• Journal of the Korean Society for Library and Information Science
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• v.45 no.3
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• pp.327-343
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• 2011

The goal of this study was to examine ways to improve the quality of databases of the Korean National Assembly Digital Library(KNADL). In order to achieve the goal, we first designed an assessment tool that could measure the quality of the 'contents,' the 'service,' and the 'system' of the KNADL's databases. Each of the three categories also had sub-categories-i.e., eight sub-categories for 'contents'(e.g., accuracy, recency, ${\cdots}$), seven sub-categories for 'service'(e.g., convenience for request, rapid response, ${\cdots}$), and seven sub-categories for 'system'(e.g., usability, response time, ${\cdots}$). We thenconducted a survey using the assessment tool we developed and gathered a total of 270 responses from users of KNADL's databases. We used Excel and PASW Statistics 18 for data analysis. Each sub-category was measured by its importance and by the level of satisfaction(implemented from the DigiQUAL project). Finally, we performed an importance-satisfaction analysis(ISA) to identify what action(i.e., maintain, concentrate, low priority, and exceed) needs to be made in each sub-category. We concluded the paper with some useful suggestions for improving the quality of KNADL's databases.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.411-421
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• 2002

This study investigated small group processes in paired think-aloud problem solving. Two high school chemistry classes were assigned to St-SL group (using Strategy-Solve Listener) and SL group (Solver Listener), and their small-group behaviors were audio/video taped. Verbal behaviors of solver and listener in respect to 4 problem-solving stages and performance levels at each stage were analyzed. At the understanding stage, listeners in the St-SL group exhibited more behaviors of agreement to solver's understanding processes about given and goal of problem. As regards recalling a related law at the planning stage, solvers in the St-SL group exhibited more behaviors of modification based on listener's questions or pointing out. These verbal interactions seemed to have a positive effect on students' deriving the physical quantity with the proper laws. Few in both SL and St-SL groups exhibited the behaviors regarding setting up subgoals. No verbal behavior was observed in the SL group at the reviewing stage, and solvers in the St-SL group tended to ask for listener's agreement. However, only few performed the strategy explaining the meaning of answer at the molecular level correctly through the interactions. The St-SL group perceived that the understanding stage was the most helpful and that the planning or reviewing stages were difficult to apply.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.660-670
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• 2002

The purposes of this study were to categorize the type of student-student interaction and analyze the pattern of group interaction by cognitive level in interactive science inquiry experiments. For this study, two homogeneous and two heterogeneous groups by cognitive level were selected. Social interactions during group discussions were audio/video taped. The types of student's interaction were classified as intellectual and emotional aspects. Intellectual aspects were consisted of asking question, response, making suggestion, receiving opinion and then further coded by interaction level. Emotional aspects were consisted of relevance to behavioral participation, relevance to students' feeling, reaction to opinion. Interaction frequency in the intellectual and emotional aspect between homogeneous and heterogeneous group were compared to analyze interaction pattern. The results of this study showed that in intellectual aspect the frequency and quality of interaction in homogeneous group was higher than that in heterogeneous group. In emotional aspect. homogeneous group more showed such negative attitude as lack of confidence and dissatisfaction than heterogeneous group, on the other hand showed acceptable mood to be able to accept or object to peer's opinion. Some educational implications were drawn.

• Culinary science and hospitality research
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• v.22 no.5
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• pp.64-81
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• 2016

The study, based on existing studies, explored influencing relationship, suggesting app service quality and user reviews as previous elements to affect use satisfaction about users' comments based on big data and reuse intention. The study includes a comparative analysis of existing studies. Based on such analysis results, the authors looked into app service quality elements perceived by gourmet restaurant app users and the role of user reviews, and suggested practical implications that can help the development and operation of gourmet restaurant app contents. The study subjects were male and female consumers who over 20 years old throughout Korea who had not a searched smartphone gourmet restaurant app in the three months preceding the survey. The subjects were selected from consumers who search the restaurantsby using restaurant apps like Mango plate, Dining code, Hot place, and selecting restaurants. Among them, consumers with experience using restaurants were finally selected for the survey. According to the results, reliability, informativity, and system capability, among service quality, had positive influences on app use satisfaction, while design and mobility had no effect. App use satisfaction had positive influences on app reuse intention. User comment informativity played a controlling role. The study explored the importance of app service quality and user review informativity as elements that affect continued use of gourmet restaurant apps by dining-out consumers.

• Journal of the Society of Cosmetic Scientists of Korea
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• v.33 no.2
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• pp.117-126
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• 2007

This study investigated the effect of the price and brand name on the consumer's evaluation of cosmetics. 363 women from 20's to 50's living in Seoul and the metropolitan area were asked to use and describe the given samples of cosmetic products for one week with different information of price and brand name. The results of this study are as follows: First, the assessment of the facial toner, moisturizer and cream does not show a significant statistical difference between the group of 'renowned' and 'renownless'. Second, the assessment of the facial toner, moisturizer, and cream shows a significant statistical difference between the user groups which received the prior information whether the cosmetics are 'high price' or 'low price'. Third, the assessment of the users' satisfaction of the 3 kinds of cosmetic products mentioned above is influenced by 'renown' an 'price'. Finally, the interaction of the factor 'renown' and 'price' influences on the cosmetics' effectiveness significantly. From this study, it was discovered that the evaluation and the degree of satisfaction on cosmetics were influenced by the price and brand names. This will improve the understanding of consumers' behavior and personal decision-making, which in be the key of marketing strategy.

• Korean Journal of Child Education & Care
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• v.17 no.3
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• pp.29-48
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• 2017

The purpose of this study was to analyze how father's play beliefs affect play flow and peer play behavior of young children, particularly as mediated by the father's play participation. For this purpose, 4 to 5-year-old children attending child care centers or kindergartens and their fathers were selected to participate in this study. Data on father's play beliefs and play participation were collected from the fathers, and data on the young children's play flow and peer play behavior from their teachers. Based on the collected data, the significance of the mediation model using Hayes's (2013) PROCESS macro was tested. According to the results of these analyses, the significant relationships between father's play beliefs and young children's play flow, reciprocal action of play and interruption of peer play were found mediated by father's play participation. This finding implies that father's play beliefs and his play participation may affect directly and indirectly the children's play flow and peer play behavior, underscoring the importance of father's play beliefs. In addition, the study's indicate that it is desirable to positively reinforce father's play beliefs by influencing father's play participation, in light of the likely positive influence of father's play beliefs over young children's social and emotional development.

• Korean Journal of Childcare and Education
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• v.9 no.5
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• pp.251-276
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• 2013

This study was performed in order to examine the effects of one to one interactive picture book reading on infants' reading response and teachers' language teaching efficacy. A total of 50 2-year-olds from 8 child care centers in Incheon were divided into an experimental group and a control group. The interactive picture book reading activities were carried out once a week during 12 weeks. The infants in the experimental group read one-to-one with teachers, and their counterparts read the same book in a group. The change in teachers' language teaching efficacy was examined, and their subjective perception was evaluated through in-depth interview. As a result of this research, the infants in the experimental group showed significantly increased verbal response, compared to the control group, both in the total score and most sub-factors such as naming, responding, asking, demanding, spontaneous utterance, and decontextualized utterance. They also represented a significant rise, compared to the control group, in the total score of non-verbal response and factors like finger indicating, imitating, and accepting. Finally, the teachers who led the experimental group showed increased language teaching efficacy, and evaluated the effects of interactive picture book reading with infants very positively.

• Journal of The Korean Association For Science Education
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• v.34 no.4
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• pp.375-383
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• 2014

The purpose of this study is to find out how middle school students evaluate scientific information in terms of hypothetico-deductive reasoning. A total of 66 middle school students completed a paper-and-pencil test on scientific information evaluation and 14 of them were individually interviewed for triangulation. The test includes six topics related to scientific or pseudoscientific information, and questions about each topic were sequenced based on a hypothetico-deductive reasoning. The hypothetico-deductive process consists of three steps: identifying predictions made by explanations in the information, identifying data actually obtained, and determining the fit between predictions and data to judge the validity of the explanations. Data analyses have focused on students' response types at each step, whether students used hypoethetico-deductive reasoning, and students' preference to evidence types in making decisions. The middle school students in this study answered the questions in various ways based on how they used the information given or personal knowledge and beliefs. A small portion of students evaluated information based on hypothetico-deductive reasoning. These students tended to give priority to scientific data in determining the validity of the information. On the other hand, students who did not use hypoethetico-deductive reasoning tended to prefer first-hand experience in the decision. The results provide implications for science lessons and the curriculum for scientific literacy. Further research should include student evaluation of the validity of data and other types of reasoning.

• Journal of the korean academy of Pediatric Dentistry
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• v.45 no.4
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• pp.474-483
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• 2018

The aim of this study was to investigate difference of child's dental fear and agreement between parent/child dyads according to parental rearing style. The subjects were 801 children aged 8 and 11-year old and their parents in Jeonju city. The parents were asked to answer a questionnaire which included four parental rearing style and the Children's Fear Survey Schedule - Dental Subscale(CFSS-DS) at home. Also, the CFSS-DS was completed by 8 and 11 years old children in a classroom. Authoritative, permissive, authoritarian and neglectful parenting styles were 53.4%, 45.8%, 0.2% and 0.6% respectively. Authoritative and permissive parents reported 5.7 and 7.5 points higher than dental fear scores reported by their children. At 8 years old, children of authoritative parents were significantly 3.9 points higher than them of permissive parents(p = 0.002). Also, parent/child dyads showed moderate agreement assessing dental fear at aged 8. Parenting styles are related to children's dental fear, and especially 8-year-old girls in authoritative parenting styles have the highest dental fear. However, as age increased, the impact of parental styles on children's dental fear decreased.

• Journal of Science Education
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• v.33 no.1
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• pp.56-68
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• 2009

The purpose of this study was to investigate students' ontological categories about rocks and the earth's crust and plate tectonics. A total of 169 high school students in the first grade were involved in the study, and in order to extend the boundary and tendency of the research, structuralized questions and coding frame were generated. Additionally, the results from all students were codified in four levels according to coding frame (matter, transformation, proto-process, and process). Followings are the results. First, the ontological categories of students about the concepts of this research were classified dominantly into a matter and transformation within the boundary of 67% of rocks, and 75% of the crust. The propensity of plate tectonics in terms of ontological category were analyzed by being codified into 68% of process category which proved to have relatively process-oriented perspective. Secondly, the inclination to allocate ontological categories of each students in terms of field concepts were confirmed in 16% and 31% per each student that were codified into process categories and matter categories. Most students that were codified into matter category responded to high tendency to view the world as a combination of simple substances. Moreover, the students had ontological faith that speculates only through a state or an incident in terms of concepts that form a structure of knowledge.