• Journal of The Korean Association For Science Education
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• v.24 no.6
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• pp.1063-1069
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• 2004

This study investigated the effects of grouping method in solving chemistry problems using Think-Aloud Paired Problem Solving (TAPPS). Three classes (125 students) of a co-ed high school in Seoul were randomly assigned to the control, the homogeneous TAPPS, and the heterogeneous TAPPS groups. Prior to the instructions, a test of awareness of metacognition was administered. In the treatment groups, students were grouped into either homogeneous or heterogeneous group on the basis of their pre-achievement levels, and worked in pairs on chemistry problems about chemical equation and stoichiometry. Students' analytical skill, problem solving ability, and awareness of metacognition were examined after the instructions. One-way ANCOVA results indicated that the scores of the homogeneous TAPPS group in the analytical skill test were significantly higher than those of the heterogeneous TAPPS group. However, there were no significant differences among the three groups in the problem solving ability and the awareness of metacognition.

• Journal of The Korean Association For Science Education
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• v.33 no.5
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• pp.881-892
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• 2013

It has been recently emphasized that comprehensive understanding of students' cognitive activities in the process of writing as well as final product is needed in order to develop an effective strategy for science writing. In this study, we investigated the characteristics of writing process in the situation that students wrote a composition in solving the application problem on a science topic. Seven eighth graders selected in the consideration of their science achievement and communication skills were asked to write a composition using think-aloud method. They were also interviewed after their writing work. The analyses of the results indicated that students' writing processes consisted of six distinctive components: generating, organizing, setting, translating, evaluating, and revising. It was also found that the patterns of process components for each student were different in terms of the frequency and the sequence. The patterns of process components were categorized into four types: systematic, tacit planning, trial and error, and random strategies. Educational implications were also discussed.

• Journal of The Korean Association For Science Education
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• v.21 no.4
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• pp.738-744
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• 2001

This study investigated the influences of an instructional method related to problem solving. The new instruction consists of a four-stage problem-solving strategy emphasizing 'planning' and 'checking' stages, and a think-aloud paired problem solving in order to check students' performances in solving problems. Two high school classes (n=91) were randomly assigned to the treatment and the control groups. Prior to the instructions. students' perception of involvement and self-efficacy were examined, and their scores were used as covariates in the analysis. Students' problem-solving ability, perception of involvement. and self-efficacy were examined after the instructions. The test scores of the treatment group were significantly higher than those of the control group in the problem-solving ability and the perception of involvement. However, there was no significant difference between the scores of the two groups in the self-efficacy.

• Journal of The Korean Association For Science Education
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• v.21 no.2
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• pp.289-298
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• 2001

The effect of the instructional approach that asked students to check their problem-solving processes through a paired think-aloud problem solving after presenting molecular-level pictures and a four stage-problem solving strategy was investigated. Four high school classes (N = 191) were randomly assigned to St group (using Strategy individually), SL group (Solver Listener), St-SL group (using Strategy-Solver Listener), and control group. Although the test scores of the St-SL group on strategy performing ability were significantly higher than those of the control group, there was not significant difference for the scores in the multiple-choice algorithmic problems. Regarding the subcategories of strategy performing ability test, students' ability of understanding given of problems and deriving the proper physical quantity was improved, but their ability of setting up subgoals and reviewing their solving process was very low. The preference to the strategy of the St-SL group was more positive than that of the St group.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.9 no.9
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• pp.797-808
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• 2019

The purpose of this study is to collect the psychological responses that occur while watching TV home shopping ads in verbal form, and explore the possibility of measuring the effectiveness of TV home shopping ads using linguistic analysis. The psychological responses during watching positive and negative ads of participants(40 housewives and female college students) were collected in a linguistic form using a think aloud and self-report measurement. It was analyzed by KLIWC, a Korean language analysis program. As a result of the analysis, there was a difference in psychosocial variables as well as linguistic variables between positive and negative evaluation ads. Also, various variables of KLIWC were correlated with the variables of advertising effectiveness (purchase stimulus, ad attitude, product attitude, purchase intention) and advertising response variables. This suggests the possibility of constructing a psychological response profile and measurement of advertising effectiveness using language analysis.

• Journal of the Korea Computer Graphics Society
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• v.27 no.5
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• pp.13-23
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• 2021

This study examined how users use smart speakers in cooking situations. Skilled and unskilled participants cooked a new recipe while following voice instructions delivered by a smart speaker. The results from video recordings of their cooking, think-aloud protocols, and interviews showed that the smart speakers freed users' hands, allowing them to cook while checking recipes. The lack of visual information did not pose a serious challenge to the cooking task, but impacted cooking quality. The implications for VUI-based recipe service designs are discussed.

• Journal of The Korean Association For Science Education
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• v.25 no.2
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• pp.122-132
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• 2005

Graphing abilities are critical to understand and convey information in science. And then, to what extent are secondary students in science courses able to understand line graphs? To find clues about the students' interpretation processes of the information in science-related line graphs, this study has the following research question: Is there a difference between the levels of complexity of good and poor readers as they use the thinking aloud method for studying cognitive processes? The present study was designed to provide evidence for the hypothesis that good line graph readers use a specific graph interpretation process when reading and interpreting line graphs. With the aid of the thinking aloud method we gained deeper insight into the interpretation processes of good and poor graph readers while verifying verbal statements with respect to line graphs. The high performing students tend to read much more information and more trend-related information than the low performing students. We support the assumption of differential line graph schema existing in the high performing students in conjunction with general graph schema. Also, high performing students tend to think aloud much more metacognitively than low performing students. High performing students think aloud a larger quantity of information from line graphs than low performing students, and more trend-related sentences than value-related sentences from line graphs. The differences of interpretation processes revealed between good and poor graph readers while reading and interpreting line graphs have implications for instructional practice as well as for test development and validation. Teaching students to read and interpret graphs flexibly and skillfully is a particular challenge to anyone seriously concerned with good education for students who live in an technological society.

• Journal of the Korean Society for Library and Information Science
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• v.48 no.2
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• pp.379-398
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• 2014

This pilot study explored the effect of mental demand on a Web searcher's thoughts, emotions, efforts, and performance in Web searches in order to address whether or not there is any difference between searchers exposed to mental demand manipulation and searchers not exposed. Research data were collected via think-aloud protocol (TAP) with a dual-task in experiments and interviews with 10 subjects who participated in this study. For the searcher's thoughts, relevance judgment was found to be hindered by mental demand. For the searcher's emotions, the experimental group was more frustrated than the control group. With respect to the searcher's efforts, searchers for the experimental group with mental demand manipulation were more likely to spend more time, make fewer queries, and visit fewer pages but work harder to find more relevant information that they needed. Lastly, with regard to the searcher's performance, it is likely that performance was highly dependent upon the completion of the search tasks for both groups. The NASA-TLX six components and cognitive load scores of searchers did not make a significant difference in the outcome. The findings support the use of a dual-task methodology as a promising approach for the assessment of cognitive load induced by complex Web searches.

• English Language & Literature Teaching
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• v.17 no.3
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• pp.27-56
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• 2011

The analysis on the use of lexical discovery and consolidation strategies that have been researched within the area of vocabulary learning strategies (VLS) have not sufficiently drawn the interest of EFL practitioners with regard to vocational high school learners. The results, however, are expected to have implications for the design of vocabulary tasks and instructional materials for EFL learners. The present study investigates EFL vocational high school learners' use of lexical discovery and consolidation strategies with questionnaires, where the use of the learners' lexical discovery strategies were further validated with the think-aloud methodology by asking samples of proficient and less proficient learners to report on their reading process while reading L2 texts that had not been exposed to the learners. The results indicated that there were significant differences between the two groups of learners in the employment of 11 of the strategies which were in the categories of determination, social, memory, and metacognitive strategies, but not for cognitive strategies. The pattern of strategies indicated that different lexical discovery and consolidation strategies were employed relatively more by one proficiency group than another. The study suggests some implications for how strategy-based instruction can be implemented in EFL classrooms.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.23 no.1
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• pp.65-89
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• 2012

Using grounded theory, this study investigated users' information seeking behaviors associated with their perceptions of uncertainty. Based on a theoretical sampling, 17 doctoral students in the field of business management were recruited. Data was collected through the methods of questionnaire, interviewing, and think-aloud descriptions. The results identified user perceptions of uncertainty in the following stages: identification of information needs, selection of information systems, selection of search terms, actual use of systems, and evaluation of search results. In addition, positive aspects of uncertainties were presented. Major implications relate to information system and service improvements.