• Journal of Korean Elementary Science Education
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• v.35 no.1
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• pp.1-12
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• 2016

The purpose of this study was to analyze question's patterns in elementary school science teacher's guide books of 5, 6th grade under the 2009 revised curriculum. A modified analysis framework based on Blosser's classified system was used to analyze 1,982 questions extracted from elementary science teacher's guide books by grade, by domain, and by teaching and learning stage. The findings of this study were as follows. First, of the 1,982 questions, the most prominent type of question was the propositional question and the following was the reproductive question. And, in comparing the question's patterns between 5, 6th grade, it was found that 6th grade had higher rate of close typed question, while 5th grade had higher rate of open typed question in its curriculum. Secondly, a comparative study about two domains, material and energy science domain and earth and life science domain, showed that the number of questions of each domain was not much different. However, it was found that propositional questions and applicable questions showed a higher rate in material and energy science domain, and anticipated questions and open typed questions including divergent and evaluative question showed higher rate in earth and life science domain. Moreover, although the total number of questions from integration and my fun research domain's contents was small, the rate of open typed questions was higher than any other domains. Finally, as a result of comparing and analyzing question's pattern in teaching and learning stages, the rate of reproductive question and anticipated questions was high at the stage of introduction. At the stage of development, the rate of propositional and reproductive questions was high. At the stage of conclusion, the rate of synthetic and applicable questions was high.

• Journal of Korean Elementary Science Education
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• v.26 no.2
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• pp.149-160
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• 2007

This study was conducted to investigate the relationships between the patterns of elementary school teachers' explanations and the patterns of students' questions types on scientific phenomena. for the purposes of this study, we collected questions related to scientific phenomena from 255 $3rd{\sim}6th$ students in 2 elementary schools. Classifying the students' questions collected, 20 representative questions for each type were selected. Data regarding teachers' scientific explanation from 62 teachers of 3 elementary schools were also collected. The results of the analysis of the questions for each science field show that the students in the 3rd, 4th, and 5th grades have the most questions regarding biology, and those in the 6th grade have more questions regarding earth science. Regarding question types, object exploration questions and explican exploration questions formed the majority. Moreover, the higher the students' grades, a decrease in the number of conjectural questions and an increase in the number of causal questions were observed. As a result of the analysis of the teachers' explanation, the following explanation types could be discerned; conjecture, hypothesis, prediction, teleological explanation, information given to feed exploration questions, as well as verification and information supply fer verification purposes. There were 4 kinds of relationships between question types and explanation types. One was the explanation fitting to each question type, a second was the explanation with additional content than the question required, a third was where the explanation was inappropriate to the question, and a forth was where the teacher responded that they "don't know." This study, investigating the relationships between questioning as a scientific inquiry process and explanation, will help to promote discussion regarding science classes in elementary school.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.537-548
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• 2015

This study aims to identify and compare the patterns of scientific questions generation among elementary science-gifted and general students when conducting observational tasks. The pattern in generating scientific questions, which is distinguished from other types of scientific questions, is the manner that students generate a variety of types of questions in an inquiry process. To analyze the patterns in generating scientific questions, the task of observing dry grapes in soda pop, candlelight, and dyed celery were selected as suitable tasks. The subjects were 26 science-gifted students participating in a gifted education program and 27 general students in an elementary school in the same city. They were all sixth graders. The results of this study are as follows: First, the patterns of scientific questions generation among gifted students and general students during observational tasks were classified into five patterns: [Pattern 1] single, [Pattern 2] sequential, [Pattern 3] repetitive, [Pattern 4] circulative, [Pattern 5] repetitive, and circulative. Second, gifted students and general students presented all of the five patterns, but the frequency of the patterns indicated differences between the two groups. The gifted students primarily presented [Pattern 3] and [Pattern 5]. On the other hand, the general students mainly presented [Pattern 1], [Pattern 2], and [Pattern 3]. These results suggest that the ways of generating scientific questions are very much as important as the types of questions. Teachers can establish teaching-learning strategies for generating scientific questions appropriate to learner's characteristics.

• Journal of Science Education
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• v.36 no.2
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• pp.167-185
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• 2012

This study aimed at finding points of improvement in teaching expertise by analyzing the question patterns that appeared during teaching demonstrations which applied science teaching models prepared by a pre-service biology teacher. The question analysis frame for analyzing question types were categorized largely into the question types of Category 1 (questions in cognitive domain, questions with research function, questions in affective domain), Category 2 (repeated questions, questions for narrowing the range, practice questions), and Category 3 (questions on student activity progress, memory questions, and thinking questions). The results of analyzing question patterns from five different science teaching models revealed a high frequency of questions in the fields of cognition and memory. For the circular learning model, questions from the cognitive field appeared the most often, while, student activity progressive questions in particular were used mostly in the 'preliminary concept introduction stage' of the circular learning model and the 'secondary exploratory stage', in which experiments were conducted, and displayed the characteristics of these stages. The discovery learning model combined the courses of observation, measurement, classification and generalization, but, during teaching demonstrations, memory questions turned up the most, while the portion of inquisitive function questions was low. There were many questions from the inquisitive learning model, and, compared to other learning models, many exploratory function questions turned up during the 'experiment planning stage' and 'experiment stage'. Definitional questions and thought questions for the STS learning model turned up more than other learning models. During the change of concept learning model, the five concepts of students were stimulated and the modification of scientific concepts was very much aided by using many memory questions.

• Korean Journal of Community Nutrition
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• v.21 no.1
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• pp.37-52
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• 2016

Objectives: This study was performed to develop an assessment tool for middle aged women's health status based on dietary patterns, which will have practical applications in the working field of health and hygiene, aiming at improving the middle aged women's quality of life through their health improvement. Methods: As a first step, a literature review was conducted and the original data of '2008~2009 Korea Health and Nutrition Examination Survey' were reanalyzed. This analysis identified 65 preliminary questions that may be relevant to the study. After verifying the content validity by experts, the 65 questions were reduced into 51 questions. In order to secure higher validity of the candidate items, verification of their clinical validity was conducted among women aged between 45 and 60 years. Finally, an assessment tool was developed by applying weight and scoring. Results: Selected 51 questions were used to verify clinical validity and the results showed that 20 questions were relevant, nine questions ('regular meal time', 'regular amount of meal', 'intake frequency of dairy products', 'intake frequency of fruits', 'intake frequency of meat products', 'intake frequency of high cholesterol foods', 'intake frequency of salty foods', 'appetite', 'eat breakfast everyday') were related to dietary life. Eleven other questions ('self-rated health status', 'deep sleep', 'smoking', 'frequency of drinking', 'stress levels', 'health-related fitness levels', 'pounding of the heart', 'strange feelings on the skin', 'interfere with daily life', 'menopause will bring you a chance to see the life in a different perspective', and 'body mass index') were selected as valid questions. For the response scale for each question, 5 point Likert scale was used to make total 100 point score. Conclusions: This study is the first attempt to develop a health status assessment tool for middle aged women based on their dietary patterns. We conclude that this tool is expected to be a useful and practical tool in the field.

• Journal of Korean Medicine for Obesity Research
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• v.21 no.2
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• pp.80-94
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• 2021

Objectives: The purpose of this study is to re-evaluate the importance of questions of obesity syndrome differentiation (OSD) questionnaire based on real-world survey and to explore the possibility of simplifying OSD types. Methods: The OSD frequency was identified, and variance threshold feature selection was performed to filter the questions. Filtered questions were clustered by K-means clustering and hierarchical clustering. After principal component analysis (PCA), the distribution patterns of the subjects were identified and the differences in the syndrome distribution were compared. Results: The frequency of OSD in spleen deficiency, phlegm (PH), and blood stasis (BS) was lower than in food retention (FR), liver qi stagnation (LS), and yang deficiency. We excluded 13 questions with low variance, 7 of which were related to BS. Filtered questions were clustered into 3 groups by K-means clustering; Cluster 1 (17 questions) mainly related to PH, BS syndromes; Cluster 2 (11 questions) related to swelling, and indigestion; Cluster 3 (11 questions) related to overeating or emotional symptoms. After PCA, significant different patterns of subjects were observed in the FR, LS, and other obesity syndromes. The questions that mainly affect the FR distribution were digestive symptoms. And emotional symptoms mainly affect the distribution of LS subjects. And other obesity syndrome was partially affected by both digestive and emotional symptoms, and also affected by symptoms related to poor circulation. Conclusions: In-depth data mining analysis identified relatively low importance questions and the potential to simplify OSD types.

• Journal of English Language & Literature
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• v.56 no.6
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• pp.1135-1161
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• 2010

The interpretations of degree expressions require the postulation of new entities to represent degrees. Diverse entities such as degrees, intervals, and vectors are adopted for degree expressions. Positive degree sentences and questions are properly construed with the introduction of these entities, but their negative counterparts need more consideration. Negative degree sentences show dual patterns of entailments depending on contexts, and negative degree questions are unacceptable, making weak islands. To explicate the distinct nature of negative degree sentences and questions, Fox & Hackl (2006) provide an analysis based on degrees while Abrusan & Spector (2010) suggest a proposal in interval readings of degree expressions. I have pointed out the theoretical problems of these analyses and proposed an alternative in the framework of the vector space semantics, following Winter (2005). Bi-directional scales in vector space fit well with the dual patterns of negative degree sentences, and the notion of a reference vector is useful to accommodate the contextual influence in negative degree sentences and to deal with the unacceptability of negative degree questions.

• Nutrition Research and Practice
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• v.10 no.3
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• pp.305-312
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• 2016

BACKGROUND/OBJECTIVES: As the prevalence of chronic diseases has risen, the need for straightforward diagnostic tools for monitoring nutrition status to improve nutrition counseling and disease prevention has likewise increased. This study developed an easily usable dietary behavior pattern diagnosis checklist and investigated its correlation with dietary quality index. SUBJECTS/METHODS: A draft dietary pattern evaluation tool was generated by analyzing previous studies. The draft questionnaire comprised 61 questions for assessing dietary habits. A survey was administered to 320 adults (19 to 64 years old) using the dietary pattern evaluation tool and 24-hour-recall method between March and May of 2014 in Jeonbuk province and the metropolitan area. Principal component analysis with varimax rotation was performed to identify dietary behavior patterns. Nutritional analysis was conducted using CAN-Pro 4.0, and the Diet Quality Index-International (DQI-I) was calculated to assess dietary quality. The correlation between dietary pattern scores and DQI-I scores was also analyzed. RESULTS: The factor analysis resulted in a total of 34 questions mapped to four main dietary behavior patterns: "high fat and calorie" pattern (12 questions), "overeating/binge" pattern (nine questions), "dietary impulse" pattern (eight questions), and "unbalanced food intake" pattern (five questions). The four dietary behavior patterns were negatively correlated with DQI-I adequacy and total scores (P < 0.01). CONCLUSIONS: The dietary pattern evaluation tool developed in this study can be used to diagnose a client's dietary behavior problems and is available as a nutrition counseling tool in the field.

• Journal of Science Education
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• v.36 no.1
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• pp.120-129
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• 2012

The purpose of this study is to provide informations for developing next elementary school science textbooks and educational implications for a spot of science class through analyzing patterns of questions in the elementary school science textbooks under the 2007 revised curriculum. To get a meaningful results, the 2,446 questions extracted by operation definition from 3~6 grade science text books were analyzed by modified analysis frame work based on Blosser's classified system. The findings of this study were as follows: First, among 2,446 questions, the propositional pattern element had the highest rate, 49.2%, the appreciable pattern element had the lowest rate, 1.4%, of all pattern elements. Second, from the results of comparing patterns of questions in each grade's science textbook, as the grade went higher, the rate of the applicable and the divergent pattern element tended to increase, and that of the other elements tended to decrease. Third, as the results of comparing patterns of questions of 4 each field in elementary science textbooks, the energy field questions were the largest in number, followed by the substance field. The rate of the propositional pattern element was the highest of all question elements in common in each field. In the reproductive and the propositional pattern element, the energy and the substance field had a little higher rate than the other fields. On the other hand, in the applicable and the divergent pattern element, the earth and the life field had a little higher rate than the other fields.

• Culinary science and hospitality research
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• v.16 no.2
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• pp.232-242
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• 2010

The purpose of this study is to provide basic data for forthcoming liquor development and market diversification by finding out the consumers' characteristics related to their patterns of choosing liquor and identifying the liquor consuming patterns. For the study, a survey questionnaire was composed of 11 questions related to the considerations by the consumers in choosing liquor, 5 questions on their demographics, and 5 questions on the types of choosing liquor. The survey was conducted between October 21st and November 1st of 2007 to 400 adults over 19 years old residing in Korea, and then sorted out 377 out of 400 for the analysis. As for the analysis, frequency analysis, K-means clustering, and correspondence analysis were employed. In order to find out the choice considerations associated with the perception of liquor, consumers were divided into four equivalent groups, and liquor consuming patterns and demographics were investigated based on the empirical study.