• Journal of the Korean Society of Clothing and Textiles
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• v.34 no.6
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• pp.1008-1020
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• 2010

This study investigates the effects of clothing consumption values and subjective age on fashion adoption. To explain the fashion adoption of elderly women, 5 dimensional consumption values were adopted as explanatory factors, and subjective age is included as a moderating factor. This study tested the relationship of variables with survey data from a convenient sample of elderly women. A total of 235 complete responses were obtained from women between 50 and 71 years of age. The results are as follows. First, factor analysis on clothing consumption values resulted in 5 dimensional structures of consumption values for the sample (epistemic, symbolic, harmonic, popular, and practical values). A factor analysis on subjective age resulted in 2 dimensions (physical and mental age). Second, epistemic, popular, harmonic (-) and symbolic values (except practical value) significantly affected fashion adoption. Third, the epistemic value was the strongest factor regardless of physical and mental age but the effects of epistemic, popular, harmonic, symbolic, and practical values changed depending on the level of the moderating factor.

• Journal of the Korean Society of Costume
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• v.53 no.7
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• pp.83-94
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• 2003

The purpose of this study was to investigate the relationship between the clothing consumption value and consumer satisfaction which were based on the purchase places such as department store and market, and to examine the influence of the clothing consumption value and demographic variables on the consumer satisfaction. The subjects were 364 females ranging in ages from twenties to fifties who dwelt in Seoul and in the suburbs of Seoul. Four factors of clothing consumption value derived by factor analysis: 'functional value', 'emotional value', 'epistemic value', and 'conditional value'. The clothing consumption value and satisfaction of shopping system, purchase system, and consumption system of buyers at department store showed higher than that of buyers at market. Emotional value was most important in predicting the consumer satisfaction of buyers at department store, followed by epistemic value (-) and conditional value. Conditional value was most important in predicting the satisfaction of buyers at market, followed by emotional value and the academic background of buyers. Generally the higher the emotional and conditional value, the higher the consumer satisfaction. and the consumer satisfaction was influenced by epistemic value negatively.

• Language and Information
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• v.8 no.1
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• pp.137-161
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• 2004

In this paper, I will look at two conditional connectives in Korean and point out differences between -(u)myen and -ta/la-myen in their distributions and semantics. One of the differences is that -ta/la-myen always allows epistemic interpretation, whereas -(u)myen allows epistemic interpretation only when the event time of the antecedent clause is in the past or present. A second difference is that only -(u)myen is used in purely temporal and habitual conditionals. A third difference is that the modality marker -keyss, which can have volitional or predictive interpretation with -(u)myen, cannot have predictive interpretation with -ta/la-myen. I propose that -ta/la-myen has the operator of settledness, which is defined with respect to the speech time, and explain the differences listed based on the semantics of settledness.

• Korean Linguistics
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• v.77
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• pp.331-357
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• 2017

The purpose of this paper is to identify the workings of intonation realized in the endings through the spoken language. To achieve this objective, this paper has analyzed 300 minutes of spontaneous speech by women from Seoul and discussed the meanings of modality and their relationship with intonation. Intonation functions significantly in polysemous modal endings in epistemic and act modality. Epistemic modality is usually expressed through indirect and soft intonations such as L:, M: and LH, whereas act modality is expressed through direct and strong intonations such as H, HL and LHL. Intonation appears to be related to the Certainty degree of information, rather than classification of modality, Lengthening relate to indirectness, H with uncertainty, L with statements or affirmation, and HL and LHL relates to assertive attitude. This paper is significant as it has overcome the abstractness of existing modality studies and has engaged in objective and comprehensive analysis with actual spontaneous speech data.

• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.541-553
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• 2018

The purpose of this study is to explore the relationship between epistemic goals, epistemic considerations and complexity of reasoning of science high school students in an open inquiry and to explore the context on how open inquiry compares with the characteristics of an authentic scientific inquiry. Two teams were selected as focus groups and a case study was conducted. The findings are as follows: First, the contexts, such as 'sharing the value for the phenomenon understanding, reflection on the value of the research, task characteristics that require collaboration and consensus, and sufficient communication opportunities,' promote epistemic goals and considerations. On the other hand, contexts such as 'lack of opportunity for critical review of related literature and environmental constraints' lowered epistemic sides. Second, epistemic goals and considerations influenced the reasoning complexity. The goal of 'scientific sense making' led to reasoning that pose testable hypotheses based on students' own questions. The high justification considerations led to purposely focusing attention to the control designs and developing creative experimental know-how. The high audience considerations led to defending their findings through argumentation and suggesting future research. On the other hand, the goal of 'doing the lesson' and the low justification considerations led to reasoning that did not interpret the meaning of the data and did not control the limit of experiment. The low audience considerations led to reasoning that did not actively defend their findings and not suggest future research. The results of this study suggest that guidance should provide communication and critical review opportunities.

• Journal of The Korean Association For Science Education
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• v.40 no.3
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• pp.307-320
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• 2020

This study explores how the positioning of two pre-service science teachers (PSTs) is reflected in their different epistemic understandings of inquiry-based lessons. We collected the PSTs' products during their design and enactment of an inquiry-based lesson and recorded their practices in the enacted lesson. Interviews were recorded and transcribed for analysis. The results indicate that one PST, Dohyung was positioned as a subject of evaluation throughout the course and the other, Jinwoo, was positioned as a preservice teacher and a subject of evaluation. Their positions were reflected in their epistemic understandings of inquiry-based lessons, which were developed when designing these lessons. During lesson design, both PSTs showed a shared understanding; they explained inquiry-based lessons as students setting and evaluating hypotheses under teachers' guidance. However, as they faced unexpected situations during lesson enactment, they developed different epistemic understandings. To receive a good grade, Dohyung showed a strong preference for anticipating situations that could occur in class and planning responses to them. He understood inquiry-based lessons as ones in which students conduct experiments to produce results expected by the teacher. On the other hand, Jinwoo emphasized the reasoning process based on students' prior knowledge and explained inquiry-based lessons as ones in which students construct new knowledge through a scientific reasoning process based on their knowledge. The findings of this study will contribute to developing strategies to support PSTs' development of their epistemic understandings of knowledge construction in inquiry-based lessons.

• Journal of the Korea Convergence Society
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• v.9 no.12
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• pp.159-167
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• 2018

As the popularity of single-person media content increases, We investigated the causal relationship between perceived value and intention to recommend to others. Individuality was studied on the tendency to sensation seeking and novelty seeking, which is a tendency to take boredom sensitive to monotonous and repetitive daily routines, and novelty seeking refers to new information and stimuli. The hypothesis was that high sensation seeking and high novelty seeking would perceived emotional value, epistemic value, and economic value for a single person 's media content. Hypothesis testing was performed using multiple regression analysis using SPSS21. As a result of the hypothesis test, The novelty seeking has a positive effect on emotional value, epistemic value, and economic value. Users who want to explore and enjoy new things could perceived the emotional value of having fun, fun, and sadness through single-person content, perceived a epistemic value and enjoy new information and situations as a tool to recognize new stimuli and know what they didn't know. And it could be seen that users perceive the economic value that they can enjoy at low cost or free service. The sensation seeking has a significant effect on epistemic value, but it did not affect emotional value and economic value significantly. Those who have a high tendency to sensation seeking can perceive curiosity about one-person media contents, so that they can perceive epistemic value. However, those who feel that they have not significant influence on economic value and emotional value can easily understand that expecting one's content does not feel bored by paying for a low cost or free service.

• Journal of the Korean Chemical Society
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• v.64 no.1
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• pp.38-48
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• 2020

The purpose of this study was to analysis characteristics and changes of epistemic thinking in middle school students on class-argument activities in an argument-based inquiry(ABI) science class. Data was collected from class recording video and activity worksheets of five subjects argument-based inquiry. Results of the analysis of student epistemic cognition characteristics show that experimental data was presented the most as evidence, and depending on the ABI activity, personal experience-based evidence and evidence based on scientific principles were used. As a result of analyzing the changes between claims made before and after class argumentations on five ABI activities in an argument-based inquiry science class, student claim modifications could be classified, according to reasons for the modification, into three types: correcting incorrect claims, clarifying unclear content, and expanding the concept.

• The Mathematical Education
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• v.59 no.4
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• pp.405-420
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• 2020

There have been mixed reports about the idea of utilization of resources developed from one discipline across disciplinary areas. Grounded with the argument that critical thinking is not domain-specific (Mulnix, 2012; Vaughn, 2005), we developed a theoretical model of intellectual resources (IR) that students develop and use when learning and doing mathematics and science. The theoretical model shows that there are two parallel epistemic practices students engage in science and mathematics - searching for reasons and giving reasons (Bailin, 2002; 2007; Mulnix, 2012). Applying Confirmatory Factor Analysis and Structural Equation Model to the data of 9,300 fourth grade students' responses to standardized science and mathematics assessments, we verified the theoretical model empirically. Empirically, the theoretical model is verified in that fourth graders do use the two epistemic practices, and the development of parallel practices in science impacts the development of the two practices in mathematics: A fourth grader's ability to search for reasons in science affects his or her ability to search for reasons in mathematics, and the ability to give reasons in science affects the same ability use in mathematics. The findings indicate that educators need to open ideas of sharing development of epistemic practices across disciplines because students who developed intellectual resources can utilize these in other settings.

• Culinary science and hospitality research
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• v.7 no.3
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• pp.193-209
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• 2001

The result of this study suggests that students' perception of service value is related to functional value with regard to need and satisfaction, epistemic value, image, emotional value, functional value with regard to price and quality, and social value. Specifically female students give less importance to epistemic value than their male counterparts. Students in the 2nd grade gave less favorable scores to the functional value with regard to need and satisfaction, epistemic value, image, emotional value and functional value with regard to price and quality than students in the 1st grade. Students in the night class gave less scores to epistemic value and functional value with regard to price and quality than students in the day class. It is confirmed that the difference between groups by the period in school is in functional value with regard to need and satisfaction, image, emotional value, and functional value with regard to price and quality. And it is also revealed that these results are similar to the results of analysis by the grade. In conclusion college operators should not overemphasize that the department of Hotel culinary arts occupies the leading position of the culinary academic world in Korea and the firms of food service industry positively evaluate the department of Hotel culinary arts, and in order to cope with the rapidly changing environment of the culinary education consistent investment constant changes and of efforts should not be stopped. On one hand the teaching staff of the department of Hotel culinary arts should reconsider their original role, and need behavior and practice to fill their deficiency with steady efforts in terms of students' perceived service value. In addition the students of the department of Hotel culinary arts should not be shackled by the past tradition, should not take a pessimistic view of the present situation, should not take an optimistic view of the future, and should always cultivate their ability to provide for the future.