• Journal of Educational Research in Mathematics
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• v.25 no.1
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• pp.113-137
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• 2015

The objective of the present study is to systematically examine the effects of on the cognitive and affective domains of elementary, middle, and high school students by conducting a meta-analysis. To this end, this study selected 31 research papers that had analyzed the effects of applying, and performed a meta-analysis of the findings presented in each research paper. The results obtained from the meta-analysis are presented as follows. First, both the collaborative learning program and the peer tutoring program for underachieving students in math manifested an above average size of effect in the cognitive domain. In particular, the effect was the greatest at the elementary school level, and out of the two programs, peer tutoring was identified to have a sizable effect. Second, both programs displayed an above average size of effect in the affective domain, and peer tutoring was identified to have a higher effect than collaborative learning. In addition, when the programs were compared based on school levels, the size of effect was highest at the elementary school level followed by middle school and high school, in that order. When compared based on the criteria of the affective domain, self-efficacy in math, learners' attitude toward math, and learners' interest in math were identified to. Finally, this study presented suggestions for teaching underachieving students in math and conducting follow-up studies based on the analysis results.

• Communications of Mathematical Education
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• v.28 no.2
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• pp.255-279
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• 2014

This study is to investigate the change of intelligent and affective domains through the student self-evaluation to identify causes of wrong answers. Through this evaluation, students could have opportunities to solve the given mathematical problems basically and to reflect their problem-solving process, and further to recognize which mathematical content(concepts or expressions, symbols, etc.) led them to solve the problems incorrectly or wrong. Through this process, they would correct their wrong process and answers and to reinforce the prerequisite knowledges relevant to the problems, and furthermore, to enhance problem-solving abilities. To accomplish this, this study was executed as a case study on the subject of four tenth graders. The subject consisted of two boys and two girls. In this study, three essay types of mathematical problems in tenth grade level were chosen from several domestic tests in Korea. Based on the original three essay type of problems, three types of similar problems, namely equivalent problem, similar problem, and isomorphic problems were reconstructed, respectively by the researchers. The subjects were guided to solve the original three problems, and they corrected their wrong parts of the first problem of the three problems. They solved an equivalent problem of the first problem and executed self evaluation and also corrected wrong parts. Next, they dealt with a similar problem of the first problem and executed self evaluation and also corrected wrong parts. Next, while dealing with an isomorphic problem of the first problem, the subjects did the same things. Thus, for the second and third original problems, the study was implemented in the same way. To explore their intelligent and affective domains through student self-evaluation in-depth, the subjects were interviewed formally before and after conducting the experiment and interviewed informally two times, and the recordings were audio-typed.

• Journal of Practical Engineering Education
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• v.12 no.1
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• pp.41-47
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• 2020

This study aims to investigate effects of brain-based learning. 27 primary studies were selected through rigorous search process and analyzed through meta-analytic methods. Research findings are as follows. First, the total effect size was .67. Second, the effect of dependent variables was academic achievement, cognitive domain, and affective domain in order. Third, with respect to types of cognitive domain, the effect was self-regulation, creativity, competence, communication, and research ability in order. Fourth, the effect of affective domains was sociality, learning interest, and subject attitude in order. Fifth, regarding development of cognitive ability, the effect size was combined, brain training, learning environments, and right brain activities in order. Sixth, the effect of learning activities was memory improvement and attention enhancement in order.

• Journal of Gifted/Talented Education
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• v.22 no.2
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• pp.353-370
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• 2012

The observation and recommendation system was recently introduced for selecting gifted-students in science, and it has required to arrange the reliable and valid selection criteria that could identify the high potential competency of them. In this study, we explored the competencies that could help to discriminate gifted-students' inner properties, and also developed the dictionary based on them. The competencies were extracted from the proven previous competency dictionaries/models and examined by the structured survey and the focus group interview in order to ascertain the competencies of the science-gifted students. The results revealed that there were two competency clusters such as cognitive and affective domains. The cognitive cluster consisted of 6 competencies as follows: goal suggestion, planning, information collection and analysis, problem solving, higher-order thinking, and expertise and self-development competency. The affective cluster consisted of 3 competencies: confidence, achievement orientation, and curiosity competency. The dictionary categorized by the names, definitions, key elements, and behavioral indicators and their levels of the derived competencies was developed. Findings were expected to provide the implications on the selection criteria of the potential science-gifted students through the observation and recommendation system.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.563-579
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• 2016

This study seeks educational implication by analyzing research papers dealing with science assessment in the most recent 30 years in Korea. The main purpose of the study is to analyze the trends in published papers on science assessment, their purpose, methodology, and key words, especially concentrating on the cognitive and affective domains. We selected 273 research articles and categorized them by research object, subject, methodology, and contents. To examine the factors that affect the research trend, we also tried to contextualize papers' theme in terms of changes in national curriculum and assessment system during the contemporary period. As a result, an overall research trend reflects changes in science curriculum and assessment events such as implementation of college scholastic ability test or performance assessment. There is an unequal distribution in various aspects of the researches, showing a superiority in cognitive domains than the affective ones. By using standardized data obtained through the national and international assessment of educational achievement in science, quantitative researches were superior to qualitative ones. Studies on cognitive domain use variously written- and performance-based tests, whereas most studies of the affective ones prefer written tests. Applied research and evaluation research are predominant comparing to basic ones, which most of the research methodology is based on statistics. Lastly, we found out that key words and subjects tend to be subdivided and detailed rather than general and comprehensive, as time goes on. Such trend will be helpful to elaborate and refine assessment tools that have been regarded as a problem.

• The Mathematical Education
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• v.57 no.2
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• pp.179-196
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• 2018

The purpose of this study was to investigate the measurement equivalence and to suggest application ways in teaching aptitude and personality test results for pre-service mathematics teachers between a graduate school of education and a college of education. This study analyzed the scores of the teaching aptitude and personality test of 36 pre-service mathematics teachers enrolled in a graduate school of education and 111 pre-service mathematics teachers in a college of education by performing a multivariate generalizability analysis. The main results were as follows. First, graduate's pre-service mathematics teachers had a higher level of teaching aptitude and personality than that of college's pre-service mathematics teachers based on the total scores. In addition, graduate's pre-service mathematics teachers had higher levels of teaching aptitude and personality than those of college's pre-service mathematics teachers except for a creativity application domain based on the sub-domain scores. Second, cognitive domains were measured more precisely but affective domains were measured less precisely for graduate's pre-service mathematics teachers than for college's pre-service mathematics teachers. Third, regardless of school levels, Cronbach's ${\alpha}$ values, which might be overestimated by applying the classical test theory, were higher than dependability coefficients. Fourth, this study showed a somewhat negative result in ensuring the measurement equivalence for a problem solving exploration domain. However, regardless of school levels, this study indicated that the overall measurement was generally reliable on composite scores. Based on these results, it was confirmed that multivariate generalizability methodologies' approach can be useful for exploring the measurement equivalence issues. Finally, this study suggests how to utilize the results of the test, how to apply a multivariate generalizability analysis for detecting the measurement equivalence, and how to develop future research based on limitations.

• Journal of The Korean Association For Science Education
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• v.33 no.7
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• pp.1450-1470
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• 2013

The purpose of this study was to develop elementary science programs that used multi-level instruction and to analyze verbal interaction patterns in science classes that applied these programs. For this study, the 27 children from the fifth grade at B elementary school, located in Gyeonggi-do, were selected and separated into heterogeneous groups of four students. Verbal interactions occuring in two groups during each class were recorded using video. Elementary science programs using multi-level instruction were developed to target a fifth grade second semester 'Lesson 1. Human Body'. This program provided a mission form for each group and evaluation form for each child. A mission form depending on the children's level has different colors and levels of difficulty for questions. The evaluation form is composed of questions suitable for a child's level in reaching the goal with key concepts. The verbal interaction was mostly categorized into the cognitive domain and the affective domain for analysis. The cognitive domain was subdivided into question, response, making solution, receiving opinion, and the affective domain was divided into behavioral participation and students' attitude. Results of study showed that the frequency of the cognitive domain was higher than the frequency of the affective domain. In the cognitive domain, the median-level was of highest frequency in the children. In the affective domain, high-level was of highest frequency in the children. In terms of both the cognitive and affective domains of children, low-level exhibited the lowest frequency. Verbal interaction frequency was no difference between high-level and median level in cognitive and affective aspects, so median-level children were actively participating in activities similarly with high-level children. There were more types of interactions question, response, making solution, students' attitude in the median-low level children's verbal interaction than high-median level children's verbal interaction.

• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.82-92
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• 2023

In this study, we analyzed the perceptions of elementary school students about science learning and lab safety in the affective, behavioral, and cognitive domains. With respect to science learning, students indicated liking science classes more than average, being good at scientific inquiry more than average, and having more scientific knowledge than average. Compared with before the COVID-19 pandemic, student confidence in retaining scientific knowledge had decreased markedly. Of the eight student types in the students' awareness levels about affective·behavioral·cognitive domain, the HHH type-the most ideal-was also the most distributed. Students' preferred science class methods were experimental (72.7%) and nature inquiry classes (23.2%); science knowledge classes were ranked a distant third (4.1%). Preferred class locations were the science lab (58.1%) and different places from time to time (34.4%); the classroom was ranked last (7.5%). With respect to lab safety, most elementary school students did not have experimental classes, but more than half reported understanding how to use experimental equipment. Most students recognized the need to wear safety equipment in the lab. They were not only well aware of the associated physical protection functions, but also of the affective and psychological effects. Most students also recognized that first aid education is necessary, but only 31.5% reported understanding first aid methods. Based on those results, the implications for science learning and lab safety in school are discussed.

• Journal of Korean Elementary Science Education
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• v.35 no.2
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• pp.265-276
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• 2016

In this study, modeling pedagogies were employed to re-design and teach the unit of Seasonal Changes in the $6^{th}$ grade science curriculum. The effects of the modeling-based program were investigated in both the conceptual and affective domains using an approach of mixing quantitative and qualitative techniques. The result showed that the students in the modeling-based science inquiry classroom gained a higher mean score in a conceptual achievement test than their counterparts in a traditional science classroom. The number of the conceptual resources activated to explain the causes of the seasons, as well as the types of student explanations developed through the combination of the resources activated, were greater in the modeling-based classroom. The modeling-based science inquiry was also effective in improving student attitudes toward science lessons. It was revealed, however, that the students experienced both positive and negative epistemic feelings during the modeling-based science inquiry. Implications of these findings for science education and relevant research were suggested and discussed.

• The Journal of Korean Academic Society of Nursing Education
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• v.21 no.2
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• pp.155-167
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• 2015

Purpose: The aim of this study was to develop course outcomes for nursing students by applying Hauenstein's theory. Methods: The research was conducted in three steps as follows: identifying exit outcomes related to the Adult Nursing course, developing Adult Nursing course outcomes based on the theory of Hauenstein, and finalizing Adult Nursing course outcomes. Results: Exit outcomes achievable in Adult Nursing were generated after a needs analysis survey among students, nurses and professors was conducted and subsequently reviewed by professors specializing in the subject. For theoretical courses, the level of the course outcomes was derived from the cognitive domain, whereas, for practical courses, it was derived, in stages, from the cognitive, affective and psychomotor domains. Next, using taxonomical terms that can properly address the level of each domain, course outcomes for theoretical and practical courses were determined. After expert opinion was sought, the final course outcome for the Adult Nursing course was produced. Conclusion: The results are meaningful in that valid course outcomes were developed through the process described above and are expected to greatly contribute to reaching exit outcomes and strengthen the professional capacity of nursing students.