• 한국과학교육학회지
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• 제24권4호
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• pp.785-801
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• 2004

A Typically-Perceived-Situation(TPS) is a situation which might be useful for conceptual learning of science, rising spontaneously in an individual's mind when someone is thinking about, or in relation to, any object such as physical object, concept, situation, etc. But, for a discussion about the TPS' usefulness in depth, we need to analyze the specific features of the TPS in relation to conceptual learning of science. This study investigated four elementary school students' TPSs related to the topic of the action of force, especially (a) 'the situation where force is being acted on an object', and (b) 'the situation where force is not being acted on an object', with an interview as well as with a drawing-and-explanation type questionnaire. Their TPSs were then compared with their concepts, checked by a misconception questionnaire of choice-and-explanation type. The results showed that the students' TPSs illustrated not only their conceptions about the action of force, but also gave more fruitful details of their ideas, including (a) clues of their conceptions, (b) concrete situations, and (c) their past experiences with emotional components. On the whole, the TPS's appeared to be rather stable, affected by their past experiences, and needed to be analyzed into their sub-units for more subtle details. Finally, some practical ways of how to apply the ideas of the TPS to the conceptual learning of science are suggested.

• 한국초등과학교육학회지:초등과학교육
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• 제23권3호
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• pp.238-250
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• 2004

For effective conceptual teaching (or teaming) of physics, it needs to know more information about students＇ ideas related to specific topics. The purpose of this study was to investigate 6th grade students＇ various ideas about the actions of force, especially＇ the situation where force is being acted＇, and＇ the situation where force is not being acted＇, through the analysis of their ＇Typically-Perceived-Situation (TPS)＇. The TPSs of 152 6th grade students were collected with a drawing-and-explanation type questionnaire, and their TPSs about the action of force were categorized by the background, the subject, the object, the action, and the result of action, etc. It was found that most of students＇ ideas about ＇force is being acted＇ were related to the situation where the impact by or on human body caused to the change of position in familiar everyday life scene. Thus their ideas were strong related to human body, including sensual factors such as ＇pain＇. And it also was found that most of students＇ ideas about ＇force is not being acted＇ were in a strong relation to familiar everyday life situations there is no change of position because force was not given by a human body, or energy was not supplied. Most students thought that force is similar to energy which should be supplied from outside or generated by itself. These results suggest that the teaching strategies focused on familiar everyday life background including sensual factors and human body need to be explored in conceptual loaming of physics.

• 한국과학교육학회지
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• 제36권6호
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• pp.851-866
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• 2016

본 연구는 초등예비교사를 대상으로 작용 반작용 법칙에 대한 이해 정도와 전형적 인식상황의 조사를 통해 초등예비교사의 '작용과 반작용'에 대한 개념을 알아보는 것을 목적으로 수행하였다. 조사는 초등예비교사 3학년 177명을 대상으로 하였다. 연구 결과, 첫째, 작용 반작용 법칙에 대해 초등예비교사들이 이해하는 정도는 충분하지 않았으며, 상황에 따라 이해의 정도가 달랐다. 둘째, 초등예비교사들은 작용 반작용 법칙과 관련하여 '사람이 벽을 미는 상황'과 같은 일반적인 상황과 함께, '관성에 의한 상황'과 같이 관련이 없는 상황도 전형적으로 떠올리는 경향이 있었다. 또, 작용 반작용의 작용 유형과 결과적인 운동 유형을 다소 편중되게 생각하는 경향이 있었다. 끝으로 이러한 결과를 바탕으로 작용 반작용 법칙에 대한 이해 제고와 관련하여 몇 가지 제언을 하였다.

• 한국과학교육학회지
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• 제28권6호
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• pp.579-591
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• 2008

학생의 선개념을 상황과 함께 파악하려는 시도로서 최근에 전형적 인식 상황(TPS)에 대한 연구와 결정적 예에 대한 연구가 수행되었다. TPS는 개념에 대해 생각할 때 가장 먼저 떠오르는 상황이며, 결정적 예는 학습에 가장 큰 도움이 된 예시 상황이다. 우리는 전형적 인식 상황과 결정적 예를 함께 파악함으로써 학생의 개념 이해 과정에서 상황이 어떻게 관련되는 지를 살펴볼 수 있다. 본 연구에서는 설문 조사와 면담을 통해 $9{\sim}11$학년 학생이 '힘'과 '역학적 에너지 전환'에 대해 가지고 있는 전형적 인식 상황과 결정적 예의 특징을 분석하고 그 관련성을 알아보고자 하였다. 연구 결과, 학생들의 전형적 인식 상황과 결정적 예는 개념에 따라 다른 특징을 보였다. 일상 생활과 깊이 관련되어 있는 힘의 경우에는 학생들이 다양한 상황을 TPS와 결정적 예로 가지고 있었다. 반면, 역학적 에너지 전환에 대해서는 공이 떨어지는 것과 같은 몇몇 상황을 전형적 인식 상황과 결정적 예로 가지고 있는 학생들이 많았다. 또, 학생들은 교과서와 일상생활에서 자주 접하는 상황이나 쉽게 이해할 수 있는 상황을 TPS나 결정적 예로 생각하는 경향이 있었다. 이상의 논의에서 TPS에서 시작하여 개념을 도입하고 이후 개념의 속성이 잘 드러나는 결정적 예를 제시하여 학습이 일어날 수 있도록 하는 것이 효과적인 과학 개념의 교수-학습 방안으로 보인다.

• 한국경영정보학회:학술대회논문집
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• 한국경영정보학회 2007년도 International Conference
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• pp.509-514
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• 2007

Most of the IS continuance research has assumed that IS use is activated by an intention to use, which in turn is determined by the evaluation of IS usage. Perceived usefulness is one of the evaluation variables most widely used. Typically, the past studies adopt this perceived usefulness because it views continuance as an extension of acceptance behavior. However, the literature on interpersonal relationships suggests that individuals are motivated to maintain relationships either because they genuinely want to or they believe they have no other option. The former is referred to as dedication-based relationship maintenance and the latter as constraint-based relationship maintenance. The IS continuance can be considered as the relationship maintenance situation with the existing IS that the user is currently using. The belief constructs previously used in IS continuance researches fall into the category of dedication-based ones. Additional constraint-based belief constructs are needed to explain the IS continuance behavior. In this regard, switching cost represents an important avenue for better understanding and predicting customer retention in that it can be regarded as the constraint-based motivation for relationship maintenance or IS use continuance. For an empirical exploration, 275 samples were collected from the users of a web portal site. Data analysis using Structural Equation Modeling (SEM) shows that perceived usefulness shows a significant direct effect on continuance intention while perceived switching cost significantly affects continuance usage.

• 한국초등과학교육학회지:초등과학교육
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• 제23권3호
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• pp.251-265
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• 2004

Conceptual teaming has been one of the important issue in science education, and its theory and method has been interacted with the studies of philosophy of science, cognitive science, and cognitive psychology. The last two decades have witnessed a remarkable growth of the study on brain-style computation, i.e. connectionism. This study aimed to investigate the properties of the connectionist views of the concept and its implications in the conceptual learning of science. In connectionist views, a concept was represented as a pattern of activity distributed over many connected units, and a kind of network composed of many sub-concept units. And the ＇distributed representation＇ had the features of the constructivity, the automatically generalization, and the tunability. On the base of these views, it was suggested that (ⅰ) ＇Typically-Perceived-Situation＇, a kind of mental representation rising spontaneously in an individual mind when someone is thinking about any object, should be highlighted, and (ⅱ) the roles of the sub-concept units in formation of concept and the resolution of concept into the sub-concept units should be highlighted. Finally the meanings of these implications in conceptual teaming of science are discussed.

• 마케팅과학연구
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• 제19권3호
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• pp.17-27
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• 2009

典型的价格促销是指降低一定数量产品的价格或以相同的价 格获得更多数量的产品, 从而增加价值和创造经济的激励购买. 价格促销经常用来鼓励没有消费过产品或服务的用户试用产品或服务. 因此, 理解价格促销对那些从来没有使用过促销品牌的消费者的此品牌质量认知的影响是很重要的. 然而, 如果消费者通过价格促销获得的产品的质量不好, 促销可能达不到用经济的刺激方法来增加销售的效果. 相反则有可能发生. 具体来说, 通过价格促销消费者产生低的质量的认知会削弱经济的和心理上的激励, 减少购买的可能性. 因此, 对市场营销人员来说理解品牌的价格促销信息如何影响消费者对此品牌的质量的不良认知是非常重要的. 先前的有关价格促销对质量认知的影响的研究有不一致的解释. 一些是关注价格促销对消费者认知的不利影响. 但是其他的研究显示价格促销并没有提高消费者对品牌的不良认知. 之前的研究发现这些不一致的结果和价格促销曝光的时机以及相关的试验得出的质量评估有关. 而且, 消费者是否经历过产品促销都可能会调节这些影响. 一些研究把产品类别的不同作为基本的因素. 本研究的目的是探讨在不同的情况下, 价格促销信息对消费者的不良的质量认知产生的影响. 作者控制了促销曝光的时机, 过去的各种促销形式以及信息发布的方式. 与以往的研究不同, 作者通过控制以前个人使用此产品的经验的潜在调节作用来测试事先设定限制的价格促销的影响. 这样的操作可以解决相关的有可能产生的争议. 这种方法对实际工作方面也是有意义的. 价格促销不仅适用于已存在的目标消费者, 而且可以鼓励没有使用过产品和服务的消费者尝试此产品或服务. 因此, 对市场营销人员来说理解品牌的价格促销信息如何影响消费者对此品牌的质量的不良认知是非常重要的. 如果没有使用过这个品牌的消费者通过价格促销获得的产品的质量不好, 促销可能达不到用经济的刺激方法来增加销售的效果. 相反则有可能发生. 另外, 如果价格促销结束, 购买了这个产品的消费者可能会出现明显的减少再购买行为. 通过文献回顾, 假设1用来探讨消费者通过过去的价格促销获得的质量认知的调节作用. 消费者对没有使用过的品牌的价格促销而产生的质量认知的影响会被此品牌过去的价格促销活动所调节. 换句话说, 消费者会对没有进行过价格促销的没有使用过的品牌产生不良的质量认知. 假设2-1:未使用过的品牌进行首次价格促销的时候, 价格促销的信息发布的方式将影响价格促销的成败. 假设2-2:消费者越不在意价格促销的原因, 越容易对产品的质量产生不良的认知. 通过测试1, 简要地解释了产品和品牌在提供四种价格促销形式之前并解释说明了每种价格促销形式. WAVEX这个虚拟品牌的质量的认知被评估为7. 网球拍被选中的原因是由于选定的产品组必须过去几乎没有价格促销活动来消除促销的平均次数对价格促销信息的影响, 正如Raghubir和Corfman(1999)所提出的. 测试2也用网球拍作为产品组, 主持测试2的管理者与测试1相同. 随着测试1, 选择了对产品组熟悉而对产品不熟悉的受访者. 每个受访者被分配到代表WAVEX价格促销的两种不同信息发布方式的两组中的一组. 在评估WAVEX的质量认知为7以前, 受访者看了每个促销信息. 不熟悉的实验品牌的价格促销对消费者的质量认知的影响被证明为会被以前有过或没有价格促销活动所调节. 与过去的促销行为一致是使品牌评估变得更糟的不良影响的重要变量. 如果此品牌从未进行过价格促销, 价格促销活动会对消费者的质量认知产生不良的影响. 第二, 不熟悉的品牌进行首次价格促销时, 促销信息的发布方式会影响公司促销的成败. 当消费者进行性格归因和情境归因的比较时, 质量认知的不良影响会更大. 与先前主要关注具有或不具有情境/性格归因中良好或不良的动机的研究不同, 本研究的焦点是检验如果公司提出了具有说服性的理由, 即使消费者在价格促销行为中有性格归因, 情境归因也可以被推断出的事实. 这种方法, 在学术方面取得了很大的成果, 意义在于它运用非数学的问题来解释固定和调整过程而不像以前的研究大部分是把它用于数学问题来解释. 换句话说, 根据基本属性错误, 有很大的倾向去性格地归因其他的行为. 当这种情况出现在价格促销时, 我们可以推断出消费者很有可能性格地归因公司的价格促销行为. 反而, 即使在这种情况下, 公司可以调整消费者的锚定性来降低性格归因的可能性. 另外, 不像多数对价格促销的长/短期影响的以往的研究, 只考虑价格促销对消费者的购买行为影响, 本 研究测试对质量认知的影响, 一个影响消费者购买行为的因素. 这些结果在实际工作方面有重要启示. 本研究的结果可以作为新产品有效的提供促销信息的指南. 如果品牌要避免错误的暗示, 比如在施行价格促销战略时被认为是产品的质量不好, 一定要为促销提供清晰合理的理由. 尤其是对那些以前没有进行过价格促销活动的公司来说, 提供明确的理由尤其重要. 不一致的行为可以导致消费者的不信任和焦虑. 这也是无止境的价格战的风险的重要因素之一. 没有事先通知的价格促销会使消费者怀疑, 但不会影响市场份额.