• Journal of Global Scholars of Marketing Science
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• v.9
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• pp.1-17
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• 2002

The purposes of this study were to investigate clothing involvement and clothing information source on personality types. Personality types were applied using Myers-Briggs Type Indicator(MBTI). Clothing involvement was measured using 17 questions of 5-point scales. Clothing information source was measured using 16 items of 5-point scales. The data were collected from 275 female using questionnaire. The data analysed with frequence, factor analysis, t-test, one-way ANOVA, and Duncan test. The clothing involvement included three factors: Symbolic Expression, Pleasure and Interest, and Fashionability. The clothing information source included four factors: Printed Media, Radio Media, Professional Media and Store Search. Extroversion-introvertion and thinking-feeling index had significant difference in the dimensions of clothing involvement. Extroversion types were significantly evaluated fashionability more than introvertion types(t=2.008, p<.05). Feeling types were significantly evaluated fashionability more than thinking types (t=2.428, p<.05). Extroversion-introvertion index had significant difference in clothing information source. Extroversion types were significantly used printed media more than Introvertion types.

• Journal of Korea Game Society
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• v.12 no.2
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• pp.43-51
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• 2012

The purpose of this study is to find out whether G-learning method can raise students' academic motivation of the mathematics in elementary school. The subjects were 687 students in the same school. They were divided into two groups, control group and experimental group. Written tests were taken before and after the semester to evaluate the students' motivation of the mathematics. According to the results, the participation in G-learning program improved their academic achievements of mathematics. Experimental group showed statistically significant improvement in intrinsic motivation. On the contrary, control group showed statistically significant improvement in extrinsic motivation. This means that G-learning method make students study mathematics on their own initiative.

• Journal of the Korean School Mathematics Society
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• v.12 no.4
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• pp.545-562
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• 2009

Calculus is used in various parts of human life and the basis of social science such as economics and public administration. Yet that is still considered important in the field of science and technology only, and there have been a lot of disputes on that phenomenon. Fortunately, calculus is going to be taught as part of the academic high school second-year mathematics curriculum in and after 2010. Students who face calculus for the first time should be helped not to lose interest in differentiation learning, not to be apprehensive of it nor to avoid it. The purpose of this study was to examine the types of errors made by students in the course of solving differentiation problems in an effort to lay the foundation for differentiation education. A pilot test was conducted after generalized differentiation problems to which students were usually exposed were selected, and experts were asked to review the pilot test. And then a finalized test was implemented to make an error analysis according to an error type analysis framework to serve the purpose.

• Journal of the Korea Society of Computer and Information
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• v.18 no.11
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• pp.241-254
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• 2013

The purpose of this study is to analyse the effects of social network service on the collaborative learning. Four groups were categorized depending on the use of different types of the social network services - Kakao Talk, Facebook, both Kakao Talk and Facebook, and unused group. A preliminary test revealed that there was no difference in mobile efficacy, career decision making self-efficacy, course interest among the four groups. In the post test, the groups that used either Kakao Talk group or the group that used both Kakao Talk and Facebook retained significantly higher average score in team collaboration scale than Facebook group and unused group. The analysis of the messages in Facebook exhibited that the group used both Kakao Talk and Facebook generated larger number of messages, read, replies, clicks of "good" than the groups used only Facebook. These results strongly support the statistical significance.

• Korean journal of communication and information
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• v.39
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• pp.40-68
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• 2007

Despite many efforts to improve water and publicize Arisu, ordinary citizens' distrust in water is still intense. This study aims to analyze how newspapers, television and internet media in Korea covered water-related news, focusing on the type of articles, themes, news sources, and news values. As a result, the mostly mentioned theme in the media was the discussion about suitability of water as a drinking water, followed by impurified water, governmental policy on water, coverage on the water pipe, and result of examination of water quality. Also among newspapers, broadcasting, and the internet, the internet medium showed the most negative tone in covering water. Stories written by journalists with expertise were less than 1% whereas stories by ordinary journalists were mostly found. In conclusion, to cover public issues like water desirably, it is necessary to bring up journalists with expertise in environmental issues, to diversify news sources, and to do investigative reporting rather than reporting appealing to audience's amusement.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.1
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• pp.93-114
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• 2018

The purpose of this study was to analyze mathematical the effects of problem posing activities on students' characteristics toward mathematics to encourage active learning. We will also examine various examples of the characteristics of the problems made by students with different mathematical characteristics. We chose one 6th grade group to conduct this research. From the results of this study, we obtained the following conclusions. First, problem posing activities are effective in improving students' mathematical interest and confidence, value recognition. Second, Students with different mathematical characteristics showed different results in problem posing activities. We confirmed the effectiveness of problem posing activities on students' positive characteristics of mathematics. In this regard, we were able to confirm examples of various problems that students made. In the future, we would like to propose generalization by conducting research on students of various school ages.

• Journal of Science Education
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• v.35 no.1
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• pp.1-12
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• 2011

The purpose of this study was to examine the effects of science class using the multimedia materials on high school students' attitude toward science. The subjects were 222 high school students. For this study, 11th graders at a high school were assigned to a comparison group and an experimental group. The experimental group was received science class using multimedia materials for 3 months. The research design was pretest-posttest control group design, the data were analyzed using PASW statistics 18.0 program. The types of multimedia materials used in experimental group were science fiction movies, science documentaries, TV programs, and Power Point presentations created by students. Before and after treatment, the attitude toward science tests were administered. Pre-tests and post-test score differences between 2 groups were analyzed by ANCOVA. The differences of attitude toward science based on gender were compared by analysis of covariance. And the perception on science class with multimedia materials were also investigated. The results of this study were as follows: First, the attitude toward science was improved significantly after applying science classes using multimedia materials. Especially, there were significant difference between pre-test and post-test in the score of attitude toward science class and attitude toward science content which were sub-area of attitude toward science. Second, there was no significant difference between female and male students in total score of attitude toward science. However, the attitude toward science, scientists and society, which was a sub-area of attitude toward science, female students scored significantly higher than male students. Third, 84% student showed a positive perception that the science class enhanced their interest in science. 69% the students responded that we had thought about Science-Technology-Society. Multimedia material types which the students prefered were science fiction movie, science documentaries, science TV programs, respectively.

• Journal of Gifted/Talented Education
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• v.11 no.3
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• pp.131-153
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• 2001

The importance of identifying gifted children during early childhood is becoming recognized. Nonetheless, most researchers preferred to study the primary and secondary levels where children are already and more clearly demonstrating what talents they have, and where more reliable predictions of gifted may be made. Comparatively lisle work has been done in this area. When we identify giftedness during early childhood, we have to consider the potential of the young children rather than on actual achievement. Giftedness during early childhood is still developing and less stable than that of older children and this prevents us from making firm and accurate predictions based on children's actual achievement. Dynamic assessment, based on Vygotsky's concept of the zone of proximal development(ZPD), suggests a new idea in the way the gifted young children are identified. In light of dynamic assessment, for identifying the potential giftedness of young children. we need to involve measuring both unassisted and assisted performance. Dynamic assessment usually consists of a test-intervene-retest format that focuses attention on the improvement in child performance when an adult provides mediated assistance on how to master the testing task. The advantages of the dynamic assessment are as follows: First, the dynamic assessment approach can provide a useful means for assessing young gifted child who have not demonstrated high ability on traditional identification method. Second, the dynamic assessment approach can assess the learning process of young children. Third, the dynamic assessment can lead an individualized education by the early identification of young gifted children. Fourth, the dynamic assessment can be a more accurate predictor of potential by linking diagnosis and instruction. Thus, it can make us provide an educational treatment effectively for young gifted children.