strategy on students' inferential comprehension, students' pre- and post-reading ability tests results were analyzed. In order to find out the change in inferential comprehension, the level of the inferential comprehension was analyzed using the analysis framework for developed in this study. For the classification of inferential comprehension, the levels of the inferential comprehension were converted into scores. The results of the analysis of changes in students' inferential comprehension showed that semantic mapping reading strategy classes influenced the changes in high school students' inference, especially bridge inference and elaborative inference among sub-elements of inferential comprehension.

• Journal of the Korean Chemical Society
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• v.51 no.4
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• pp.365-374
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• 2007

The purpose of this study is to investigate the students' conceptions about the reaction rate changes during the chemical equilibrium shifts and also whether the questions about basic concepts of the reaction rate are helpful for the students' understanding of reaction rate changes during the chemical equilibrium shifts. The subjects were 100 students in the 12th grade. The questionnaires were composed of A, B, and A' set, which had to be answered sequentially. The A set consisted of questions asking the change of reaction rate when chemical equilibrium was shifted, the B set was to testify the basic concepts of the reaction rate, and the A' set was the same as the A set. The results showed that the students' understanding of the reverse reaction rate change was lower than that of the forward reaction rate change during the equilibrium shift. Also it was found that students' understanding of the reaction rate change caused by adding the reactant was fairly good while their understanding of the reaction rate change caused by temperature increment was very poor. Since the students marked very high scores in the B set questions, their poor understanding for the reaction rate changes during the equilibrium shifts was not seemed to be due to the lacks of the basic knowledge of reaction rate. Instead, it was due to the failure of applying the basic knowledge of reaction rate to the changes of reaction conditions. It was also found that the average scores of A' set were statistically higher than those of A set. It means the B set items were helpful for the students to solve the A' set items. These results evidenced the possibility of set questionnaires could help the students to connect the related concepts in solving the problems.

• Journal of the Korean Society for information Management
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• v.36 no.3
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• pp.37-60
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• 2019

In this study, the effects of reading strategy, which is a combination of reading methods on high school students' reading ability were investigated using action research methodology in order to provide practical support in educational fields. Also, the effects of reading strategies on adolescents' reading attitudes and the correlation between text comprehension and change of reading attitudes were investigated. This study is unique for its adoption of reading method combinations as reading strategies to enhance the effectiveness of reading in terms of text comprehension. Also, this study is meaningful in dealing with the cognitive abilities of high school students.

• Journal of The Korean Association For Science Education
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• v.19 no.1
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• pp.91-99
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• 1999

The researches related to students' preconceptions and conceptual change model have been reported that students' learning motivation is one of the key variable for the conceptual change. The effects of students learning motivations on conceptual changes were evaluated. Subjects of this study were 8th grade students. and they were divided into 2 groups. One group was taught by traditional teaching method, and the other group by concept change teaching model. After the intervention, learning motivations of the students were testified. The students of high motivation who were taught by concept change teaching model showed higher scores in the concept of chemical change than the students by traditional teaching method. But there was no difference in both groups of students who have low learning motivations. The learning motivations before the intervention. the motivations stimulated by classes. and the degree of concept understanding showed high correlation. The motivations stimulated by classes explain 23.3 % of the degree of concept understanding. The results seems to mean that students learning motivations contribute to the understanding of concepts. Especially confidence of learning as a subcategory of the learning motivation contributes significantly to the understanding of new concepts. In contrast, the traditional teaching methods and the teaching methods of concept change learning theory were not effective for the stimulation of students learning motivations.

• Proceedings of the Korea Water Resources Association Conference
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• 2022.05a
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• pp.434-434
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• 2022

인간과 인간활동은 물환경시스템의 외생변수가 아닌 내생변수(endogenous variable)이기에, 향후의 물환경관리는 인간과 물환경의 공진화(coevolution)에 대한 이해가 필요하다. 인간과 물환경의 공진화는 인간활동에 따른 정책의 변화, 자연재해, 그리고 결과적 현상으로서의 수질 변화 등과 같은 사회시스템과 수문(또는 물환경)시스템의 상호작용으로 발생한다. 수질과 대중의 물환경에 대한 인식 변화는 각각 물환경시스템과 사회시스템의 변화과정을 대변하는 주요 요인 중 하나이다. 따라서 인간과 물환경의 공진화를 이해하기 위하여 수질과 인식 변화에 대한 해석이 선행되어야 한다. 본 연구에서는 수질측정망 자료를 활용하여 한강유역 주요지점에 대한 수질인자(BOD, COD, T-N, T-P 등)의 변화를 분석(1997~2020년)하고, 신문기사를 활용하여 물환경에 대한 대중의 장기적인 인식 변화(1960~2020년)를 해석하였다. 또한, 지난 61년 동안(1960~2020년) 수질과 대중의 인식 변화, 그리고 주요 물환경 정책 변화가 어떤 상호작용을 통해 공진화해 왔는지 검토하였다.

• Asian Journal of Turfgrass Science
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• v.25 no.2
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• pp.125-132
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• 2011

Drought is a major limiting factor in turfgrass management. Turfgrass responses to water deficit depend on the amount and the rate of water loss as well as the duration of the stress condition. This review paper was designed to understand responses such as photosynthesis, canopy spectral reflectance, plant cell, root, hormone and protein alteration when turfgrass got drought stress. Furthermore, mechanisms to recover from drought conditions were reviewed in detail. However, there are still many questions regarding plant adaptation to water deficit. It is not clear that the mechanism by which plants detect water deficit and transfer that signal into adaptive responses. Turfgrass research should focus on the best management practices such as how to enhance the ability of self-defense mechanism through understanding plant responses by environmental stress.

• Proceedings of the Safety Management and Science Conference
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• 2011.11a
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• pp.499-506
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• 2011

새로운 IT 환경에서의 변화를 이해하고 경쟁력 있는 클라우드 생태계를 구축하며, 지속가능한 성장을 위한 경쟁정책을 수립하기 위해서는 먼저 우리나라 IT시장의 구조와 그 변화를 정확히 이해하는 것이 필요하다. IT시장의 구조를 이해하기 위한 과거의 선행연구들은 통신시장을 배경으로 수직적 가치사슬 구조를 중심으로 설명한 것이 대부분이었으나, 최근 들어 이슈로 부각하고 있는 클라우드 생태계에 관한 연구는 부족한 실정이다. 본 연구의 목적은 IT시장에서의 클라우드 서비스의 등장에 따른 가치사슬의 변화를 이해하는 것이다. 이를 위해 먼저 기존의 연구 문헌들을 통하여 기업 또는 산업의 공급 구조, 그리고 시장의 생태계를 설명하기 위해 사용하는 기본 틀인 가치사슬의 개념을 정의하고, 이를 통하여 우리나라 IT시장의 가치사슬에 대해, 특히 클라우드 서비스 도입이후의 우리나라 IT시장의 변화를 반영하여 그 구조의 변화를 설명하며, 이를 바탕으로 우리나라 IT시장을 진단하고 시장의 성장을 견인하는 요인들을 파악하도록 한다. 본 연구를 통해 가치사슬 관점에서 IT시장을 이해함으로써, 클라우드 서비스 산업의 경쟁력을 높이고, 향후 클라우드 기반으로 IT생태계를 구축하기 위한 이론적 근거로 활용되길 기대한다.