• 한국지구과학회:학술대회논문집
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• 2005.09a
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• pp.279-286
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• 2005

This thesis aims to know about the effect science club activities have on the students' science-related attitude. The subjects are 551 high-school students who consists of the students who participate in science club activities and students who don't participate in science club activities. The questionnaires include the questions about cognition of science, interests toward science, and scientific attitudes which belong to the affective domain of Science. The answers are analyzed using by SPSS 11.5 program. This survey shows that whether or not students participate in science club activities affects the cognition of science, the interests toward science, and the scientific attitudes. In other words, science club activities affirmatively enhance the cognition of science, cultivate the thinking power about science, enlarge problem-solving ability by knowing how to survey natural phenomenon, increase the insight into science and help to cope with technological changes. Therefore, since science club activities affect the cognition of science, the interest toward science, and the scientific attitudes in the affective domain of Science, much consideration and concern should be given to science club activities so that students can cherish science club activities and deal with club activities with more attention.

• Journal of Distribution Science
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• v.15 no.2
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• pp.91-100
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• 2017

Purpose - Domestic franchise market has been grown steadily, reaching 50 trillion won in sales and 3,360 franchise headquarters in 2014. A franchise system is an effective business system for the franchisees to lower the failure rate due to the fact that the inexperienced entrepreneurs are supported by their headquarters through the franchisee contract. However, there are also conflicts between franchiser and franchisee behind the quantitative growth of domestic franchise industry. Therefore, it is very important to structure the causes of conflicts and to examine the effect of factors on the relationship commitment and performances. Research design, data, and methodology - In this study, the author divides the composite incompatibility between the franchise and the franchisee into goal incongruity, domain dissensus, and perceptual differences, and examines each dimension to the relationship with commitment and performances. To verify the proposed research model and test hypotheses, the author selected 200 franchise responses in food and beverage industry. The data were analyzed using SPSS 18.0 and AMOS structural equation modeling program. Results - The empirical findings provide goal incongruity and perceptual differences have a negative effect on the affective commitment, but not the calculative commitment. In addition, affective commitment and calculative commitment are found to have a positive effect on re-contractual intention and extended brand shop running intention, respectively. Affective commitment have a stronger effect on re-contractual intention than calculative commitment. Conclusions - First of all, the fact that goal incongruity and perceptual differences negatively affect the affective commitment, but it does not affect the calculative commitment. It means the relationship commitment in distribution channel are multi-dimensional concept that may be attributed to emotional or affective dimensions but may exist in terms of necessity or power-dependence. Second, the level of relationship commitment such as affective and calculative commitment to franchise headquarters positively affects the re-contractual intention and franchiser's extend brand shop running intention suggest that franchiser should encourage and support existing franchisee's commitment. Third, the fact that affective commitment has a greater effect on relationship performance than calculative commitment means to induce franchisee's affective commitment and to prevent the inconsistency between goals and perceptual differences.

• The Journal of Korean Academic Society of Nursing Education
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• v.27 no.1
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• pp.68-79
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• 2021

Purpose: This study aimed to identify the educational needs of nurses and nursing students for the development of a simulation module of home visiting care for frail, elderly people. Methods: Focus group interviews were conducted with 15 home visiting nurses working in public health centers and 14 nursing students who experienced home visiting from September 10 to October 10, 2018. Results: Bloom's taxonomy of learning objectives, namely, cognitive, affective, and psychomotor domains was used as a framework for data analysis. The defined educational needs for each domain were as follows: "understanding frail, elderly people" for the cognitive domain; "intervention for mental health" and "building a therapeutic relationship" for the affective domain; and "nursing skills", "health education for healthy lifestyles", "referral to the community resource connection", "protection for visiting nurses" for the psychomotor domain. Conclusion: Based on the findings of this study, a simulation module of home visiting care for frail, elderly people can be developed and used for nursing students and nurses to strengthen the capacity for home visiting care.

• Journal of Korean Elementary Science Education
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• v.25 no.spc5
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• pp.532-547
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• 2007

The purposes of this study were to investigate the creative science problem solving (CSPS) process amongst scientifically-gifted students and average students through the qualitative think-aloud research method, and to compare the differences in their CSP, scientific knowledge, scientific process skills, creative thinking, and finally, the affective domain used in their CSPS. For the purposes of this study, two scientifically-gifted 6th grade students and one average student were selected. The results show that one gifted student with good creative thinking skills exhibited better performance in CSPS than the other gifted student, who had the highest level of scientific knowledge. In the case of the average student, in spite of her high level of factual knowledge, she had difficulty in proceeding in CSPS due to her shallow scientific knowledge along with her low level of understanding of the given problem. This study highlights the importance of considering the factors which influence successful CSPS and which can play an important role in the education of scientifically-gifted children. These factors were identified as scientific knowledge, understanding of the scientific process, creative thinking, the affective domain, and science problem solving skills.

• Hwankyungkyoyuk
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• v.18 no.1 s.26
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• pp.44-54
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• 2005

This study is intended to examine an effectiveness of STS module concerning food waste, 'Even if food waste is the money, would you throw it away', in the areas of affective domains related to science and attitudes towards environmental problems. For this study, one group of 142 seventh graders attending 'L' middle school in Iksan city, Jeonrabukdo received 8 class hours with this module. Their affective domains related to science and attitudes towards environmental problems were measured by pre- and post-test design in a single group. In addition, their views on STS instruction was also analyzed. Results are as follows. Students in the transition period who had been taught with this module showed that they had a statistically significant effectiveness in interests related to science, scientific attitudes and execution towards environmental problems(p<.05). Students taught with this module had a positive views on the STS instructional methods or contents. It was also shown that their recognition or behavior towards environmental problems have been changed positively.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.23 no.4
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• pp.181-197
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• 2012

The purpose of this study is to analyze the impact of the library tour program on pre-librarians' perception as librarians, and to present the educational meaning of library tour program for pre-librarians. For doing this, the 29 pre-librarians participated in library tour are surveyed before and after library tour program. The results revealed that the library tour program for pre-librarians is proved to have the educational effects that establish the per-librarians' attitudes toward positive librarian job performance. It's meaningful that this study presents the educational effects of library tour program to pre-librarians.

• Journal of The Korean Association For Science Education
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• v.24 no.2
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• pp.258-266
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• 2004

An increasing number of educators emphasize the affective domain in learning. Affective and cognitive objectives interact and can not be separated from each other. Good emotions and feelings assist students achieving optimally in the cognitive domain. Emotional intelligence harmonizes well with an affective science curriculum. The purpose of this study was to explore the effectiveness of EQ(Emotional quotient) improvement program on students' EQ, science achievement, the science related attitudes, and science anxiety. A pretest-posttest control group design was employed. Subjects were 168 male and female first grade students in a middle school. A control group was instructed with a traditional teaching method, and an experimental group was instructed using EQ improvement program. Two groups were treated for 42 hours during 14 weeks. Two way ANCOVA and correlation analysis was performed using the SPSS. The results indicated that students who received EQ program got higher EQ and their science anxiety was lowered than students who were in a control group(p<.05). EQ program was not significantly effective on science attitude than the traditional instruction but, in the domain 'the enjoyment of science class' it was effective(p<.05). EQ program was significantly effective on students' achievement than the traditional instruction(p<.05).

• Journal of the Korean School Mathematics Society
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• v.16 no.2
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• pp.337-362
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• 2013

The purposes of the study were to develop STEM instructional materials for teaching and learning mathematics and to investigate how the STEM based approach affects on students' learning of mathematics in cognitive and affective domain and career choice. STEM instructional materials were designed for learning of mathematical concepts in the contexts of science, technology, and engineering as well as real world. According to the results of the study, STEM instructional materials for teaching and learning mathematics were effective for improving students' problem solving ability and affective achievement such as self-regulation, self-efficacy, and value of mathematics. In addition, STEM program played a positive role in tempting students' career choice into science and engineering fields including mathematics.

• Journal of The Korean Association For Science Education
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• v.18 no.4
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• pp.539-544
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• 1998

The consistency and balance of objectives by objective domains in units, sub-units and instructional units were investigated. The 6th elementary biology curricular teaching guidebooks were analysed. Domains of objectives are cognitive, inquiry process, instrumental skill, creative, affective and STS. Cognitive objectives were most dominant in all units, sub-units and instructional units. But no objective for creative domain were suggested. In unit and sub-unit, proportions of objectives were cognitive, inquiry process, affective, instrumental skill and STS domains in order. Objectives for cognitive and inquiry process domains were more than others in instructional units, Except cognitive and inquiry process domains, objectives for the others were not consistent in all units, sub-units and instructional units. Especially, the percentages of objectives for affective domain decreased in units, sub-units and instructional units orderly. These resulted from teaching objective domains categorized formally, Thus, it is necessary to develope curriculum and textbook to be consistent and balanced with objective domains and reflect upon the characteristics of them.

• Journal of Information Science Theory and Practice
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• v.3 no.3
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• pp.6-16
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• 2015

This article proposes an interwoven three-part framework for conceptualizing and analyzing the role of information in human activities, melding the cognitive and affective domain of the individual, the collective domain of the social, and the domain of signification and communication practices, focusing on the ways in which individual characteristics, social context and interaction, and signification and representation work together to form information behavior. The article presents an overview of each of these three domains and discusses the ways in which they are intertwined. It argues that considering the three domains in relation to each other offers a holistic framework within which to consider the ways in which information - needs, behavior, creation, and use - depends simultaneously on all three. It concludes by offering a brief discussion of the implications of the framework for information services, including (but not limited to) libraries.