• Journal of the Korean Society of Clothing and Textiles
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• v.19 no.5
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• pp.713-722
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• 1995

The purpose of the study is to investigate the types of apparel usage situations percieved by female consumers. Data (N=132) were collected via a questionnaire developed on the focused stoup interviews and previous studies. By multidimensional scaling (MDS) analysis, two dimensions of perceptual criteria on apparel usage situations are identified: formality, and normative aspects of apparel style. Results indicate that apparel usage situations perceived by female consumers can be classified into four major types: (1) Formal-Normative Situations, (2) Informal-Normative Situations, (3) Informal-Normless Situations, and (4) Formal-Normless Situations.

• Korean Journal of Child Studies
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• v.28 no.6
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• pp.135-154
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• 2007

This study examined preschool children's conceptions of social situations and mothers' responses toward their children in the home context. Participants were 78 kindergarten children and their mothers living Seoul, Korea. Results indicated that children did not distinguish social-conventional situations from moral situations, but they clearly distinguished social-conventional and moral situations from personal situations. Mothers' reported that they would make indirect responses to children's behaviors in moral situations to highlight intrinsic consequences such as violating others' rights and happiness. In contrast, they said that they would make direct responses such as mentioning rules and manners in social-conventional situations. Mothers supported their children's choices in personal situations unless the situations were dangerous or detrimental to children's health.

• School Mathematics
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• v.11 no.3
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• pp.479-496
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• 2009

Some children can construct a basic concept of addition and subtraction during the preschool years. Children start to experience mathematics via numbers and their of operations and contact with various contexts of addition and subtraction. In special, word problems reflect mathematics which is appliable to real life. In this paper, I analyse the types of word problems in text book and its students' responses. First, I analyse the types of addition word problems which consist of change add-into situations and part-part-whole situations. Second, I analyse the types of subtraction word problems which consist of change take-away situations, compare situations and equalize situations. Third, I analyse the students' responses by the types of word problems in addition and subtraction. And 115 2nd grade elementary school students participated in this survey. The following results have been drawn from this study. First, the proposition of word problems of part-part-whole situations is higher than that of change add-into situations and the proposition of word problems of take-away situations is higher than that of compare situations and equalize situations. According to the analysis about students' responses, It is no difference between change add-into situations and part-part-whole situations. But the proposition of word problems of take-away situations is higher than that of compare situations and equalize situations. This results from word problems which contain unnecessary information in problem. So, we have to present the various word problems to students.

• Journal of the Korean Society of Clothing and Textiles
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• v.24 no.6
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• pp.940-949
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• 2000

The purposes of this study were to examine the differences in consumers’perceived shopping situations by store format and to examine the effects of shopping situations on the within-store emotion and in turn on purchase behaviors of fashion products. Shopping situations included 16 general situations and 15 within-store situations, and four different store formats were selected for the study. Data were obtained from an on-site questionnaire survey to a convenience sample of young consumers. Four hundred fifty six responses were analysed. There were significant differences in shopping situations(3 general and 6 within-store) by store type. Eight shopping situations affected the within-store emotion, which, in turn, affected the purchase of fashion products.

• School Mathematics
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• v.1 no.2
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• pp.417-431
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• 1999

In this study, I consider Brousseau's theory of didactical situation focused on 'the development process of situations', and analyze some examples of didactical situation related to instruction of 'decimal' concept. To elaborate situations which really make a mathematical notion function, we have to analyze the essence of the notion, and to construct the situation which can be developed to situations of 'action-formulation-validation - institutionalization'. From this view, it can be said that the instruction of decimal concept in our country mainly lies in the situations of 'action' and 'institutionalization'. we have to provide more situations of 'formulation' and 'institutionalization' which can connect 'action' and 'institutionalization'.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.937-945
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• 2004

In this study, we examined high school students' abilities for solving problems under single concept situations and complex concept situations and their mental capacities. Single concept situations are defined as the problems which can be solved with a scientific concept or principle and complex concept situations are the problems combined with more than 2 single concept situations. 152 11th-graders were participated in this study, who had taken natural science track. FIT 752 was used to measure their mental capacities. And an instrument, made up of six questions under three single concept situations and three complex concept situations, was used to assess students' problem solving abilities. As results, students' problem solving abilities were lower in complex concept situations than in single concept situations. There wasn't significant difference in mental capacities between of students who succeeded in solving problems and ones who did not under both single and complex concept situations. Although students solved the problems of single concept situations, some of them failed in solving the problems of complex concept situations composed of single concept situations which they succeeded in solving. They belonged to relatively low mental capacity group, of which students who failed in solving problems of complex situations had lower metal capacities than ones who succeeded in solving them. According to these results, it could be concluded that mental capacity is one of main variables which have influence on problem solving of complex concept situations composed of solvable single concept situations.

• Journal of Educational Research in Mathematics
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• v.9 no.2
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• pp.473-491
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• 1999

The learning of mathematics happens in some situations. It is natural that students should learn mathematics in more appropriate situations. But, so far It has been hardly studied about concrete situation and milieu where math can be successfully taught. In today's math education, the situation of education as a external circumstance become realized more and more importantly with influence of open education. But they don't embody situation as an internal circumstance where the intrinsic concept of mathematics can be obtained. We started this thesis from this tried to answer it on the basis of Brousseau's question, have theory about the didactical situations. One of the purpose of this study is to understand the theory of didactical situations, which focuses on how we can elaborate situations which really make a mathematical notion function. In this study, It is attempted clarify some concepts of the theory of didactical situations. The other is to discuss about what the theory of didactical situations suggests us in math zeducation. The method of math teaching and learning and the teacher's role were discussed in the viewpoint of Brousseau's theory. Finally, We elaborated and presented some didactical situations which make the notion of the area of rectangle.

• Korean Journal of Child Studies
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• v.20 no.1
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• pp.61-77
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• 1999

This study investigated characteristics of children's coping behaviors in the context of perceived controllability of stress in hassles with parent(s), friend-alienation, friend-conflict, and in learning situations. The subjects were 489 sixth grade children selected from seven elementary schools in Seoul. Statistical analysis was by ANOVA, Scheffe' test, and MANOVA. Major findings were that (1) Active, passive, aggressive, and avoidant coping differed by perceived controllability of stress in all 4 stress situations. The children who perceived a higher level of controllability were more active, and less passive, aggressive, and avoidant in coping with each hassle. (2) Perceived controllability was higher in learning related than in friend-conflict situations. Active, passive, and social support seeking coping behavior was higher in learning related stress situations than in friend-conflict situations. Avoidant coping behavior was lower in learning related than in friend-conflict situations.

• Journal of the Korea Society of Computer and Information
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• v.23 no.7
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• pp.39-47
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• 2018

This paper confirms the risk of using smartphone through the analysis of collected usage pattern and proposes the smartphone intervention system in risk situations. In order to check the risk of smartphone usage, we made information collecting application and collected smartphone usage pattern from 11 experiment participants for two months. By analyzing smartphone usage pattern, we confirmed that about 12% of smartphone usage is being used in driving, walking, and on the street. In addition, we analyzed the response rate of smartphone notification in risk situations and confirmed that user responds the smartphone notifications in real-time even in risk situations. Therefore, it is required to present a system that intervenes the use of smartphone in order to protect smartphone users in risk situations. In this paper, we classify risk situations of using smartphone. Also, the proposed smartphone intervention system is designed to periodically detect risk situations. In risk situations, smartphone function can be restricted according to user setting of smartphone. And smartphone can be used normally when safe situation is restored.

• Journal of the Korean Home Economics Association
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• v.49 no.9
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• pp.1-13
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• 2011

This study examined whether preschool children's meta-socialization (conceptions of social situations) and their responses differed according to the children's gender. The participants were 78 preschool children living in Seoul, Korea. The results showed gender differences in the children's conceptions of social situations and in their responses to social situations. Firstly, a girl's conceptual judgments about social situations were more developed and dependent on the teacher's authority. Secondly, the boys showed direct and physical responses, while girls showed indirect, linguistic, and emotional responses in moral and social-conventional situations. In addition, girls made more frequent responses to 'Choice Assertion' in personal situations than boys.