• Journal of The Korean Association For Science Education
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• v.19 no.3
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• pp.355-366
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• 1999

In this study, the characteristics of science inquiry problem solving were analyzed in the interactions between science process skills and science concepts by each related its category. Nine types of problem solving, which were based on two elements and the thinking aloud were found largely by protocol analysis, but six types when integrated similar thinking processes. There were quite differences in the representative types between students who succeeded and failed when science inquiry items were solved in the abilities of recognizing problems and generating hypotheses or those of drawing conclusions and evaluating. But there were not complete differences in those types between students who succeeded and failed when they were solved in the abilities of designing and performing experiments or those of interpreting and analyzing data. The data were divided into independent variables: $D_1,\;D_2,\;D_3,\;D_4,\;D$ and $C_1,\;C_2,\;C_3,\;C_4,\;C$ and dependant variables; $E_1,\;E_2,\;E_3,\;E_4,\;E$. The former consisted of the content-free science process skill achievement levels by each category of science inquiry skill and the science concept achievement levels, the latter the science inquiry problem achievement levels by each category of science inquiry skill. The regression equations were acquired within the 0.05 significant level by regression analysis: $E_1=0.03+0.16D_1+0.29C_1,\;E_2=-0.203+0.21D_2+0.45C_2,\;E_3=-0.32+0.13D_3+0.47C_3,\;E_4=0.61+0.09D_4+0.29C_4,\;E=-1.41+0.13D+0.47C$(E : the achievement of science problems, D : the achievement of science process skills, C : the achievement of science concepts).

• Journal of The Korean Association For Science Education
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• v.34 no.8
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• pp.787-794
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• 2014

The purpose of this study was to examine the science writing and perception of students who experienced the argument-based claim and evidence writing approach. One hundred and eight grade 11 students were assigned to an experimental group, while 99 grade 12 students were assigned to a comparative group in their earth science classes. Students' science writings on two science topics were scored using an analytic rubric developed in this study. The comparison of experimental and comparative groups in science writing was carried out using an independent two samples t-test. Students' perception on the instruction was examined using an open-ended survey. Science writing by the experimental group scored significantly higher than that by the comparative group, except for the big idea of 'green energy'. For six concepts in 'green energy' and four concepts in 'plate tectonics, there were more students in the experimental group than the comparative group who indicated them in their science writing. Students' perception on the instruction was positive in that they mentioned planning and conducting inquiry, citing of claims and evidence, and developing inquiry questions were helpful in science learning. The results of this study imply that the argument-based claim and evidence writing approach should be implemented in science classrooms for students to develop a conceptual framework for science.

• Journal of the Korean earth science society
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• v.30 no.1
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• pp.111-126
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• 2009

The purpose of this study was to derive the criterions of each type of mental models on the plate boundaries and to investigate high school students' mental models on these concepts. The 11th grade student participants were requested to draw the collisional, convergent, and divergent boundaries and were interviewed individually. The drawings and the data gathered through the interviews were analyzed qualitatively. The mental models on the plate boundaries were classified as 'naive model', 'unstable model', 'causal model', and 'conceptual model'. The criterions for analyzing the mental models were the differentiations of the lithospheric plates and the mantle, the explanations of the motion of the plates and lower mantle, the demonstrations of topographical features of the plate boundaries and the causal relationships between the mantle convection and the topographical features. The findings revealed that the students holding 'the naive model' and 'the unstable model' were unable to relate the mantle convection and the three boundaries. In contrast, the students holding 'the causal model' and 'the conceptual model' were able to explain that the mantle convection causes the three boundaries. Also, the types of epistemological belief were different depending on their mental models. Students holding the naive model and the unstable model tended to rely upon the external authorities.

• Asia-Pacific Journal of Business
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• v.2 no.1
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• pp.91-114
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• 2011

The market size of e-Commerce in Japan was 15 trillion Yen in 2006, and B2C Internet shopping sales were over 6.57 trillion in 2009. Lakuten is a representative Internet shopping company whose market share is 45%. Lakuten has over 70,000 online stores and Japanese shoppers trust them based on the fair competition rule and pre-control system on e-commerce. Japanese consumers accept new technology rapidly and highly use Internet and mobile channel. This research analyse online shopping behaviors of Japan, a big e-commerce market. Internet shopping intention, satisfaction, and recommendation by Internet shopping motivations, perceived risks, shopping innovativeness were analyzed. A questionnaire survey of 464 Japanese consumer was performed and ANOVA, factor analysis, reliability test have done by SPSS 12.0. As the results, Internet shopping intentions were higher in groups of olders, higher innovativeness. House wives' satisfaction of Internet shopping is highest. High innovativeness group showed higher internet shopping motivation of economics, connivence, hedonic, and social. Student, women, and low income group perceives high risks to Internet shopping. Implications and further researches were suggested based on the results.

• Journal of Gifted/Talented Education
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• v.21 no.2
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• pp.427-447
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• 2011

This research looked into the recognitions of a teacher's discernment & recommendations of gifted elementary students targeting 184 elementary school teachers in Seoul district and compared and contrasted their awareness in order to confirm whether there existed a difference in the discernment of gifted elementary students according to their awareness level of professionalism in gifted and talented education. The research results are as follows: There appeared a significant difference in teachers' recognitions level of professionalism in gifted education according to their experience relevant to a gifted elementary student. The teachers, in the process of observations & nominations of gifted elementary students, pointed out creativity, learning motive and attitude as the highest judging standard and also regard such elements as discerning criteria of gifted students. In the process of observations & nominations of gifted elementary students, it was found that teachers' recognitions of importance of discerning criteria of gifted elementary students in relation to parents or fellow teachers' recommendations appeared relatively lower than their recognitions of importance in relation to learning ability, creativity, learning motive and attitude. The research results showed that a group of teachers, who have a high recognitions level of the professionalism in gifted education in the process of observations & nominations of gifted students, perceive the realm of creativity, learning motive, and attitude as more important. This suggests the necessity of elevating teachers' awareness level of professionalism in gifted and talented education in order to discern high-quality gifted students in the process observations & nominations of gifted elementary students putting emphasis on the realm of creativity, learning motive, and attitude.

• Journal of Korean Home Economics Education Association
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• v.26 no.2
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• pp.69-87
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• 2014

This research is to develop ethical clothes consumption education program that adopts PBL which is student centered professor-learning method where the learner actively participates in lessons to recognize problems and solve them. This research also tried to see the changes in the students' ethical clothes consumption awareness and problem solving skills and self-directed learning ability after applying this program to lessons. With total of four study topic, seven ethical clothes consumption education programs were developed, and the actual lesson was conducted in controlled group and experiment group. Summary of this research is as followed: First, ethical clothes consumption education program was developed using PBL. Second, teenagers' ethical clothes consumption awareness increased much more than before the course. As both the control group and the experiment group were proven to have high ethical clothes consumption involvement and awareness, it was possible to confirm there is a need for systematic and continuous consumption education at school. Third, when a post test on changes in problem solving ability and self-directed learning ability after applying PBL based ethical clothes consumption education program was conducted, students' problem solving ability was enhanced and both factors, the awareness and behavior of self-directed learning, showed significant difference.

• Journal of The Korean Association For Science Education
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• v.19 no.1
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• pp.146-158
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• 1999

Since 1960' s. aims of science education have changed from attainment of scientific concepts. principles and laws to improvement of science process(or inquiry) skills. According to the science education philosophy like this. our nation has adopted improvement and evaluation of science process(or inquiry) skills in science education. The purpose of this study was to examine the performance of high school students on 4 types of multiple choice items used to access students ability to identify independent and dependent variables. Stimulus materials were either a question focusing on the relationship between two variables. a hypothesis. a description of an experiment. or a description of results of an experiment. Student performance on these item types was compared to this performance on a standard Piagetian interview task of variable identification. The results of the study included: (1) the "hypothesis" type was the most difficult, while the "question" type appeared to be the easiest; (2) the "procedure" item type had a higher correlation with the total interview than any other item type. Among conclusions reached in this study was that although all four item types operated similarly. they did not correlate very highly with the performance assessment by interview.

• Journal of the Korean Chemical Society
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• v.45 no.3
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• pp.256-263
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• 2001

The STS contents, emphasized in the 6th curriculum, in the chemistry parts of general science textbooks were analyzed. The STS contents of textbooks showed average of 24.4%. The chapter in "modern science and technology" were included 45.5% in STS contents, 38.7% in "environment", 29.1% in energy, and 14.0% in "materials". When the STS contents were analyzed by STS topics of Piel, the results are as follows; 38.3% on environmental quality and utilization of natural source, 29.6% on effect of technological developments, 7.9% on energy, and 0.6% on human engineering. However, there were no topics on population, space research and national defense. When the STS contents were analyzed by student activities of SATIS, most of the activities were research and case study. There were few field activities of role play, problem solving and decision making, and research design.

• Journal of Gifted/Talented Education
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• v.26 no.1
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• pp.1-20
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• 2016

This study explored the cognitive characteristics and learning needs of economically disadvantaged gifted students. Gifted students(n=99), economically disadvantaged gifted students(n=43), and non-gifted students(n=50) participated in intelligence and creativity tests, and took self assessments of meta-cognition, epistemological beliefs, learning style preferences, and personal time usage. Superior abstract reasoning ability of economically disadvantaged gifted students was found because their scores on Raven's Test had risen rapidly compared to the other groups. Economically disadvantaged gifted students showed similar high scores as the gifted student on the Torrance Tests of Creativity Thinking-Figural, but not on Verbal. They were found to have a perception of the positive relationships among effort, learning abilities, and values of learning integrated knowledge with a general plan. However, they showed lower meta-cognitive control abilities than the gifted students in learning management and strategies, epistemological beliefs in value of rational operations, and time usage for learning. It is necessary to assign economically disadvantaged gifted students a task with various step by step methods of approach because these students prefer a new and creative task to difficult ones. Instruction plans such as developing language and meta-cognitive abilities and practical application of learning content was proposed.

• The Journal of the Korea Contents Association
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• v.20 no.1
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• pp.127-141
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• 2020

The purpose of this study is to develop and validate the measure of individual Servant Leadership Quotient (SLQ). For the purpose, a total of 100 questions were composed based on the relevant literature and previous studies. As a result of exploratory factor analysis, it was classified into five factors, and the final choice corresponds to 40 questions. The first factor comprises thirteen items reflecting listening (5 items), empathy (4 items), healing (4 items), and the second factor consists of nine items which are futuristic view (2 items), stewardship (3 items), commitment to the growth of others (4 items), community building (4 questions). The third factor is conceptualization (5 questions), the fourth factor is recognition (5 questions), and the fifth factor is persuasion (4 questions). The reliability of the final selected items was .97, and there was a statistically high correlation between the overall Servant Leadership Quotient and the subfactors within the range of r = .788 ~ .872. As a result of one-way ANOVA to find out the relationship between demographic variables, the overall Servant Leadership Quotient was not different according to gender, but it was significantly different among elementary, middle, high school students and adults. As a result of the post-test, there were no differences among the student groups (elementary and middle school) in the overall Servant Leadership Quotient, but there were differences between the early adult and middle adult groups. This study is meaningful because the questions are structured to measure individual Servant Leadership Quotient (SLQ), which goes beyond the scope of groups or organizations Servant Leadership Quotient.