• Journal of the Korean Data and Information Science Society
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• v.15 no.2
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• pp.423-430
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• 2004

We provide the exact form of a Rao-Robson version of the chi-squared test of multivariate normality suggested by Park(2001). This test is easy to apply in practice since it is easily computed and has a limiting chi-squared distribution under multivariate normality. A self-contained formal argument is provided that it has the limiting chi-squared distribution. A simulation study is provided to study the accuracy, in finite samples, of the limiting distribution. Finally, a simulation study in a nonnormal distribution is conducted in order to compare the power of our test with those of other popular normality tests.

• Journal of the Korean earth science society
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• v.31 no.6
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• pp.625-636
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• 2010

Scientifically gifted students' argumentation characteristics in science instruction using the internet messenger was investigated. Participants in this study were five 9th grader in middle school in Seoul. They attended a program offered by the Science-Gifted Education Center, Seoul National University. Internet messenger (instant messenger) was used for instruction, and data were collected by saved messages. Toulmin's argument model was used as a tool for analyzing students' argumentation, and the argumentation patterns were categorized by sequence of argument operations. The results showed that in case of learner-centered instructions, there were lots of relatively higher-level argumentations appeared. On the contrary, teacher-centered instruction ended up with few or lower-level argumentation. Also there were four types of argumentation patterns emerged throughout the whole instructions. Findings suggest that the development of an instruction models and the selection of an appropriate topic be necessary for promoting the interaction between teacher and students as well as enhancing the students' ability of argument.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.2
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• pp.161-172
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• 2017

The purpose of this study is to characterize students' conceptions on causes of the phases of the moon. For this purpose, students were given a worksheet for argumentative writing activity where in they need to choose the right answer between five statements and provide reasonable evidences about causes of the phases of the moon. Written arguments collected were used as analysis data and TAP(Toulmin's argument pattern) including conceptual analysis of TAP elements were utilized to figure out logical structures and subordinate conceptions. The result showed that students had various alternative concepts about causes of the phases of the moon and associated with celestial. Also 70.5% of subjects had incomplete argument structures, and error types of concepts had difference according to types of alternative concepts as well as TAP. These results mean that importance of checking students' preconceptions, need of scientific argumentation, and appropriate instructional strategies considering alternative conception types and fallacy types that students had.

• Journal of Educational Research in Mathematics
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• v.27 no.4
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• pp.701-725
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• 2017

Students need to have opportunities to share their ideas with peers by taking part in the conversation voluntarily that is, by persuading others and reflecting the consequences. Recognizing the importance of this point, this study intended to examine students' argumentation occurring in the process of performing tasks in the math classroom. Also, it tried to explore the types of the argument that students used in the classroom and the reason why they employed them with a focus on 'rebuttal', which is one of the six elements of the argument scheme such as claim, data, warrent, backing, qualifiers, and rebuttal. The analysis of argumentation is based on the five argumentation schemes suggested by Verheij(2005). The experimental class was conducted twice a week with four participants who are third grade middle school students. In the argumentation class students were promoted to address two different kinds of geometrical tasks. After the second session of class, the researcher conducted the semi-structured interview. Accordingly, this study contributes to the existing research by making students to have concrete and active argumentation while obtaining the sound understanding of the argumentation.

• Journal of the Korean Chemical Society
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• v.54 no.5
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• pp.611-620
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• 2010

The purpose of this study was to explore the structure and content of chemistry teacher's explanations from the perspective of 'persuasion'. Especially, this study was to explore how the argument structure and the conceptual change constructs in chemistry teachers' explanations were established and interacted. Data were collected from chemistryI classes considering the gas unit which includes kinetic theory of gas, Graham's law, Boyle's law, and Charles' law. The classes were vediotaped and transcribed. The transcriptions were analyzed with Toulmin's argument frame and the two constructs of conceptual change model; the conceptual ecology and the status of a conception to interpret the persuasive structure and content of the teacher's explanations. As the results of this study, four explanatory discourses which show various persuasive explanations in chemistry classes. Based on this results, discussion and implications for effective teachers' explanations in chemistry classes were presented.

• Korean Journal of Cognitive Science
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• v.9 no.1
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• pp.41-46
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• 1998

The argument-structure distributions of predicates in the speech of two roca-type aphasic patients and one Conduction-type patient are compared with both matched controls and each other on the basis of narrative production data. Whereas English-speaking agrammatics have been reported to have difficulties producing noncopular unaccusative predicates (Kegl 1995) Korean-speaking agrammatics are found not to have particular difficulties with unaccusative predicates. On the assumption that agrammatics lack specific syntactic knowledge for the processing of displaced arguments from their lexically specified positions. it is proposed that unaccusatives in Korean do not involve the displacement of arguments for Case-theoretic reasons or involve a vacuous movement. if any.

• The Journal of Industrial Distribution & Business
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• v.11 no.3
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• pp.7-17
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• 2020

Purpose: This study reexamines the test on the pricing of accruals quality. Theory suggests that information risk is a priced risk factor. Using accruals quality as the proxy for information risk, researchers have tested the pricing of information risk. The results are inconsistent potentially because of the information shock in the realized returns that are used as the proxy for expected returns. Based on this argument, this study revisits this issue excluding information-shock-free measure of expected returns. Research design, data and methodology: This study estimates expected returns using the vector autoregression model. This method extracts information shocks more thoroughly than the methods in prior studies; therefore, the concern regarding information shock is minimized. As risk premiums are larger in recession periods than in expansion periods, recession and expansion subsamples were used to confirm the robustness of the main findings. For the pricing test, this study uses two-stage cross-sectional regression. Results: Empirical results find evidence that accruals quality is a priced risk factor. Furthermore, this study finds that the pricing of accruals quality is observed only in recession periods. Conclusions: This study supports the argument that accruals quality, as well as the pricing of information risk, is a priced risk factor.

• The Journal of Asian Finance, Economics and Business
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• v.8 no.11
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• pp.179-190
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• 2021

The purpose of this study is to understand the impact of influencers on generation Z (Gen Z) in the online environment. This article has applied the theories of source credibility, TAM, IAM, and TPB to identify influencer characteristics that affect the purchasing behaviors of Gen Z customers. This research was conducted using a Google Form survey with 24 pre-designed questions. A total of 464 valid questionnaires from Gen Z Vietnamese were collected between November 2020 and January 2021. Data was analyzed using partial least squares structural equation modeling (PLS-SEM) with SmartPLS 3 software. The analysis results confirmed that the components of influencer credibility have a positive impact on Gen Z's purchasing behaviors under the mediated influence of argument quality, perceived usefulness, and social influence. Surprisingly, for Gen Z, the influencers' attractiveness has the strongest impact on their online behavior. More specifically, attractiveness plays the most important role in the perceived usefulness and social influence of Gen Z customers, while influencers' expertise has the strongest impact on argument quality delivered to customers. This study provides evidence of a change in the way Gen Z responds to marketing activities. They are more drawn by the attraction of influencers than their expertise.

• Journal of The Korean Association For Science Education
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• v.33 no.7
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• pp.1329-1342
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• 2013

The purpose of this research was to investigate the relationship between the change of beginning teachers' beliefs about a lesson and that of teaching practice and argument-based inquiry using science writing. Participants were three science teachers (A, B, and C) from different middle schools. Classroom observation and interview data were collected and transcribed for analysis. A Summary Writing test was also administered to examine whether there was an improvement in students' learning. The results indicated that the interaction between the teachers and their students developed, which is concluded as an improvement in the teaching practice. Teacher A and B also reported that teacher-student interaction had improved. Teacher A and C came to understand that argument-based inquiry using science writing classes constituted learner-centered instruction. The result from the Summary Writing Test showed the impact of the changes in teaching practice and in teachers' awareness of students' learning as well as produced meaningfully higher scores than compared groups on the rhetorical structure of all the specific areas in teacher A's school and on the scientific concept at B and C's schools.

• Journal of the Korean Chemical Society
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• v.66 no.5
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• pp.390-404
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• 2022

The purpose of this study was to analyze the characteristics and changes in epistemic thinking when an argument-based inquiry science class was applied in no face-to-face and face-to-face situations. Participants of this study were 113 8th grade students of four classes from a coed educational middle school in a metropolitan city. Data collection was made over one semester during which ten argument-based inquiry science lessons on five subjects were conducted in both no face-to-face and face-to-face context. As a result of comparing and analyzing students' epistemic thinking in the argumentation of each group's generating question stage, the no face-to-face classes showed higher understanding of contents and more evidence suggestion validity than face-to-face classes did. Claim validity and categories of process in argumentation were higher in face-to-face classes than No face-to-face classes. Students were able to improve their understanding of knowledge through writing by discussing rather than direct communication in no face-to-face situations, and in face-to-face situations, students showed that their thoughts were influenced by interpersonal relationships with the group members.