• Journal of The Korean Association For Science Education
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• v.20 no.3
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• pp.411-420
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• 2000

The purpose of this study was to investigate how many students understood the analogies for physics concepts used in middle school science textbooks, and which types of analogies they understood better than others. We classified the analogies into the following 4 types: verbal and simple analogy, verbal and enriched analogy, pictorial and simple analogy, and pictorial and enriched analogy. For the study, 46 students were sampled from a middle school in Ulsan city in Korea, and a tool for testing their understanding of analogies were developed. The tool is composed of 8 items, and its face validity about contents and difficulty was verified by 5 experts. It was found that in average only about 50% of the students understood the analogies in the middle school science textbooks averagely, and that the students understood pictorial and simple analogies better than the other types of analogies.

• Korean Journal of Childcare and Education
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• v.11 no.5
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• pp.293-310
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• 2015

The purpose of this study is to investigate the differences that appeared in the episodes in understandings of the emotional display rules according to the types of emotions and subjects for expressing emotions. In addition, the interaction effects of intention reasoning types and gender on children's understandings of the real emotions and emotional display rules are explored. 144 4-5 year old children in Chungbuk province participated in the experimental interviews. The results are as follows. First, children comprehended the emotional display rules more clearly in a relationship with peers than adults. In terms of a type of emotion, it was the negative emotions rather than positives ones that those children understood better for real emotions and emotional display rules. Second, the main effect of the intention reasoning types on children's understanding of the emotional display rules appeared significant in all episodes. Especially, in negative emotion-peer episode, children with different types of intention reasoning showed a different level of understanding emotional display rules depending on gender of the children.

• Journal of the Korean association of regional geographers
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• v.20 no.1
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• pp.141-151
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• 2014

This study is to explain understanding types about the concept of a 'Region' in the 3rd grade high school students(39) through open-ended questionnaires and describe the pedagogical utilizations for this. Students' understanding types about the concept of a 'Region' are compared and then determined through two meaning agreement and association between meaning of students' understanding which is collected through open-ended questionnaires and meaning of a 'Region' which is described in high school curriculum. The results are as in the following. First, Students' understanding types about the concept of a 'Region' were divided into four categories: full, partial, ambiguous, and converted understanding. Second, The degree of right meaning agreement and association existing between two meanings is rising steadily by converted, ambiguous, partial, and full understanding. For this reason, This result can make sure the understanding degree about the concept of a 'Region' is different depending on the students. Third, Students' partial understanding, ambiguous understanding and converted understanding on region concept could be judged as misconception not fully corresponded to region concept in the curriculum explanation. Fourth, Teachers can achieve conceptual change through this misconception as a subject matter of educational dialogue for meaning change.

• Journal of the Korea Convergence Society
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• v.13 no.5
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• pp.145-154
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• 2022

The purpose of this study is to investigate the difference in advertising effect of visual rhetoric type of Facebook ads depending on the user sensitivity and level of empathy. The experiment was designed as a between-subjects factorial design (visual rhetoric type) × 2 (brand sensitivity) × 2 (level of empathic understanding). The results of the experiment performed to analyze the strategies of Facebook ads for ads effectiveness can be summarized as follows: a three-way interaction effect for persuasive effects was found among the type of visual rhetoric, brand sensitivity, and empathic understanding for both types of visual rhetoric. Breaking down it by type of rhetoric, no interacting effect was observed between brand sensitivity and empathic understanding levels for the visual simile ads in most of the dependent variables. For the visual metaphor ads, however, the brand sensitivity and empathic understanding levels were found to have interaction effect in all dependent variables.

• Journal of Korea Society of Industrial Information Systems
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• v.15 no.5
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• pp.211-219
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• 2010

There are significant changes are in education field: the paradigm shift from teacher-centered and text-oriented learning to learner-centered and multimedia-oriented learning. Many researchers have proposed that the e-learning contents is one of the most important factors on e-learning performance. This study analyzes the effect of types of test information on learning performance in e-learning contents. The results show that the interaction effect between types and gender influences the comprehension of learning; the female prefers to the feedback and narrative type but the male prefer to the narrative type. The narrative type showed the highest score on the comprehension and satisfaction of learning among three different types. Also, the main effect of gender difference had no effect on e-learning performance.

• 한국HCI학회:학술대회논문집
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• 2009.02a
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• pp.971-975
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• 2009

최근 다양하게 출시되는 터치스크린 휴대폰 시장의 흐름에 맞춰 터치 인터랙션 유형에 관한 연구 또한 활발히 진행되고 있다. 그러나 기존의 연구들은 터치 입력 인터랙션 유형의 사용자 모델에만 초점이 맞추어져 있는 상태이다. 시스템 모델의 이해부족 현상과, 터치 인터랙션의 사용자 모델과 시스템 모델사이의 차이점에서 나타나는 충돌은 잘못된 인터랙션 문제를 발생시키며, 사용자들에게 혼란 줄 수 있다. 때문에 본 연구는 터치 입력 인터랙션 유형의 시스템 모델에 초점을 맞춰서 진행하였다. 터치 인터랙션 유형 시스템 모델의 정의에 있어서 시간 축을 기준으로 터치 인터랙션 유형을 정의하였다. 정의된 시스템 모델을 기반으로 6개의 기본 입력 인터랙션을 각각 비교하여 상관관계를 도출하였고, 이 결과의 유효성 검증을 위해 전문가 인터뷰를 실시했다. 정리된 터치 인터랙션 유형의 시스템 모델 정의 및 상관관계는 앞으로 다양한 터치 기반 인터랙션 개발 시 최적화된 터치 유형 개발에 활용 될 수 있으며, 개발에 참여하는 디자이너, 개발자, 기획자들이 시스템 기능을 이해하는데 도움을 주며 그들의 원활한 의사소통 수단으로 쓰임과 동시에 고객들과의 의사소통에 효과적으로 쓰일 것으로 기대된다.

• Journal of the Korean earth science society
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• v.25 no.6
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• pp.402-408
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• 2004

The purpose of this study is to investigate various conceptions of secondary school earth science teachers on some concepts in secondary school earth science courses; wind in cyclone, western intensification of ocean current, westerly wave, greenhouse effect, ozone layer and atmospheric pressure. The subject is 26 in-service teachers of earth science teachers. The results were analyzed on the view of teaching sources for earth science teachers. The results show that earth science teachers have also various misconceptions on some concepts selected in this study. A number of partial understandings were found that were not enough to apply to teaching concepts. Those misconceptions were related to gradient wind on wind in cyclone and frictional force, related to earth rotation on western intensification of ocean current, related to angular momentum conservation and related to the roles of westerly wave. And misconceptions on greenhouse effect are related to main role of greenhouse effect gases, related to sources of ozone gas and phenomenons by atmospheric pressure. The various understanding types found in this study could be apply to teach the selected concepts in secondary school earth science course.

• Science of Emotion and Sensibility
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• v.19 no.4
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• pp.83-94
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• 2016

The aim of this study was to investigate effective expression method of performance information of functional clothing and preferred alternatives for the categorized consumer groups according to the perception about the functional outdoor jacket. 472 males and females in their 20s-60s' were surveyed and their answers were analysed and categorized by using SPSS 21.0 statistical program. For the study, four different expression methods for waterproof & breathable fabric, 'illustration only', 'illustration+Korean text', 'illustration+foreign text', and 'chart with Korean text', were presented and asked for finding correct answers. The analysis was done for three categorized consumer groups from the former study, 'unconversant/brand & design pursuing group', 'conversant/function pursuing group' and 'high price/high function preferring group'. The results showed that regardless of groups, 'picture only' was the most preferred method and 'graph' was the least. However, the percentage of correct answers for the 'graph' was the biggest, especially for 'conversant/function pursuing group'. It implied that the effective expression method should be differentiated depending on the target consumer groups. 'Conversant/function pursuing group' more agreed on the need for additional information, such as 'after-washed performance', than other two groups.

• Proceedings of the Korea Information Processing Society Conference
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• 2010.04a
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• pp.261-263
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• 2010

컴퓨터 프로그래밍 학습은 학습자들의 학습 수준 및 능력에 따라 맞춤형 학습으로 진행될 때 효과가 크다. 본 연구에서는 다양한 유형의 수준별 맞춤형 프로그래밍 학습팀에 소속된 학습자들이 객체지향 프로그래밍의 개념을 처음 배울 때, 맞춤형 학습 유형에 따라 학습내용에 대해 어느 정도의 이해도를 갖게 되었는지를 테스트를 통해 분석한다. 이를 통하여 객체지향 프로그래밍의 개념 이해를 높일 수 있는 맞춤형 학습 유형과 학습자 그룹을 찾는데 목표을 두고 있다.

• Journal of the Korean School Mathematics Society
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• v.15 no.4
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• pp.643-671
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• 2012

The purpose of this study was to examine How the exploratory activities using Excel and GSP which are exploratory software, in learning analytic geometry affected on the underachievers' analytic geometry concept development process. The subjects of 5 students who received the 8th~9th grades from their examination of the last semester, participated in a total of 7 units based on Skemp's intelligent learning model. The results of the study showed that there were two important cases found to nearly achieve the category $R_2$. One was reflective thinking could happen through exploratory software in category $R_1$. The other was the exploratory activities which could have the same effectiveness as the relational understanding in category $I_2$, as Skemp mentioned that there is a room to be achieved in the elementary level when such relational understanding is achieved.