• 한국의류학회지
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• 제19권5호
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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.

• 아동학회지
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• 제28권6호
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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.

• 대한수학교육학회지:학교수학
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• 제11권3호
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• pp.479-496
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• 2009

세기(counting)와 같은 일상 경험에서 비롯되는 수와 연산에 관한 비형식적 지식은 이후의 학교 교육에 영향을 주며, 문제에 기술된 행위나 관계 유형에 따른 여러 가지 문장제를 해결할 때 문제해결 전략에도 영향을 준다. 이에 본 연구에서는 덧셈과 뺄셈의 문장제를 15가지 유형으로 구분하여 교과서에 제시된 문장제를 분석하였다. 또한 115명의 초등학교 2학년 학생을 대상으로 각각의 문장제에 대한 풀이 결과를 분석하였다. 교과서를 분석한 결과, 덧셈의 경우에 전체적으로 합병 상황의 문장제가 첨가 상황의 문장제보다 많았다. 또한 뺄셈의 경우에 구잔 상황의 문장제가 구차 상황이나 등화 상황의 문장제보다 많았다. 학생들의 문장제 풀이 결과를 분석한 결과, 덧셈 상황에서는 첨가 상황의 문제와 합병 상황의 문제에서 정답률의 차이가 거의 없는 것으로 나타났다. 그리고 뺄셈 상황에서는 구잔 상황의 문제에서 다른 두 상황의 문제보다 정답률이 높게 나타났다.

• 한국의류학회지
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• 제24권6호
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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.

• 대한수학교육학회지:학교수학
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• 제1권2호
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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'.

• 한국과학교육학회지
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• 제24권5호
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• pp.937-945
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• 2004

이 연구에서는 이미 해결한 단일개념으로만 구성된 복합개념상황에서 학생들의 문제해결력과 정신용량의 관계를 알아보았다. 과학적 개념이나 원리 하나만 알면 풀 수 있는 문제를 단일개념상황으로 정의하였고 단일개념상황을 2개 이상 결합하여 만든 문제를 복합개념상황으로 정의하였다. 청주시 소재 일반계 고등학교 2학년 학생 152명을 대상으로 정신용량에는 유의미한 차이가 나타나지 않았다. 그러나 이미 해결한 단일개념상황들의 결합으로 만들어 전 복합개념상황의 문제해결에 있어서는 정신용량이 작은 집단에서만 실패한 학생들이 나타났으며 문제해결에 실패한 학생들의 정신용량이 문제해결에 성공한 학생들의 정신용량보다 낮았다. 이러한 연구 결과 단일개념상황은 해결할 수 있으면서 이와 관련된 복합개념상황의 해결에 실패한 이유의 하나를 문제해결자의 정신용량이 작기 때문이라고 볼 수 있다.

• 대한수학교육학회지:수학교육학연구
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• 제9권2호
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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.

• 아동학회지
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• 제20권1호
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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.

• 한국컴퓨터정보학회논문지
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• 제23권7호
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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.

• 대한가정학회지
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• 제49권9호
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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.