• 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.

• Journal of The Korean Association For Science Education
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• v.25 no.2
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• pp.173-183
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• 2005

In this study, we questioned what assessment types and scoring methods of science performance assessment(SPA) were being used in middle and high school, and how much these SPA scores were reliable(generalizable). To answer these questions, SPA data obtained from the seven schools were classified according to assessment type and scoring method. Based upon this classification, we analyzed the reliability by applying generalizability theory. The result, from the classification of assessment type and scoring method, showed that SPA types of the seven schools were divided into two types: paper-pencil type and task type. Paper-pencil type included answer(content)-restricted essay-type test solely. Task type has two parts: process and outcome assessment. As the results of analyzing scoring methods of the seven schools, there were two cases in the way of scoring methods: one case is scoring all essay-type items and performance tasks by one teacher, the other is scoring assigned performance tasks by two teachers. But the case of scoring assigned essay-type items or the case of cross scoring by two or more teachers were not found. The findings of the reliability analysis are as follows: (1) Effect of essay-type item to SPA score was larger than that of performance task. (2) There was remarkable difference among the seven schools' interaction effect of person and rater in scoring performance tasks. (3) Most of generalizability(reliability) coefficients of SPA for the seven schools were smaller than the acceptable generalizability coefficient(0.80). Therefore, the population of statistical parameters such as number of item, task and rater, should be increased for approaching the acceptable generalizability level.

• School Mathematics
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• v.14 no.1
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• pp.151-163
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• 2012

In 2006 with the revised national curriculum, Elementary mathematics teaching and learning methods are presented in the following ways. Learners explore the way through the operational activities of the teachers and students with learning and learners' active learning activities, etc., and an active learning based on the principle of attention to learning how to maximize the effectiveness are required. In this study, from first grade through sixth grade elementary school mathematics textbooks for all learning activities presented in 10 different types were investigated This result of 5 contents area of number and operation, geometry, probability and statistics, measurement and patterns and problem solving and divided into low, middle, and hight three were intentional. In addition, teachers are looking forward to this result was compared with the type of activity.

• Journal of Korean Library and Information Science Society
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• v.42 no.4
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• pp.69-88
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• 2011

The purpose of this study is to investigate the relationship between personality type and reading tendency of the youth who are main users in a public library and are in a very important period of character formation, and thereby to find out the possibility of bibliotherapy based on the personality type. For this study, data was collected through surveys with 538 students(324 senior years in elementary school students and 259 middle school students). This study reveals that the reading tendencies are closely related with individual, social and cultural adaptation of the youth. Based on the results of this study, a reading education method according to the personality type is expected to be developed.

• Journal of the Korean School Mathematics Society
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• v.10 no.3
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• pp.323-340
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• 2007

This study set out to analyze the learning types that most students were engaged in after school, to review the efficiency of private education through academic institutions or tutoring, and to examine the directions in the after-school learning in math under the current system. It also aimed to analyze the impacts of those after-school learning activities on school classes and to suggest some plans to help public education get back on the track. In the study the after-school learning activities in the math subject were categorized into taking classes at academic institutions, tutoring, and autonomous learning. The grades of the subject students were compared and analyzed for three semesters to find the directions right for the school classes.

• Journal of the Korean School Mathematics Society
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• v.18 no.1
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• pp.103-122
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• 2015

Problem posing activity was mentioned and enhanced in the newly revised mathematics curriculum in 2007. It is important to know which types of problem posing activities are involved in the textbook and workbook and what the results that students perform activities in the textbook and workbook during the regular classes are. This study surveys the types of problem posing activities in the 4-1 textbook and workbook revised in 2007, analyzes contents that students perform with related to problem posing activities of the textbook and workbook, and suggests some educational implications.

• Journal of the Korean School Mathematics Society
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• v.10 no.3
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• pp.369-384
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• 2007

This study examined and compared the level of mathematical anxiety according to the types of students' characteristics based on the former research study showing that there exists a close relationship between characteristics and mathematical anxiety. The subjects of this study are 159 students enrolled in Chungnam Gongju and Kyunggi-do Ahnyang. They were categorized into groups following various standards such as preference index(E-1, S-N, T-F, J-P), ability & disposition, 16 types of characteristics. Then these were tested for types and the level of mathematical anxiety by the factors of mathematical anxiety. The results show that Type E students show the greatest anxiety in learning motivation, and Type N students in the pedagogy of teaching and loaming for the subfactor of mathematical anxiety. Further, Type NT students respond strongly to the pedagogy of teaching and loaming in psychological ability and disposition, which shows that mathematical anxiety and sub-factors of mathematical anxiety are closely somehow related.

• Journal of The Korean Association of Information Education
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• v.22 no.4
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• pp.439-446
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• 2018

With the development of the realm of software and its getting the limelight, technical-specialized high schools are trying hard to improve their students' ability in terms of the realm of software in the latest. This study compared and analyzed targeting for students who are learning Java program how much the type of personality of learners influences on the improvement of the resilience. As a result, the learners having introverted personality didn't have a meaningful result on the improvement of the resilience which is necessary for the programming learning. Vice versa, the learners having extroverted personality had a meaningful result on the improvement of the resilience through that personality. Through this research, we can seek after the way for the improvement of learners' resilience which mutually benefits learners having extroverted personality or introverted personality.

• The Journal of the Korea Contents Association
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• v.19 no.6
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• pp.450-460
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• 2019

This study analyzed the culinary arts major students' subjective perception toward capstone design subject which was thought by team teaching method through applying Q methodology. Generating future suggestions of the operation of the subject and finding common structure of students's responses are the main aim of this study. From the typological analysis, four types of common structures were found. There were Differentiation Curriculum Satisfaction Type(Type 1, N=14), Restaurant business plan Type(Type 2, N=5), Prefer franchise education Type(Type 3, N=3), Prefer menu development lesson Type(Type 4, N=3) and each type showed its own distinctive characteristics. In the future research, additional literature research and empirical study will be applied for adjusting and developing more sophisticate questions of Q methodology and analysing process for gathering diverse responses and specific analysis.

• The Journal of the Korea Contents Association
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• v.19 no.5
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• pp.268-279
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• 2019

This study applied the Q methodology to the graduate students of the department of food service management in Seoul to grasp the subjective perception of customers using the big blur phenomenon and the introduction of the kiosk. As a result of the analysis, five types were derived. (N = 6): Fast payment and various order preference types, the second type (N = 6): Earning and discount benefits preference type, the third type (N = 3): Simple order preference type, The fourth type (N = 2): Employee service preference type, and the fifth type (N = 3): Safety payment preference type. In the future, the research on the Big Blur phenomenon of eating out company will be refined through more detailed Q methodological questions with analytical techniques based on extensive literature and empirical studies, and to analyze the various opinions of respondents more concretely and objectively.