• The Mathematical Education
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• v.62 no.1
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• pp.117-149
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• 2023

This study attempted to design a virtual space using ZEP, a metaverse platform, to enable mathematics classes in the metaverse space, to apply it to mathematics classes, and to find out changes in students' affective domain. As a result, students showed positive effects in terms of subject efficacy, subject interest, intrinsic motivation, class satisfaction and participation. In addition, we found the possibility of customized classes for each student level by performing different missions in classroom classes with limited time and space.

• Communications of Mathematical Education
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• v.33 no.4
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• pp.455-470
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• 2019

The purpose of this study is to investigate of the North Korean adolescents defectors' mathematics learning. We have investgated the characteristics of the North Korean adolescents defectors' mathematics learning states and their difficulties in mathematics learning. As a result, the affective domain of the North Korean adolescents defectors was less confident, worthy, and motivated to learn than the South Korean students. The abandonment rate of the North Korean adolescents defectors was higher than that of the South Korean students. According to the results of the survey, the North Korean adolescents defectors who attended elementary school in Korea compared to the births of the North Koreans and other countries had higher interest and desire for learning. Especially, the result showed that the difficulty of learning the mathematics of the North Korean defectors was the linguistic factor.

• Journal of the Korean School Mathematics Society
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• v.16 no.2
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• pp.337-362
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• 2013

The purposes of the study were to develop STEM instructional materials for teaching and learning mathematics and to investigate how the STEM based approach affects on students' learning of mathematics in cognitive and affective domain and career choice. STEM instructional materials were designed for learning of mathematical concepts in the contexts of science, technology, and engineering as well as real world. According to the results of the study, STEM instructional materials for teaching and learning mathematics were effective for improving students' problem solving ability and affective achievement such as self-regulation, self-efficacy, and value of mathematics. In addition, STEM program played a positive role in tempting students' career choice into science and engineering fields including mathematics.

• Journal of The Korean Association For Science Education
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• v.18 no.4
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• pp.539-544
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• 1998

The consistency and balance of objectives by objective domains in units, sub-units and instructional units were investigated. The 6th elementary biology curricular teaching guidebooks were analysed. Domains of objectives are cognitive, inquiry process, instrumental skill, creative, affective and STS. Cognitive objectives were most dominant in all units, sub-units and instructional units. But no objective for creative domain were suggested. In unit and sub-unit, proportions of objectives were cognitive, inquiry process, affective, instrumental skill and STS domains in order. Objectives for cognitive and inquiry process domains were more than others in instructional units, Except cognitive and inquiry process domains, objectives for the others were not consistent in all units, sub-units and instructional units. Especially, the percentages of objectives for affective domain decreased in units, sub-units and instructional units orderly. These resulted from teaching objective domains categorized formally, Thus, it is necessary to develope curriculum and textbook to be consistent and balanced with objective domains and reflect upon the characteristics of them.

• Journal of the Korean Society of Floral Art and Design
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• no.41
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• pp.155-169
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• 2019

This study aims at analyzing educational effects of the horticultural picture books, which are depending on B.S. Bloom's taxonomy of educational objectives. After collecting various horticulture-related picture books, this study classified them by the B.S bloom's educational taxonomy. There were objectives of the cognitive domain, objectives of the affective domain, psychomotor domain in plants and gardening activities. And the cognitive domain, affective domain, psychomotor domain subdivided into the sub-region can learn from the horticulture picture books to teach the unique characteristics could be found. To know the teachers' perceptions of the effectiveness of using picture books in the horticulture class, questionnaire were analyzed from the survey. As a result, by Bloom's educational taxonomy area they preferred children's books. Teacher think that fairy tale books promote the interest of the children and have the advantage of fostering creativity. In addition, an easy point to get in school, lack of hours in the effective education to help horticulture that was expected. The cognitions of most effective storytelling method of horticulture picture book was story immersion. And the effective activity after reading picture book was drawing picture. Also, the most effective teaching materials was a real-life picture.

• 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.32 no.4
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• pp.760-774
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• 2012

The purpose of this study was to analyze the characteristic of the linguistic interaction according to leadership type of the leader in the scientific inquiry activity groups and examine how leadership factors affect the linguistic interaction within a group. In this investigation, leaders among 12 elementary school students were chosen by considering results of the leadership diagnosis that tested 3 leadership factors: vision and promotion, assignment responsibility, and decision-making. The members of the groups were organized according to scientific inquiry ability and academic achievement; the groups were assigned to perform scientific inquiry activities. The linguistic interaction was largely divided into the cognitive domain and the affective domain for analysis. According to the results, the frequency of linguistic interaction within a group sorted by leadership type is more influenced by the cognitive domain than the affective domain. The highest frequency of linguistic interaction appeared within the group that had vision and promotion type leader. Assumedly, the vision and confidence of the vision and promotion type leader produced such an outcome. While solving the assignments, linguistic interaction in all three groups had more cognitive domain than affected domain. Linguistic interaction in cognitive domain displayed only low level of linguistic interaction in relation to the experiment itself: high level of linguistic interaction barely occurred. In the case of affected domain, active participation appeared more frequently than maintaining the mood: Interactions related to restricting the group members actions to solve the assignment appeared more frequently than those for maintaining the mood.

• Hwankyungkyoyuk
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• v.18 no.1 s.26
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• pp.44-54
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• 2005

This study is intended to examine an effectiveness of STS module concerning food waste, 'Even if food waste is the money, would you throw it away', in the areas of affective domains related to science and attitudes towards environmental problems. For this study, one group of 142 seventh graders attending 'L' middle school in Iksan city, Jeonrabukdo received 8 class hours with this module. Their affective domains related to science and attitudes towards environmental problems were measured by pre- and post-test design in a single group. In addition, their views on STS instruction was also analyzed. Results are as follows. Students in the transition period who had been taught with this module showed that they had a statistically significant effectiveness in interests related to science, scientific attitudes and execution towards environmental problems(p<.05). Students taught with this module had a positive views on the STS instructional methods or contents. It was also shown that their recognition or behavior towards environmental problems have been changed positively.

• Journal of Information Science Theory and Practice
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• v.3 no.3
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• pp.6-16
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• 2015

This article proposes an interwoven three-part framework for conceptualizing and analyzing the role of information in human activities, melding the cognitive and affective domain of the individual, the collective domain of the social, and the domain of signification and communication practices, focusing on the ways in which individual characteristics, social context and interaction, and signification and representation work together to form information behavior. The article presents an overview of each of these three domains and discusses the ways in which they are intertwined. It argues that considering the three domains in relation to each other offers a holistic framework within which to consider the ways in which information - needs, behavior, creation, and use - depends simultaneously on all three. It concludes by offering a brief discussion of the implications of the framework for information services, including (but not limited to) libraries.

• English Language & Literature Teaching
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• v.18 no.2
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• pp.85-106
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• 2012

This paper examines the role of extensive reading in foreign language learning classrooms. The effects of extensive reading are shown both positive and negative as in Krashen (1999) and Spada (1997), particularly researches done in classroom setting. Extensive reading is hard to implement in foreign language classrooms due to the stringent school curricula despite its benefits in cognitive and affective domain of learners. This study searched 21 papers from research database on extensive reading researches in a classroom setting and synthesized 55 cognitive effects and 11 affective effects from these papers under investigation in a manner of quantifying their means and standard deviations to derive generalizations. Research synthesis in this manner has secured its own status of scientific investigation by providing secondary researchers with replicable methods that produce verifiable findings. The syntheses of researches show that extensive reading is effective in both literacy skills and other language skills such as listening and writing. It also shows positive effects across different age groups, but the effect sizes are different in that elementary and adults gained more positive effects than middle and high school students.