• Journal of The Korean Association For Science Education
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• v.42 no.4
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• pp.383-396
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• 2022

In this study, pre-service chemistry teachers' questions in their teaching practices were analyzed considering the context of discourse. Five pre-service teachers participated in the study. Their questions were analyzed by considering various data including class videos, interviews, and teaching-learning materials. Their questions were classified into relevant question, affective question, dead-end question, rhetorical question, and structuring question. Each question was also classified into appropriate question and convenient question by the aspect of proper responses of students. The analyses of the results indicate the differences in the frequencies of several types of questions depending on the content of the lessons. After using convenient questions, pre-service teachers proceeded to prepared classes as they rather than prompted students' responses. The affective questions were rarely used. The dead-end questions were found to be used for promoting interaction with students. The rhetorical questions were used for various purposes such as arousing students' attention or promoting their thinking. Practical implications were discussed based on the results.

• Science of Emotion and Sensibility
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• v.27 no.2
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• pp.15-24
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• 2024

Previous studies on texture and emotion have focused on identifying precisely which tactile stimuli trigger specific emotions. Despite the significant role of vision in tactile perception, research has so far only focused on the singular aspect of texture. In this study, we used tactile stimuli to investigate the effects of three variables-roughness, hardness, and visual blocking-on the affective responses to tactile perception. The experimental stimuli that can be encountered in daily life were selected based on the four conditions of "rough/hard," "rough/soft," "smooth/hard" and "smooth/soft" by crossing two roughness conditions (rough, smooth) and two hardness conditions (hard, soft). The experiment was divided into two sessions depending on whether or not visual blocking existed. Participants completed a session in which they evaluated a tactile stimulus after touching it without seeing it and then proceeded with a session in which they evaluated a stimulus after touching it with sight of it. The results of the repeated-measures ANOVA showed that individuals reported a more positive perception when touching stimuli with visual cues and more negative when touching stimuli without visual cues. Furthermore, the inclination to perceive smooth and soft stimuli more positively and rough stimuli more negatively was stronger when touching without visual cues. The results of this study suggest implications for enhancing the understanding of the interaction between emotion and visual information processing by elucidating how emotions are experienced differently in situations where visual information is provided and where it is not.

• Journal of Educational Research in Mathematics
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• v.24 no.4
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• pp.481-498
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• 2014

This study analyzed Japan, Taiwan, Hongkong, Finland, and China National Mathematics Curriculums to find the implications to improve Korean High school Mathematics curriculum. First, at the aspect of mathematics education goals, we can consider to select the logical thinking, the use of mathematics, and the mathematical inquiry in the cognitive domain and self-confidence, brevity, a sense of accomplishment, and the value of mathematics in the affective domain. Second, when high students consider their course, he/she should be able to select mathematics subjects according to her/his desired career and/or major. Third, I found that sine rule, cosine rule and correlation were included as compulsory contents of Japan, Taiwan and China but not Korea. Finally I suggest that we need to show and explain kindly the range of the contents and to develop the Korean mathematics curriculum model.

• Journal of the Korea Convergence Society
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• v.9 no.6
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• pp.225-234
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• 2018

The purpose of this study empirically examined relationship among affectivity(positive affectivity vs. negative affectivity) and organizational commitment on job satisfaction and work performance of information security professionals. To this end, we conducted a questionnaire survey on 174 information security professionals and analyzed the collected data using structural equation modeling (SEM). It was found that positive affectivity had a positive influences on organizational committment. But negative affectivity was not significantly related to organizational committment. In addition, organizational committment had a positive relationship with job satisfaction and work performance. The results of the empirical study are meaningful to understand the effects of the positive affective aspect of information security professionals on job satisfaction and work performance.

• The Journal of Korean Association of Computer Education
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• v.19 no.6
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• pp.15-23
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• 2016

Recently the era of software integration which is expressed in words of the fourth industrial revolution has begun. Thus the need of the software education for the non-major preservice teachers who are cultivating future talent has been increasing and it is necessary to foster a positive attitude toward software education of non-major preservice teachers. The purpose of this study is to verify the causality between the computer learning attitude factors of non-major preservice teachers in the software education class. To analyze the causality, we performed correlational analysis and regression analysis between the exterior factors of attention, self-learning, application of learning and the other interior factors of computer learning attitude. As a result, the significant factor of attention was interests, and the significant factor of self-learning was superiority, and the significant factors of the application of learning were the sense of purpose and the motive of accomplishment.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.1
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• pp.1-12
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• 2013

20 preservice teachers at college level participated in this study and interacted with students at elementary and middle school levels during science camp offered by science center in Taiwan. Preservice teachers displayed moderate (above the average, 4 point out of 5) understandings about scientific literacy and scientific views in all aspects of the nature of science before the camp. Then, the researchers designed science camp programs which were expected to promote students' scientific literacy; scientific knowledge, inquiry skills for experimentation as well as for argumentation, affective domain such as the attitude toward science and the understandings about nature of science and the relationship among STS (Science-Technology-Society), all of which were embedded in the programs. Preservice teachers seemed to perceive scientific literacy pretty well (over 4 point) before the camp, however, preservice teachers' understandings about scientific literacy were not much scored (around 3 point, but still moderate scores of average) as expected after concrete inquiry activities. The reasons why this happened could be that preservice teachers were not trained to employ theory into the context to be more practical or the researchers did not develop camp program which included the aspect of scientific literacy successfully. The discussion and implication were made in teacher education in that preservice teachers must be prepared how to bridge theory into practice, and informal science education in that educators at science centers must be trained to be experts in providing the envisioned educational programs to meet the goal of science education, scientific literacy.

• Journal of the Korean Society for Library and Information Science
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• v.45 no.4
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• pp.123-137
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• 2011

The study analyzed the relationship between self-cognition level of information literacy(SCLIL) and library anxiety(LA). SCLIL was 3.72 point, LA was 2.47 point, and these results are similar to previous studies. SCLIL and LA are correlated each other significantly(r=r=-0.493, p<0.05). Higher SCLIL leads to lower LA. Also, the study found the main factors of LA was lack of methods to access information', 'lack of confidence in evaluating the information's relevance.' For those who are going to major in Library and Information Science, it is found that they have less LA and lower SCLIL compared to those who are not willing to major in Library and Information Science, and this shows a tendency to downplay their own abilities, while tending a more positive image of libraries. Based on the results, recommendations were made to use social and psychological standard tests in order to elaborately and diversely reflect individual information user's psychological aspect.

• The Journal of the Korea Contents Association
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• v.15 no.3
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• pp.57-67
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• 2015

The aim of this study was to categorize and analyze the patterns of the observation type in the experiential learning through the science museum for elementary gifted students in science. Ten science-gifted students were included and analyzed in this study and during experiential learning in the science museum, the participants freely expressed their observation of their own languages and all observations and dialogue were recorded. The results are listed below. The cognitive aspect, especially question and response activity without their personal opinion, was the most frequently used item. Among the affective aspects, item for 'recommendation' was often used. In accordance to observation type, most participants overall observed single object independently of time. Also, participants mostly observed objects visually using qualitative method without manipulation. Therefore verbal interaction through question might have a positive effect on frequency and diversity of observation. Project learning, such as particular exhibition hall, exploratory time of concentration by students, or study paper will be capable of creating a effective observation learning in order to induce a variety of observation of science gifted students in the experiential learning through the science museum.

• Journal of Digital Convergence
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• v.15 no.1
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• pp.471-484
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• 2017

The objective of this study is to develop self-esteem program for elementary school students by accepting themselves. Elementary school students' self-esteem is closely related with accepting themselves as they are. For this reason, the contents of this study were consisted of stability, self-understanding, self-acceptance, self-respect, personal relationships. Three experts accomplished program structure and contents design performed by two tests on validity. The need-survey for this was based on the participants who were 93 elementary school students and 32 elementary school teachers. Also, this program was designed in 3 steps of observation, conversion and relation-orientation. The contents of these steps are related with this program's propriety. This program has a little weakness in behavioristic sides because it concentrated on cognitive and affective aspect for the self-esteem development of elementary school students.

• Journal of the Korea Society of Computer and Information
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• v.12 no.5
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• pp.303-311
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• 2007

The instruction based on mass production system has contributed to the materialistic abundance, but it caused the innate target of education, development of 'holistic human beings' to be lost. Accordingly, the mentoring has been highlighted as an alternative instructional method because it can support learners in the aspect of cognitive and affective domain. On the other hand, as an effort of overcoming time and place constraints of face-to-face mentoring, e-mentoring is being required. This research aims to propose the e-mentoring system design plan for guiding learning after school, which may support face-to-face mentoring. Based on literature reviews, the direction of design was set and the necessary functions were drawn. e-Mentoring system design plan proposed in this article may be helpful to practitioners who are interested in the enhancement of effectiveness and efficiency of mentoring programs. Also it is required that more practical study should be performed for developing the system and testing its effectiveness.