• Journal of the Korean Society for information Management
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• v.24 no.2
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• pp.29-44
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• 2007

The purpose of this study was to explore whether the concept of amount of invested mental effort (AIME) developed in the field of educational psychology can help explain why people put so little effort into online searching. In this experimental study, two information retrieval systems - a web search engine and a university library system - were used to make a comparison. The data were collected from 15 undergraduate students through background questionnaires, think-aloud protocols, search logs, post-search questionnaires, and post-task interviews. The findings indicate that perception of the web's "easy-ness" and high levels of self confidence in searching capability led the subjects to put less effort into web searching than they do into library system searching. In addition, the perceived difficulty of search task influenced the extent of mental effort invested. The AIME proved a useful framework for understanding search behavior and user experience for both web search engines and library systems.

• Journal of the Korean earth science society
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• v.23 no.2
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• pp.147-153
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• 2002

Reasonable and reliable assessment method is one of the most important issues in science education, Partial credits method is an effective tool for assessing students' science inquiry problem solving. The purposes of this study were to classify the Problem solving types based on the analysis of the thinking Process, and how much the related science concept and the science process skills were used in solving science inquiry problems, and to describe the possibility and rationality of the assessment method that gives partial credit 128 high school seniors were selected and their answers were analyzed to identify science concepts they used to solve each problem, and the result was used as the criterion in the scientific concept test development. Also, to study the science inquiry problem solving type, 152 high school seniors were selected, and protocols were made from audio-taped data of their problem solving process through a think-aloud method and retrospective interviews. In order to get a raw data needed in statistical comparison of reliability, discrimination and the difficulty of the test and the production of the regression equation that determines the ratio of partial credit, 640 students were selected and they were given a science inquiry problem test, a science process skills test, and a scientific concept test. Research result suggested it is more reasonable and reliable to switch to the assessment method that applies partial credit to different problem solving types based on the analysis of the thinking process in problem solving process, instead of the dichotomous credit method.

• School Mathematics
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• v.11 no.4
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• pp.643-664
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• 2009

This study was aimed to understand the problems that students experience during the self--directed study of a mathematics digital textbook and to find the implications for the design of digital textbook. For this study, we analyzed the process of self-directed learning on 'division of fractions with same denominator' using digital textbook by eight 6th graders. Students asked to use think aloud method while they study the unit. Their learning process was videotaped and analyzed by researchers after the experiment. After the self-directed learning, students filled out a test items and participated interview with a researcher. The result showed that students experienced several misconceptions and errors while using a digital textbook. The types of misconceptions and errors were cataegorized as "misconceptions and errors caused by a mathematics textbook" and "misconceptions and errors caused by a digital textbook". Especially, students showed several important misconceptions and errors because of the design factors. This implies we need to consider the causes of misconceptions for the design of a digital textbook.

• Communications of Mathematical Education
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• v.23 no.3
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• pp.545-562
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• 2009

This study is trying to analyze characteristics of mathematical thinking processes of the mathematical gifted students in an objective and a systematic way, by using "Protocol Analysis Method"and "Problem Behavior Graph" which is suggested by Newell and Simon as a qualitative analysis. In this study, four middle school students with high achievement in math were selected as subjects-two students for mathematical gifted group and the other two for control group also with high scores in math. The thinking characteristics of the four subjects, shown in the course of solving problems, were elicited, analyzed and compared, through the use of the creative test questionnaires which were supposed to clearly reveal the characteristics of mathematical gifted students' thinking processes. The results showed that there were several differences between the two groups-the mathematical gifted student group and their control group in their mathematical talents. From these case studies, we could say that it is significant to find out the characteristics of mathematical thinking processes of the mathematical gifted students in a more scientific way, in the sense that this result can be very useful to provide them with the chances to get more proper education by making clear the nature of thinking processes of the mathematical gifted students.

• Journal of The Korean Association For Science Education
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• v.38 no.5
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• pp.611-623
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• 2018

This study investigated verbal behaviors and interactions in the processes of making written test items using paired think aloud problem solving for pre-service secondary chemistry teachers. The processes of making written test items using paired think-aloud problem solving in four small groups consisting of two pre-service chemistry teachers were recorded and transcribed. The analysis of the results revealed that 'item making' for ten subcategories for solver's verbal behaviors were most frequently exhibited regardless of 'integration' among the components of pedagogical content knowledge (PCK). The solver's 'provide', 'modify', 'require agreement', 'ask', 'agree', and 'justify' were also frequently exhibited although fewer than 'item making'. Especially, the solver's 'ask' was more frequently used in 'non-integration', whereas 'justify' was more frequently used in 'integration'. In listener's verbal behaviors consisted of eight subcategories, 'point out', 'ask', and 'agree' were frequently exhibited regardless of 'integration'. Listener's 'ask' and 'agree' were exhibited more in 'non-integration', whereas 'point out' was exhibited more in 'integration'. Many verbal interactions were analyzed to be in 'symmetrical type' more than 'solver-dominant type' or 'listener-dominant type'. 'Symmetrical type' was also more frequently exhibited in 'integration', whereas 'solver-dominant type' was more frequently exhibited in 'non-integration'. There were little differences between 'integration' and 'non-integration' in 'listener-dominant type'. In 23 subcategories of 'symmetrical type', 'ask-provide' and 'point out-justify' were most frequently found. Especially, 'ask-provide' was more frequently found in 'non-integration', whereas 'point out-justify' was more frequently found in 'integration'. 'Point out-modify' was the most frequent in 4 subcategories of 'listener-dominant type', while 'item making-agree' in three subcategories of 'solver-dominant type' regardless of 'integration'. However, only a little of other subcategories of the three types were found.

• The Journal of Korean Association of Computer Education
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• v.14 no.1
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• pp.13-21
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• 2011

The purpose in this paper is to provide the theoretical framework of characteristics of programming thinking processes in computational literacy education. That is, we developed the theoretical framework through analyzing novices' cognitive thinking processes, applied it to the real situation about computational literacy problem-solving processes and defined characteristics of the processes. For this purpose, we tried to analyze characteristics of programming thinking processes of novices by using think-aloud method. Also we developed the programming process code about novices' cognitive processes and programming processes, and analyzed the process that novice faced and overcame programming barriers by using qualitative research tool, Nvivo. As a result, we found what characteristics of programming problem-solving processes were and how novices used the thinking skill in the process. This study contributes to understand programming problem-solving processes and provides the criterion to analyze the processes scientifically.

• English Language & Literature Teaching
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• v.17 no.3
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• pp.1-25
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• 2011

This research primarily aimed to investigate proficient and less proficient EFL readers' awareness and experiences about learning to read and reading in English. The secondary purpose was to explore the participants' reading strategies, and to discover how the genres of English texts influence their reading processing behaviors. The participants consisted of four college students in engineering aged 21-25 years. Three data sources were employed: questionnaires, interviews, and think-alouds. The findings revealed that: (1) the proficient EFL readers judged themselves to be good readers, while the less proficient EFL readers judged themselves to be fair readers; (2) unknown vocabulary was perceived to be the major impediment to reading comprehension; the think-aloud data, however, demonstrated that unknown vocabulary did not significantly interfere with their reading comprehension; (3) regardless of the genre of the text, the participants employed similar reading strategies; (4) the participants were more likely to tolerate ambiguity and predict the content when reading the narrative text than the expository text; (5) there was no set of strategies that distinguished proficient EFL readers from less proficient EFL readers; and (6) when identifying problems, the proficient EFL readers used fix-up strategies more effectively and were better able to provide satisfactory solutions than their counterparts. Pedagogical implications for EFL reading instruction are discussed.

• Journal of Fisheries and Marine Sciences Education
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• v.21 no.1
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• pp.161-172
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• 2009

The purpose of this study was to investigate the improvement of the educational web service by using of usability test. For this purpose, a case study was performed with three teachers. They solved three problems, which were linked to the usability of educational web site, with think-aloud. All their actions in the screen and their verbalizations were recorded as computer files. Recoded data were analyzed with the task-performance time analysis, behavior code analysis, and problem behavior graph analysis. From the result of analysis, five improvement strategies were proposed for the development of EDUNET which is an educational information service system and a national teaching & learning center.

• 대한공업교육학회지
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• v.30 no.1
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• pp.1-18
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• 2005

The purpose of this study was to development a model of problem solving instruction for improving practical skill-competence in technical high school. For the study, various literature researches were reviewed intensively about problem solving process, laboratory instruction's approaches and learning principals. The problem solving instruction process was composed with identifying problems, generating alternative solutions, investigation and research, choosing a solution, acting on a plan, modeling of problem solving, testing and evaluating, redesigning and improving. The skills schema combines a four domain of skilled activity, that is, cognitive skills, psychomotor skills, reactive skills and interactive skills. The problem solving instruction was composed with five major learning systems-emotional, social, cognitive, physical, and reflective-that can be used extensively as generic lesson plashing. The teacher serves as a coach or guide for student learning. As a facilitator, the teacher challenges, questions, and stimulates the students in their thinking, problem solving and self-directed study. In this process, students represent problem with think aloud, assume responsibility for their learning and move from teacher-centered to student-centered education.

• Journal of The Korean Association For Science Education
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• v.15 no.1
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• pp.80-91
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• 1995

This study aims to identify the differences in chemical problem solving process of college students when the amount of information, problem context and the reasoning level were varied. Four students were participated and each student solved the problem by think-aloud method and then interviewed individually. Problem solving stage, ratio of time for each solving stage, solving strategy, misconceptions, and errors were identified and discussed related to the characteristics of problems. And, the relationships of students' belief system about chemistry & chemistry problem solving and problem solving characteristics were also identified.