• Journal of Korean Home Economics Education Association
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• v.22 no.1
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• pp.97-115
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• 2010

The purpose of this study was to analyze the frequency, level, and location of Bloom's cognitive domain questions in the middle school home economics(HE) text books applied to the 7th curriculum. Analyzed textbooks were selected 15 textbooks per a grade produced from 5 publishing firms. The result of this study followed: First, the biggest number of questions belonged to Bloom's cognitive domain in HE: text was in 1st grade (36.9%), following 2nd(33.6%) and 3th(29.5%). Most questions the HE textbooks according to Bloom's cognitive domain consisted of those about the understanding(28.9%), application(28.3%) and knowledge(21.8%). Second, in case of the location of questions, the subcategory of Questions after Reading occupied 49.2% of all in Bloom's cognitive questions, the case of Questions During Reading was 36.7%, and the subcategory of Questions Before Reading was 14.1%. The rate of understanding questions was the highest as 43.2% in the Bloom's cognitive domain, and the application questions' rate were 28.4%. Analyzed the questions located in questions, the result showed that application-level questions in textbooks were the highest with 36.7%, Regarding to the questions located after Reading, the knowledge question occupied the highest with 33.4%, and next was the understanding questions(26.8%), following the application questions(21,7%).

• Journal of The Korean Association For Science Education
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• v.28 no.7
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• pp.697-712
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• 2008

The purpose of this study was to seek strengths and weaknesses from analyzing Korea and U.S. science textbooks in terms of general structural features, contents, cognitive levels of questions and the purpose of questions used in science textbooks. This provided insight into improvement of textbooks that can effectively assist teaching and learning. To investigate organization of unit in textbooks in-depth, the evolution unit was selected and scrutinized as one example. The results showed that the number of pages, activities, vocabulary words, and vocabulary lists are considerably different between Korean and the U.S. Commonly, U.S. textbooks were more laden with information and lacking in coherence than those of the Korean textbooks. The findings on the cognitive levels of questions showed that the majority of questions in both nations are concerned with knowledge. However, the difference between the two nations is great in the ratios of analysis, synthesis, and evaluation questions. Questions are concentrated in review section (45% of Korean and 60.6% of U.S.) in textbooks. It suggested that well-planned questions in a review section can provide the basic guidance for strength in a science classroom.

• The Journal of the Korea Contents Association
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• v.15 no.12
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• pp.336-346
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• 2015

The purpose of this study was to identify the relations among questions level, questions process, and hesitation factor of questions. Data were collected from 174 students at a university in D city using structured questionnaire from September 9 to April 10 2015. It was analyzed with frequency analysis, descriptive statistics, t-test, ANOVA, and correlation analysis. As a result, the learners' questions are made from cognitive confusion, these questions led the students to ask a question actually. Also, this study confirmed that the learners' internal hesitation factors had negative correlation when the students asked a question in real situation. In order to improve the asking question we'll need to be generating a lot of questions to the student's inside and outside. We also need to develop appropriate teaching methods so that this can be perceived connection of cognitive confusion-having questions-asking questions.

• The Mathematical Education
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• v.57 no.2
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• pp.137-155
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• 2018

From the assumption that an individual's working memory capacity is limited, the cognitive load theory is concerned with providing adequate instructional design so as to avoid overloading the learner's working memory. Based on the cognitive load theory, this study aimed to provide implications for effective problem-based collaborative teaching and learning design by analyzing the level of middle school students' cognitive load which is perceived according to the problem types(short answer type, narrative type, project) in the process of collaborative problem solving in middle school function part. To do this, this study analyzed whether there is a relevant difference in the level of cognitive load for the problem type according to the math achievement level and gender in the process of cooperative problem solving. As a result, there was a relevant difference in the task burden and task difficulty perceived according to the types of problems in both first and second graders in middle schools students. and there was no significant difference in the cognitive effort. In addition, the efficacy of task performance differed between first and second graders. The significance of this study is as follows: in the process of collaborative problem solving learning, which is most frequently used in school classrooms, it examined students' cognitive load according to problem types in various aspects of grade, achievement level, and gender.

• Educational Technology International
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• v.13 no.1
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• pp.79-100
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• 2012

The focus of this research is on identifying the problems that learners experience during online problem-based learning (e-PBL) from a cognitive perspective. The study is concentrated on learners' cognitive load level at each stage of e-PBL. The research questions are specifically as follows: What is the level of cognitive load at each stage of e-PBL and what is the relationship between cognitive load and group performance? What cognitive difficulties are experienced by learners in e-PBL and what causes cognitive difficulties? In this study, we found that cognitive load was the highest in stage 1 and there was negative relationship between cognitive load at stage 1 and group performance. In addition, learners experienced difficulties during e-PBL such as the complexity of task, the difficulty in collaboration, and the lack of appropriate references. For further study, we will investigate some strategies regarding adjusting learners' cognitive load in the early stages of e-PBL.

• Journal of the Korean Chemical Society
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• v.54 no.3
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• pp.329-337
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• 2010

In this study, we analyzed the end-of-chapter questions in 8 types of chemistry II textbooks for science teachers according to revised Bloom's taxonomy of educational objectives not only to raise interests of questions in textbooks but also acquire a basic material for using questions in textbooks effectively. The results of classification following Bloom's cognitive category showed that 'Understanding(44.7%)' level was the most, then 'Application(29.9%)', Knowledge(15.6%) and 'Analysis (9.5%)' in order, which is distinct difference from the result of classification of the end-of-chapter questions in college general chemistry books which was 'Application', 'Analysis' and 'Understanding' in order. Especially, questions of 'Evaluation' level were not found at all in any textbook investigated and 'Synthesis(0.3%)' level was very few. On the other hand, the percentage of questions in 'Understanding' and 'Executing Quantitative' which required specific algorithms was 70% of total with most of the questions in 'Application' were 'Executing Quantitative'.

• Journal of Korean Elementary Science Education
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• v.26 no.5
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• pp.551-557
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• 2007

The purpose of this study was to examine the questions in the 'Matter' units of elementary science textbooks under the 7th curriculum. For the analysis, a total of 338 questions were extracted from 15 units. Six criteria (recalling, recognizing, predictive, applied, divergent, and evaluative question) were reconstructed for textbook question analysis based on Blosser(1973)'s question category system for science. The results were as follows. First, there were more closed (recalling, recognizing, predictive, or applied) questions (72.2%) than open (divergent or evaluative) questions (27.8%) in elementary science textbooks. Second, cognitive-memory (recalling or recognizing) question type was the most frequently asked in all grade levels. Open (divergent or evaluative) questions increased according to grade level whereas convergent (predictive or applied) questions decreased. Third, question types were applied based on the characteristics of each unit rather than on children's developmental characteristics. Educational implications were discussed based on the results.

• Women's Health Nursing
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• v.13 no.1
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• pp.5-12
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• 2007

Purpose: The purpose of this study was to examine the effects of cognitive intervention on myths about the uterus and anxiety in women undergoing a hysterectomy. Method: Subjects were admitted to G hospital in Busan for a hysterectomy. Of the subjects, 37 were in the experimental group and 36 were in the control group. Data was collected from December 1st, 2005 to February 28th, 2006. A hand-out, including knowledge about the uterus and the healing process, was used in the cognitive intervention. The tool for myths about the uterus had 10 questions developed by a researcher from previous research. In addition, the levels of anxiety(STAI) were measured. The data was analyzed by $x^2$-test, t-test, paired t-test, and pearson correlation coefficient with the SPSS 12.0/pc program. Results: After providing cognitive intervention, the level of belief in the myths about the uterus of the experimental group decreased significantly more than the control group. In addition, the level of anxiety of the experimental group decreased significantly more than the control group. There is a significant correlation between the myth about the uterus and anxiety. Conclusion: Cognitive intervention is a useful nursing intervention that decreases anxiety in women undergoing a hysterectomy. It is recommended to further use the appropriate cognitive intervention in nursing practice.

• Korean Journal of Child Studies
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• v.8 no.1
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• pp.65-82
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• 1987

The purpose of the present research was to study mothers' perceptions about their children' cognitive abilities and the relations between such perceptions and the children's cognitive level. The subjects of this study were 60 children (mean age: 6 years 1 month: age range = 5;8 to 6;7) and their mothers. Each child responded to 18 tasks drawn from the Kodae-Binet IQ test. Subsequently, the mothers were asked 4 questions: an estimate of her child's success or failure on the tasks, a rating of the certainty of her judgment, an estimate of the age of mastery on each task both for her owr child and children in general. The data of the present study were analyzed with the 3-way ANOVA (sex x birth order x mother's education level), t-test, and Pearson correlation coefficient. Significant differences were found in (1) mothers' accuracy of their children's cognitive abilities according to children's birth order, (2) mothers' accuracy, overestimation, and certainty according to the level of difficulty of each task, and (3) mothers' estimate of age at mastery according to the level of each task. Furthermore, there were positive correlations between accurate predictions by the mother and correct answers by the child and between overestimations by the mother and correct answers by the child.

• Journal of The Korean Association For Science Education
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• v.22 no.1
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• pp.110-121
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• 2002

In this study, the verbal interactions occurred during the CASE(Cognitive Acceleration through Science Education) activities in the middle school science class has been analyzed regarding with students cognitive level. The subjects were 24 students of 6 groups in a middle school in Korea. Verbal interactions within group discussions during CASE activities were audio-taped, transcribed, and analyzed. Also, classroom observation and interview with students were carried out. The results showed that the student with higher cognitive level tended to be a group leader. They had strong influences on the group discussions in each step of problem solving. Also, the higher cognitive level students were more active in metacognitive discussion and more often used scientific terms. When their group met difficulties in each stage of problem solving, such as perception of problem and designing experiment, the higher cognitive level students suggested some ideas to help their peers and gave them an explanation of how they worked. Low cognitive level students had difficulties in perception and solving the problem as compared with high cognitive students. It was common during activities for the low cognitive level students to fail to identify variables and to distinguish between dependent variables and independent variables. They failed to hold a number of variables at once. However, the metacognitive questions from their peers or teacher were helpful for them to construct the concept of controlling variables. If there is no student who has a high level of thinking in a group, it was necessary to intervene for teacher. A well judged questions from teacher created the cognitive conflict which causes the students to reconstruct their strategy for problem solving and reinforce the control of variables reasoning pattern. From the above results, it is concluded that students' cognitive levels are much related to the verbal interaction patterns. This suggests that teacher should consider individual student's cognitive level in organizing groups and intervene to facilitate the environment for metacognitive interaction.