• Journal of Korean Library and Information Science Society
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• v.47 no.3
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• pp.115-137
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• 2016

The research objectives of this study are twofold: to analyze affective dispositions in both 'Standards for the 21st-Century Learner(AASL, 2007)' and 'Framework for Information Literacy for Higher Education(ACRL, 2015)'; and to look for implications from the two documents in information literacy instruction(ILI). A total of 18 and 38 affective dispositions were found in AASL(2007) and ACRL(2015) documents respectively. This study mainly discusses sequencing affective objectives and assessment techniques for the ILI. The affective dispositions found from the two documents will be a cornerstone of ILI in K-20.

• School Mathematics
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• v.19 no.2
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• pp.267-287
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• 2017

Fostering students' positive affect related to mathematics such as attitudes toward mathematics and dispositions toward learning mathematical concepts is one of the major goals of school mathematics programs. In this study, we collected data from students at the 4-1 grade levels to develop an instrument that measures students' affect regarding mathematics learning. To develop the instrument, we first conducted focus group interviews, which we recorded, transcribed, and analyzed. We sorted the results according to seven components of the non-cognitive domain of mathematics learning, which drew from taxonomical constructs of previous research. We then conducted a pilot study in which we administered the instrument as a pretest and a posttest. We chose the final items based on confirmatory factor analysis and a reliability test of the pre and posttest scores. The final instrument contains 24 items, which are classified according to the seven components: interest, attitudes, value, external motivation, internal motivation, learning conation, and efficacy. We anticipate this instrument will be useful for studies that need to measure students' non-cognitive characteristics in relation to learning mathematics.

• Journal of The Korean Association For Science Education
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• v.26 no.7
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• pp.843-855
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• 2006

The purpose of this study was to understand the substance of the reflective inquiry of students and obtain educational suggestion to the inquiry class for the promotion of the reflective inquiry, by checking out which characteristics the reflective inquiry showed according to the modes of interaction of small group in highschool earth science inquiry class. The result of study is shown as follows. At the stage of developmentand conclusion, the reflective inquiry relating the task context to data context was often appeared on the group of the modes of comfort interaction, but it was very rare on the group of modes of confrontation interaction. And the reflective inquiry scale value of the latter was two times lower than the former, The comfort group showed much more reflective inquiry statements quantitatively and performed much more meaningful reflective inquiry relating the task context to the data context. The heterogeneous group in the inquiry ability and the cognitive style showed confrontation interaction modes in the affective domain, having the most negative influence on the reflective inquiry. The homogeneous group both in the cognitive style and the inquiry ability showed the comfort interaction mode, having positive int1uence on the reflective inquiry.