• Journal of the Korean Society for information Management
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• 제29권4호
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• pp.273-294
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• 2012

Images have been substantially searched and used due to not only the advanced internet and digital technologies but the characteristics of a younger generation. The purpose of this study aims to discuss the ways on expanding the access points to images by analyzing the needs of users in context of everyday life. In order to achieve the purpose of this study, 105 questions of image seeking in NAVER, which is one of social Q&A services in Korea, were analyzed. For the analysis, a two-dimensional framework with image uses and image attributes were utilized. The findings of this study demonstrate that considerable use purposes on data oriented pole, such as information processing, information dissemination and learning are identified. On the other hand, image attributes from the needs of image show that non-visual aspects including contextual attributes are recognized substantially in addition to the traditional semantic attributes.

• Journal of Korean Elementary Science Education
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• 제41권1호
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• pp.44-64
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• 2022

This study explored the elementary school teachers' experiences while teaching students with low achievement in science based on the grounded theory. In-depth interviews and analysis were conducted on 13 teachers with experiences in teaching students with low achievement in science within the last three years and more than five years of field experience until the theoretical saturation of data on the teaching experiences for students with low achievement in science. The analysis results were as follows. First, the teaching experiences of elementary school teachers for underachievers in science were classified into 119 concepts, 41 subcategories, and 17 categories. Based on the paradigm model, the categories were structured and presented as causal conditions, contextual conditions, intervening conditions, action/interaction strategies and consequences based on the central phenomenon of 'difficulty in teaching students with low achievement in science'. Second, the core category of elementary school teachers' teaching underachievers in science was assumed to be 'overcoming difficulties and teaching underachievers in science'. And according to the properties and dimensions of the core category, teachers who teaching students with low achievement in science were divided into four types: 'compromising-', 'overcoming-', 'accepting-', and 'conflicting-reality type'. Third, a conditional matrix was presented to summarize and integrate the results of this study by classifying the teaching experience of elementary school teachers for underachievers in science into educational providers and educational demanders. On the basis of these findings, educational implications for teaching students with low achievement in science were discussed.