• Journal of the Korean earth science society
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• v.23 no.7
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• pp.543-551
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• 2002

The purpose of this study is to investigate the types of middle school students’ responses to dinosaur extinction inconsistent with the students’ previous conceptions. The types of texts about ‘the cause of dinosaur extinction’ were developed; one that was based on students’ previous ideas, while the other was based on conflicting materials. The students’ responses to the conflict materials were classified into six types: rejection, reinterpretation, uncertainty, belief decrease, partial theory change, and conceptual change. These results show that the use of conflict materials does not always promote conceptual change. Therefore, teachers will be able to help students change their conceptions in science classrooms by understanding students’ various responses to conflict materials and designing instructional strategy concretely.

• Journal of Science Education
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• v.46 no.1
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• pp.30-39
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• 2022

The purpose of this study is to compare and analyze secondary school student's brain activity on assimilation, conflict, and accommodation processes of self-regulation. The self-regulation task was presented a biological phylogenetic task, and the brain activity was measured and analyzed with fNIRS. As a result, a significant activation was found in the left DLPFC, OFC, and FP regions in the conflict process compared to the assimilation process, and a significant activation was found in DLPFC and VLPFC in the accommodation process. As the age increase, the DLPFC also increases in the conflict process and VLPFC increases in the assimilation process. In addition, comparing conflict and accommodation process, the 7th grade students show a significant brain activity in the right VLPFC, the 9th grade students show significant brain activity in the left FP and DLPFC areas in the accommodation process. However, the 11th grade students did not show any significant brain activity at this process. These results presumably show that the neurological research method could be applied to educational research in cognitive activity and classroom instructional situation.

• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.886-897
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• 2009

One of useful strategies to change students' misconceptions into scientific conceptions in physics is the cognitive conflict strategy, the main point of which is to arouse cognitive conflicts by presenting anomalous phenomena to students. However, it has been reported that students experienced cognitive conflicts while expecting or reasoning results of an experiment before confronting an anomalous phenomenon. Therefore, we have examined how much students' cognitive conflicts were aroused before presenting an anomalous phenomenon. Then, we investigated the effects of the cognitive conflicts aroused prior to the students' confrontation with an anomalous phenomenon, both on the cognitive conflicts occurring after the students' confrontation with it, and on the students' conceptual changes. This study was performed during regular classes about light-source and weightlessness concepts. Subjects from two different middle schools in Pusan took part in the study. Preconceptions, degrees of cognitive conflicts before and after confronting anomalies, and postconceptions were checked during the classes. Then, delayed postconceptions were also checked in 3 weeks. As a result, the degree of cognitive conflicts before confronting an anomaly was as much as the degree of cognitive conflicts after it. There was significant correlation between both conflicts. Also the degree of cognitive conflicts before confronting an anomaly was a main factor in predicting the conceptual changes, while both conflicts had been related separately to the conceptual changes.

• Journal of The Korean Association For Science Education
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• v.24 no.2
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• pp.226-233
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• 2004

The purpose of this study was to test whether the degrees of desyncronization in cranial nerves were related to correlation coefficient between brain waves measured on scalp. Based on the hypothesis. this research intended to describe the patterns of brain wave during scientific reasoning. EEG (electroencephalography) signals in 19 electrodes were recorded from elementary (6th grade) and middle (7th, 8th grade) school students as they performed roller-ball tasks: planning experiment, cognitive conflict, bridging, metacognition, and at rest (eyes closed and eyes opened). The results showed that the smaller the correlation coefficient was, the bigger the degrees of desyncronization. As compared to resting periods, the correlation coefficients in prefrontal and frontal lobe decreased during scientific reasoning. And the nerves in prefrontal and frontal lobes were most active during scientific reasoning. These results suggest that the correlation coefficient in addition to frequency of brain waves be analysed to get meaningful results of researches on scientific reasoning by brain wave.

• Journal of Educational Research in Mathematics
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• v.20 no.3
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• pp.203-219
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• 2010

Several studies have reported on how and what mathematically gifted students develop superior ability or creativity in geometry and algebra. However, there are lack of studies in probability area, though there are a few trials of probability education for mathematically gifted students. Moreover, less attention has paid to the strategies to develop gifted students' creativity. This study has drawn three teaching strategies for creativity development based on literature review embedding: cognitive conflict, multiple representations, and social interaction. We designed a series of tasks via reconstructing, so called Simpson's paradox to meet these strategies. The findings showed that the gifted students made Quite a bit of improvement in creativity while participating in reflective thinking and active discussion, doing internal and external connection, translating representations, and investigating basic assumption.

• Industry Promotion Research
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• v.8 no.1
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• pp.55-68
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• 2023

The purpose of this study is to investigate the factors that influence the intention to continuously use the RPA program used in the financial industry for those working in the financial industry. In particular, the purpose of this study is to understand the will to accept and the perception of acceptance conflict by considering the characteristics of individuals in the relationship between work and information technology. As a result of the study, it can be confirmed that the RPA system based on intelligent process automation including artificial intelligence should be further strengthened in the transformation of a digitalized enterprise rather than the RPA based on simple task automation that is currently most used. In general, the phenomenon of cognitive dissonance was prominent for the adoption of new technology, but the phenomenon of cognitive dissonance did not appear for the continued use of RPA in the financial industry. Able to know. In the future in the financial industry, it is thought that the change in the labor organization will be accelerated as the suitability of repetitive tasks and technologies is increased.

• Science of Emotion and Sensibility
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• v.19 no.1
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• pp.95-110
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• 2016

Uncanny valley refers to the condition where the affinity of a human-like object decreases dramatically if the object becomes extremely similar to human, and has been hypothesized to derive from the cognitive load of categorical conflict against an uncanny object. According to the hypothesis, the present study ran an oddball task consisting of trials each displaying one among a non-human, human and uncanny face, and measured event-related potentials (ERPs) for each trial condition. In Experiment 1, a non-human face was presented in 80% of the trials (standard) whereas a human face for another 10% trials (target) and an uncanny face for the remaining 10% trials (uncanny). Participants' responses were relatively inaccurate and delayed in both the target and uncanny oddball trials, but neither P3 nor N170 component differed across the three trial conditions. Experiment 2 used 3-D rendered realistic faces to increase the degree of categorical conflict, and found the behavioral results were similar to Experiment 1. However, the peak amplitude of N170 of the target and uncanny trials were higher than the standard trials while P3 mean amplitudes for both the target and uncanny trials were comparable but higher than the amplitude for the standard trials. P3 latencies were delayed in the order of the standard, target, and uncanny trials. The changes in N170 and P3 patterns across the experiments appear to arise from the categorical conflict that the uncanny face must be categorized as a non-target according to the oddball-task requirement despite its perceived category of a human face. The observed increase of cognitive load following the added reality to the uncanny face also indicates that the cognitive load, supposedly responsible for the uncanny experience, would depend on the increase of categorical conflict information subsequent to added stimulus complexity.

• Information Systems Review
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• v.16 no.1
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• pp.51-71
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• 2014

This study explores the influence of cognitive and affective trust on IT service project performance. Technology and Business expertise are posited as antecedents for cognitive trust which social bonding and relationship conflict as over for affective trust. Communication is posited as the commons antecedent for both kind of trust. A study was administered among IT Project leading in different projects. Analysis of 169 data point in general supports the research model. For building cognitive trust, Communication is formal to be must important while business expertise the second and technical expertise the third. For affective trust, the influence of antecedent are relatively smaller than the case of cognitive trust. For project performance, Cognitive trust seem to have stronger impact as IT may have direct impact as well as indirect impact via affective trust. Findings trust though the impact is smaller than the cognitive trust. In practice, this means to maintain Balanced approach in fostering trust-cognitive and affective.

• Journal of The Korean Association For Science Education
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• v.18 no.3
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• pp.273-282
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• 1998

The purpose of this study is to compare the effect of concept formation between conflicted case and non-conflicted case as a method of learning science concepts. This study consists of 8 classes in 5th and 6th grade of elementary school children's in Kyoung-Buk, which were divided into conflicted group and non-conflicted group. The research procedure is as follows : first, two groups were asked the introducing problems-one was asked the conflicting problem, the other was asked the non-conflicting problems. Futhermore, the incorrect-answered students of conflicting problems were classified into conflict group am the correct-answered students of non-conflicting problems were classified into non-conflict group. Secondly, the demonstration and picture presentation about the introducing problems were carried out. Thirdly, the researcher introduced scientific concepts to the students. Afterwards, posttests, made up of the same items, were presented to the students-three times-posttest, delayed posttest(one week), second delayed posttest(one month). Finally, the degree of concept formation between the two groups was compared and analyzed by these results.

• Journal of Korean Academy of Nursing
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• v.30 no.3
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• pp.632-646
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• 2000

The purpose of this study was to examine the health status of the daughter and daughter- in-law caregivers who care for a cognitively and/or functionally impaired elderly, individual to identify factors that were related to reported health outcomes, and to investigate the negative and positive impacts of family caregiving. Data was collected from 120 daughter and daughter-in-law caregivers and care-recipients using face to face interviews. Most caregivers were daughters- in-law (77.5%) and most care-recipients were female (88.3%). Sixty-eight percent (n=81) of caregivers reported depressive symptomatology. General health also deteriorated by caregiving. Caregivers reported several negative impacts (difficulties): care-recipients' problematic behaviors, deterioration of their own health, pressure from social norms related to family caregiving in Korea, intrafamily conflict, and economic problems. Contrary to the popular belief, caregivers reported diverse positive impacts of family caregiving (68.3%): a sense of filial responsibilities, recognition from elderly, family members, relatives, and society, education for the children, and familial harmony. Higher depression score was predicted by lower family income, the presence of cognitive impairment of care-recipients, and higher level of social conflict of caregivers. Poor general health of caregivers was predicted by older caregivers' age, lower competing roles of caregivers, and poor emotional health. While not seeking to deny the negative aspects of family caregiving, it is also necessary to understand positive aspects of family caregiving to see complete picture of caring for an elderly family member.