• Journal of Korean Elementary Science Education
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• v.28 no.2
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• pp.93-104
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• 2009

The purpose of this study was to explore the relationship between pre-service elementary teacher's prior knowledge and processes of observations and hypotheses generation via analysis of descriptive fault patterns during observation, problem generation and hypotheses generation processes. For the purpose of this study, thirty-four undergraduate students were participated and descriptions of participants' responds were analyzed. As the result, four patterns of descriptive fault on the process of generating hypothesis were classified; 1) descriptive fault from the causalities, 2) descriptive fault from repetition of observational facts, 3) descriptive fault from the priority of prior knowledge, and 4) descriptive fault from negation of the observational facts. From the result, the researcher was able to explore the faults caused by pre-service elementary students' prior knowledge through the observational descriptive analysis with hypothetical descriptive analysis.

• The Korean Journal of Franchise Management
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• v.9 no.2
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• pp.31-38
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• 2018

Purpose - In recent years, many companies include franchises have acquire customers by making an online stores and they are carrying out permission marketing activities with e-mail and SMS. Permission marketing requires voluntary customer approval for receiving commercial messages such as cross-selling and upselling. Therefore, it is necessary for the business to induce the customer's acceptance. The purpose of this study is to examine which type of different messages can affect higher in consumer persuasion. Thus, we investigated the impact of descriptive norm message on intention of reception in an online store context, and its interaction with chronic regulatory focus. Research design, data, and methodology - This study hypothesized that the descriptive norm message would affect positive influences to consumers' intension of reception. Specially, this study inquired into whether the interaction effect between descriptive norm and regulatory focus. To verify the hypothesis, we conducted 2 × 2 between-subject factorial design with message type (general message and descriptive norm message) and regulatory focus(promotion focus and prevention focus) as independent variables. Participants of the experiment were assigned to one of 2 kind experimental situations randomly according to characteristics of message type. A total of 131 participants (descriptive norm message: 65, general message: 66) responded for this study. The data were analyzed using frequency analysis, exploratory factor analysis, and two-way ANOVA. Result - The results of the study are as follows. First, we found main effects of the descriptive norm message. The intention of reception were significantly higher in the descriptive norm message rather than general message as in previous researches. Second, interaction effect between the descriptive norm message and regulatory focus was significant. The prevention focus (vs. promotion focus) were hight in a positive behavior intention when the descriptive norm message was given. Conclusions - This study verifies the main effect and interaction effect of descriptive norm message and regulatory focus on the consumers' intention of reception in permission marketing, and persuasive message in the online store context. The results of this study will provide various advantages to companies that want to establish long lasting relationship with customers by carrying out permission marketing in the future.

• Education of Primary School Mathematics
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• v.12 no.2
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• pp.63-80
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• 2009

In this study, we analyzed teachers' recognitions of the necessity of mathematical descriptive tests and their practices in the elementary schools. We then suggested several examples of improved formats of the mathematical descriptive evaluation. For analyzing teachers' recognitions and practices of mathematical descriptive assessment, we surveyed 104 elementary school teachers in Seoul. We collected the test items from the schools and analyzed them to find how they are practiced in the schools. The results were as follows. First, most elementary school teachers are basically recognizing the direction and the purpose of mathematical descriptive assessment. Second, the ratio of the descriptive test items was very low compared with the teachers' recognition of necessity of including descriptive items in the tests. Third, the teachers usually made the descriptive items with their colleagues using textbooks, test manuals for teachers, and the references that the office of education provided. Fourth, to enhance teachers' understanding of descriptive assessment, systematic training programs for teachers about the descriptive assessment should be continued. Finally, the office of education and research institutes should provide various types of test items and more teacher training programs on descriptive assessments.

• Journal of Korean Library and Information Science Society
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• v.36 no.2
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• pp.141-163
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• 2005

Today. the value of the references comes to be high and the reference database construction is increasing. But. the descriptive regulations of the reference which it presents from scholarly journals different with each other. Also, the researchers probably does not recognize a descriptive regulations of reference. It is likely that the effective construction of reference database is very difficult. So, the purpose of this study analyzes the differences of a descriptive regulations for reference and presents the plan for standardization of a descriptive regulations.

• East Asian mathematical journal
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• v.37 no.2
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• pp.169-196
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• 2021

The purpose of this study was to improve academic achievement and mathematics learning attitudes in the formative assessment using descriptive problems as an effective teaching method. In this paper we set the following research questions. First, how would you improve students' academic achievement utilizing descriptive evaluation? Second, how would improve students' mathematics learning attitudes utilizing descriptive evaluation? Third, what was the reaction utilizing the descriptive method to evaluate? The result of this study could be seen as follows. The experimental group than the control group on academic achievement shows a significant improvement. Second, the experimental group compared to the control group in mathematics learning attitude changes could be helpful and appreciated. Third, experimental group than in the control group indicates significance could be seen in the reaction.

• Journal of the Korean Chemical Society
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• v.60 no.5
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• pp.353-361
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• 2016

The goal of this study was to examine the current status of science teachers’ stage of concern (SOC) and level of use (LoU) on descriptive assessment and determine the relationship between SoC and LoU. To achieve this, concerns-based adoption model (CBAM) was used, and a survey was conducted on 138 science teachers. The data from this study were analyzed by frequency analysis, percentile analysis based on CBAM, χ² test, and Spearman correlation analysis. SoC and LoU of the science teachers observed in this study are as follows. First, the science teachers’ overall SoC for the descriptive assessment was low and showed a typical pattern of the initial stage when the program was introduced. Second, LoU analysis on descriptive assessment showed that the “mechanical Use” (N=49, 35.5%) or “routine” (N=48, 34.8%) accounted for the majority. Third, the Spearman correlation between SoC and LoU on descriptive assessment was .299(p<.01). This suggests that teachers’ SoC needs to be increased in order to promote higher LoU on descriptive assessment, which requires new alternative measures.

• The Mathematical Education
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• v.47 no.4
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• pp.487-503
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• 2008

In this paper, descriptive assessment method for middle school mathematics was evaluated by developing a framework for designing and grading problems for descriptive assessment and analyzing the effectiveness of the problems. The new descriptive assessment problems were developed by reviewing the current 7th National Mathematics Curriculum of Korea and aligned mathematics textbooks to define a set of problem design principles and evaluation framework for the assessment strategy. The developed problems were first pilot tested and then revised based on the feedback from the test. The final version was field tested by 100 students in 7th grade middle school. After the field test, the problems were graded by two middle school math teachers and one math education researcher to determine the overall correlation between graders and also to analyze effectiveness of the evaluation framework of the test. This result of this study is expected to assist in the further development of descriptive problems and grading framework by providing a reference work for teachers to better understand the process and the limitations of executing the new assessment strategy.

• Journal of the East Asian Society of Dietary Life
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• v.20 no.6
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• pp.1008-1017
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• 2010

The current study aims to determine the effects of descriptive menu labels on customers' purchase intentions in a restaurant setting. The research identified the importance of information provided by the menu labels as well as how the different types of descriptive menu labels affect patrons' purchase intentions in an American-style restaurant. The subjects evaluated in this study were foreign clients who frequented the Western cuisine restaurant in the United States Forces Korea. A total of 351 questionnaires were analyzed by factor analysis, analysis of variance (ANOVA), and regression analysis by means of SPSS 15.0. As a result, it was found that comprehension of menu and price were the most necessary pieces of information for customers encountering menu labels, and sensory type of descriptive menu labels was the most preferred. In addition, differences in the purchase intentions of customers in response to different types of descriptive menu labels suggests that there were more statistically significant differences in the perception of purchase intention among descriptive labels as compared to usual menu labels.

• Journal of Educational Research in Mathematics
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• v.18 no.3
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• pp.335-352
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• 2008

The purpose of this research was to investigate the descriptive evaluation method that focuses on the problem solving process of the student. The goal was to evaluate the students' understanding of the subject rather than the students' ability to find the final answer. The descriptive evaluation is being suggested as a way of examining the thought process of the student by performing a structured analysis of the problem solving process. Today, there are not enough descriptive evaluation resources available for teachers to effectively carry out this alternative assessment method in the elementary school mathematics curriculum. This research is a case study on the development of resources for descriptive evaluation in grade 4 mathematics. We designed the development process for descriptive evaluation and its rubric for all 8 units of the 4-Na level of mathematics in the elementary school curriculum. Three descriptive problems were developed for each of the 8 units for a total of 24 problems. The rubric consisted of three areas of assessment, 1) understanding of the problem, 2) problem solving, and 3) mathematical communication. The problems were first pilot tested in two 4th grade classes. Modified problems were then tested in a different 4th grade classroom. The study showed that the three defined areas of evaluation framework (problem understanding, problem solving and mathematical communication) were measurable and analyzable using the developed grading rubric. We then conclude that he descriptive evaluation could be used as an effective tool for improving teacher performance in elementary school mathematics.

• Journal of the Korean School Mathematics Society
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• v.11 no.3
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• pp.377-397
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• 2008

In today's secondary school mathematics curriculum, assessment is to be focused on evaluating the student's mathematical thinking rather than finding the correct solution to the problem. A descriptive evaluation method is therefore introduced to the school districts and suggested as an alternative assessment method in K-12 school mathematics. Descriptive evaluation method is widely available for use in schools, but there are barriers to using it since the teachers are forced to use the method by the school districts. In this research, we surveyed 120 secondary school mathematics teachers in Seoul and the surrounding metropolitan area to understand the status and the perception about using descriptive evaluation. The goal of the study was to find and understand the direct implications of using the new assessment method in secondary mathematics classes. The study showed that most of the mathematics teachers used the descriptive assessment method during their regular exam periods which is given twice per semester. Most of the open-ended problems used for descriptive evaluation were medium or high level math questions which were graded by the teachers at least 3 times to ensure objective evaluation. The teachers stated that objectivity in grading, administrative situation, and development of descriptive problems were the difficult barriers in descriptive evaluation. The teachers in the survey also commented that teachers' administrative responsibility should be reduced and that school environment in general should be improved for the new assessment method to become successful. Finally, the study showed that development of more descriptive problems with specific grading guidelines need to be developed for each grade level.