• Asia pacific journal of information systems
• /
• 제30권2호
• /
• pp.420-438
• /
• 2020

Recently, with the advance of the wireless Internet access via mobile devices, a myriad of game development companies have forayed into the mobile game market, leading to intense competition. To survive in this fierce competition, mobile game developers often try to get a grasp of the rapidly changing needs of their customers by operating their own official communities where game users freely leave their requests, suggestions, and ideas relevant to focal games. Based on the heuristic-systematic model (HSM) and the data quality (DQ) framework, this study derives key content, non-content, and hybrid cues that can be utilized when game developers accept suggested postings in these online communities. The results of hierarchical multiple regression analysis show that relevancy, timeliness, amount of writing, and the number of comments are positively associated with mobile game developers' knowledge adoption. In addition, title attractiveness mitigates the relationship between amount of writing/the number of comments and knowledge adoption.

• 아동학회지
• /
• 제29권1호
• /
• pp.355-371
• /
• 2008

Concept mapping was used to investigate kindergarten teachers' knowledge about early childhood literature instructional content. Participants were 87 teachers recruited by the Provincial Authority for Supervision of Education in Jeonam Province. Data were analyzed by Yun's (1998) method based on Novack & Gowin (1984), Morine-Dershimer (1993), and Markham et al. (1994). Findings were that (1) the majority of the participants perceived superordinate concepts of early childhood instructional content in literature to be typesof literature, reading, writing, speaking, expression, and listening. Subordinate concepts were stated by 456 different words. (2) Types of literature and writing were highest in frequency of superordinate concepts and were also high among subordinate concepts and hierarchy. (3) Teachers' concepts varied by teaching careers in writing and reading.

• 공학교육연구
• /
• 제15권1호
• /
• pp.9-17
• /
• 2012

Communication skills, such as writing documents and presenting technical details, are thought to be essential for modern engineers. Engineering students usually have less interest in writing and presentation than their humanities student counterparts and their concerns are different, too. So it is necessary to teach them in a different way which is suited to them. However, teaching such subjects has been a tricky problem for educators in terms of teaching methods. Also, to teach writing and presentation effectively for engineering students, collaboration between the faculties of different disciplines is necessary because each discipline has its own specific domain knowledge and approaches. But many unsolved problems exist with regard to how to deal with the technical and administrative aspects, and so on. This paper introduces one case in the education of technical writing and presentation, which is a collaboration between an engineering faculty and a faculty of literature. The literature faculty conducts basic education and training for writing skills, while the engineering faculty teaches the technical aspects of documentation, as well as presentation skills. The focus is placed on topics such as self-introduction, searching technical literature and materials, describing and explaining things and presentation practice, etc. During the class there is cooperation in each topic domain, while the faculties collaborate in teaching and evaluation.

• 비교문화연구
• /
• 제37권
• /
• pp.335-360
• /
• 2014

The purpose of this paper is to investigate whether high-level(level 6) essay-writing questions in Test of Proficiency in Korean (TOPIK) have been presented appropriately so as to enable foreign test-takers to display their Korean writing ability properly, and to provide some suggestions on how those questions need to be changed. To accomplish this purpose, all the essay-writing questions were collected from the 33 TOPIK tests, from the 2nd in 1998 to the 35thin 2014, and analyzed from the perspectives of their topics and formats. The results are that high-level TOPIK essay-writing questions showed a strong tendency to take as their topics Korean sociocultural structures and phenomena, or current issues in Korea, and that they frequently employed guided writing formats by providing preset ideas or/and contexts for test-takers to write in a guided way; such tendencies were analyzed to shed a negative influence on test-takers displaying their writing ability and creativity, because those topics and preset ideas or contexts provided do not allow them to express their own opinions or positions freely. It is suggested that TOPIK essay-writing questions should be changed to deal with objective and general topics which enable test-takers to write freely and logically in Korean based on their experience, because TOPIK is not a test to check whether they have enough background knowledge about the Korean society and culture, but a test to assess their Korean proficiency.

• 대한가정학회지
• /
• 제34권3호
• /
• pp.305-325
• /
• 1996

This study was designed to compare mothers' beliefs of literacy development and home literacy environment and to explore how the children interacted with their mother during literacy activities and how they used the strategies to develop knowledge of literacy. The qualitative data was collected from multiple sources of naturalistic information and analyzed through triangulation of diverse methods including participant observations in the home, parental during literacy events, written logs kept by the mothers, the children's writing products, three emergent assessment forms, and photographs. The three preschoolers and their mothers provided different literacy experiences to support their children's emerging conventional literacy development. Child 1's mother highly valued the rich home literacy environment and the child 1's initiative interactions during literacy events. Child 3's home literacy context was very similar to her Montessori classroom's phonic approach and writing skills. Child 2 was provided with an inappropriate literacy environment at home through direct instruction and an emphasis on correct writing. All of the children were interested and attended to story. Child 1 interacted with her mother in expanded cycles as child's initiation, mother's clarification, and child's evaluation, compared with the child 2's simple cycle and the child 3's classroom-like cycle as mother's initiation, child's response, and mother's evaluation. The children and their mothers employed a number of diverse strategies to understand knowledge of literacy. Importantly parent education needs to emphasize the importance of playful one to one mother-child interaction, a functional holistic literacy environment., and strategies for expanding child's knowledge with parent as mediator.

• 과학교육연구지
• /
• 제38권2호
• /
• pp.344-355
• /
• 2014

2009 개정 과학과 교육과정에서는 과학적 사고력, 창의적 사고력 및 의사소통 능력의 함양을 위한 방법으로 과학 글쓰기를 강조하고 있다. 이 연구에서는 2009 개정 고등학교 과학 교과서 7 종을 분석하여 과학 교과서의 과학 글쓰기 제시 양상을 제재와 제시 방식을 중심으로 알아보았다. 연구 결과는 다음과 같다. 첫째, 과학 글쓰기 페이지 비율이 낮았으며, 과학 글쓰기 수가 교과서 종류별로 편차가 큰 것으로 나타났다. 또한 과학 글쓰기가 대부분 단원의 마무리에 제시되어 있고, 교과서에 따라서는 단원별로 제시된 과학 글쓰기 페이지 수와 과학 글쓰기 수의 편차가 큰 경우도 있었다. 둘째, 과학 교과서에 제시된 과학 글쓰기의 제재 및 글쓰기 양식을 구분한 결과, '과학지식-설명'이 가장 많았고, 'STS-주장'이 두 번째로 많았다. 가장 많은 비중을 차지하는 '과학지식-설명' 중 일부는 과학 학습을 위한 글쓰기가 아니라 언어영역 비문학독해와 같은 제시문의 독해 능력을 평가하는 것이어서 과학적 소양을 함양시키는 데는 부족하였다. 셋째, 과학 교과서에 제시된 과학 글쓰기 진술에 사용되는 서술어 중에는 과학 글쓰기 의도가 구체적으로 명확하게 나타나지 않는 서술어가 다수 존재하였다.

• 영어어문교육
• /
• 제18권2호
• /
• pp.45-66
• /
• 2012

The purpose of this study was to investigate the impact of two different SNS-based tasks on university students' English writing performance. To address our primary research question, Me2day, microblogging and Social Networking Service, was employed. 43 university students were divided into two experimental groups depending on the task types: a comparison task group and a sharing personal experiences task group. The main findings of the study were as follows: first, two different types of SNS-based tasks, 'spot the differences' and 'writing diaries', had a positive effect on learners' writing performance. The reason for this was that the succinct messages limited to 150 characters made it easier for the students to try writing in English without burden; and they may benefit from their peers by seeing their posts and interacting with each other. Yet there were no significant differences between the two groups when it came to the degree of improvement. Second, two different types of SNS-based tasks differently fostered certain aspects of the writing performance; 'contents knowledge' was supported by the 'writing diaries' task and range was supported by the 'spot the differences' task. Third, learners in the two experimental groups mostly had positive impressions regarding usage of Me2day as a new learning tool.

• 영어어문교육
• /
• 제17권3호
• /
• pp.73-98
• /
• 2011

This study investigated the feasibility and effectiveness of incorporating oral corrective feedback into the content-based business English writing class. Two types of oral corrective feedback, recasts and metalinguistic feedback, were integrated into business English writing classes to help low intermediate-proficiency Korean university students improve the ability to use the simple past, present progressive, and present perfect tenses correctly in their written production. Prior to the treatments, the subjects had basic grammatical knowledge of the target verb tenses, but they had only limited control over them in their written production. Three groups were formed: recast group that received corrective recasting, metalinguistic group that received metalinguistic clues, and control group that received no oral corrective feedback. The study demonstrated that it was feasible to incorporate recasts and metalinguistic feedback into content-based business English writing classes and that metalinguistic feedback had greater and more endurable effects than recasts on promoting the correct use of the target verb tenses in written production. It can be concluded that oral corrective feedback, metalinguistic feedback in particular, can be used in the business English writing classroom to help students gain greater control over already partially acquired forms and therefore improve their writing accuracy.

• 한국과학교육학회지
• /
• 제33권5호
• /
• pp.963-980
• /
• 2013

본 연구의 목적은 예비교사들의 집단지성을 활용한 글쓰기활동을 통해 과학지식 형성과정을 탐색하는 것이다. 이를 위하여 과학논리논술 전공수업을 수강하는 29명의 대학생들을 대상으로 적정기술이라는 과학주제를 제시하여 이에 대한 지식의 형성과정을 탐색하였다. 이 활동은 학생들의 자유로운 참여와 쌍방향 커뮤니케이션을 위해 온라인상에서 진행되었으며, 모든 학생들이 충분히 자신의 의견을 표현하고, 다른 학생들의 정보를 판단할 수 있도록 한 달이라는 기간 동안 실시되었다. 참여방식은 한 학생이 관련 정보를 제시하면 다음 학생은 기존정보를 읽고 자신이 원하는 정보를 조합 및 수정하여 제시하는 것으로 실시되었으며 참여횟수는 제한하지 않았다. 또한 질문지를 제시하여 참여자가 해당 글을 수정하거나 정보를 추가한 이유를 기술하도록 하였다. 연구결과 학생들은 크게 4단계의 과정을 통해 집단적 과학지식을 형성해 나가는 것으로 나타났다. 첫 번째 단계는 정보가 팽창하는 단계이며, 두 번째 단계는 가치정보가 축적되기 시작하는 단계이다. 세 번째 단계는 논리 비판적 사고단계이며, 마지막으로 퇴고단계를 거쳐 예비교사들이 개인의 지성을 더해 과학지식을 형성해 나갔다. 본 연구의 결과를 통해 집단에 의해서 구성되는 지식은 어떠한 과정을 통해 형성되어 가는지 확인할 수 있었으며, 그 과정 안에서 일어나는 다양한 참여형태 및 사고활동을 탐색할 수 있었다. 이러한 연구결과를 토대로, 향후 집단지성을 활용한 다양한 수업개발을 통해 학생들의 논리력과 비판적 사고력을 신장할 수 있을 것이라 기대된다.

• 대한지구과학교육학회지
• /
• 제7권1호
• /
• pp.54-63
• /
• 2014

This study explored the effect of using the inquiry-based science writing heuristic approach in class on metacognition and scientific creativity to enhance the ability of solving problems in science classrooms of elementary students. The results of this study were as follows. First, the science writing heuristic had a positive influence on the usage of metacognition necessary for learners to solve the problem with science. Second, the science writing heuristic contributed to the improvement of scientific creativity. In the process of inquiry-based approach, learners used scientific knowledge to come up with ideas and produce outcomes, therefore they could seek sanswers to scientific problems for themselves. Third, the science writing heuristic produced a positive awareness of science process skill because learners had more opportunities to think on their own than an existing passive class. In conclusion, this study found that the inquiry-based science writing heuristic approach encouraged learners to do inquiring activities in school classrooms, therefore contributing to the application of metacognition and the improvement of scientific creativity.