• The Journal of the Korea Contents Association
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• v.19 no.9
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• pp.501-511
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• 2019

Messages to help people far away, such as International relief campaign, are heavily influenced by situational factors. In this light, the study examined whether the message characteristics (gain/loss framing) and the individual characteristics (previous attitude to helping activity) interact to affect the message attitude and behavioral intention. The study was conducted by an experiment involving 220 subjects. The analysis resulted in the significant interactions between gain/loss framing and pre-attitude by the same direction for message attitudes and behavioral intention. It was shown that gain framing worked more effectively for the relatively more friendly group towards helping activities than for the less friendly one. The same direction was shown in the loss framing, but its difference was smaller. The process of the interactions appeared as mediated by anticipated satisfaction. The practical and theoretical implications were discussed for proper planning of messages to help others.

• Knowledge Management Research
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• v.15 no.4
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• pp.127-145
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• 2014

This study aims to examine the effects of message framing of restaurant menus on customers' perceptions (trust and immersion) and their willingness to pay a premium price. The contents of messages focused on a hypothetical restaurant's cause-marketing activity. Four types of message framing were created: The first two types were varied by the presence and absence of the information about the current cause-marketing outcome, and the second two types were varied by positive and negative framing. The results showed that respondents in general had trust in cause-marketing messages and immersion of cause-marketing message by negative framing lead to positive influence of willingness to pay. Furthermore it had a significant effect on willingness to pay depending on cause-marketing message type and negative message framed messages showed an intention to willingness to pay a premium price. This study compared the difference in messages by type as an extension of the studies of cause-marketing messages in the past. The results of this study will be used for establishing effective marketing strategies for today's foodservice companies and serve as objective data for setting differentiated prices under the circumstance where the importance of companies' social responsibilities is growing.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.63-75
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• 2017

The purpose of this study is to explore the effect of responsive teaching on students' productive argumentation practice. The participating students predicted the results of an activity to measure in which location on the body (the head, spine, or back of the hand) they would feel a cellphone's vibrations faster. They then engaged in the activity and built an argument to justify it. We interviewed the teacher to understand her thoughts regarding what was expected in the class. We also recorded and transcribed the class and the interview, for use in the analysis of the students' epistemological framing and the teacher's responsive practice in small group argumentation. We discovered that the teacher intervened in the groups with questions that elicited students' thoughts as starting points for her responsive practice. Her eliciting questions led the students to talk about their ideas, supporting their engagement in the argumentation. The teacher's understanding of the argumentation lesson and her behavior to understand the students' ideas reflected her productive framing, which led her to elicit students' ideas and to support their active interaction during the small-group argumentation. She presented rebuttals against students' ideas, engaging in the argumentation as another participant, not as an evaluator. This supported the equality of intellectual authority in the group and showed students how to engage in the argumentation, supporting students' productive framing. As a result of these responsive teaching practices, the students shifted their epistemological framing, resulting in productive argumentation practice. The results of this study will contribute to developing teachers' responsive teaching strategies to support students' productive framing in science classrooms.

• Journal of the Korean earth science society
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• v.32 no.2
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• pp.225-238
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• 2011

The purpose of this study was to explore the factors that are critical for successful scientific inquiry activity in the classroom and to analyze the students' abilities of 'Doing' scientific inquiry. Two hundred and forty gifted science students in grades $7^{th}$ and $8^{th}$ participated in this study and demonstrated their abilities of framing questions and designing investigation through a survey questionnaire. The survey was developed for measuring factors in terms of personal and interactive variables that are needed for 'Doing' a successful scientific. Additionally, two other questionnaires were developed to measure students' abilities of framing testable questions and designing the investigation in a sequence. The results were as follows: Students' learning motivation factors as personal variable (self-confidence about group and inquiry activity, views about inquiry value) also considered as influential for students' group inquiry activity. Other four components of interactive variable (grouping, kinds of task, physical context, and teachers' role) were found to be influential in successful students' 'Doing' group inquiry activity. In students' evaluation of group inquiry activity, the grouping factor was the most critical one for a successful 'Doing' inquiry activity. Participating students showed some level of inability of in the process of framing inquiry question and designing investigation.

• The Journal of the Korea Contents Association
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• v.16 no.9
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• pp.726-738
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• 2016

This study selected the Marine Corps camp accident in 2013 as its subject and analyzed it in order to explore the relevance of media framing on discourse on the safety of outdoor experience activities. Data were collected from search sites provided by news coverage data from March 26, 2010 when the sinking of the South Korean Navy corvette Cheonan occurred in South Korea, which had seen a surge in Marine Corps experience camps, to July 21, 2013, a few days after the Marine Corps camp accident. Data about a total of 211 cases 138 cases before the Marine Corps camp accident, and 73 cases after the accident were inductively analyzed. According to the results, news coverages on the Marine Corps camp were largely divided into positive framing that glamorized outdoor experience activities before the accident and negative framing after the accident. To put it concretely, the framing before the accident tended to glamorize outdoor experience activity as the best educational program which helped the participants to enhance their patience and sense of independence through boot camp experience, thereby increasing their self-esteem and arousing their cooperative spirit as members of society. However, after the accident media framing tended to publicize insensitivity to safety. The media framing characterized by dualistic coverage is considered to be an obstacle to the spread of safety culture, which is required in South Korean society. Therefore, media need to maintain more cool-headed and objective attitudes when reporting news.

• Journal of The Korean Association For Science Education
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• v.38 no.1
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• pp.11-26
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• 2018

The purpose of this study is to investigate teachers' responsive practices in whole class discussion after small group argumentation and the underlying epistemological framing. Three teachers and 84 students participated in this study by engaging in argumentation activities about the sensory system. We recorded both their discussions in the classes and our interviews with the teachers, which were transcribed for analysis. The results of the analysis showed that the teachers' responsive practices and the epistemological framing were categorized into four types. By framing the discussion as 'reaching the correct answer through discussion,' the teacher focused on whether students' ideas corresponded to scientific concepts and transferred scientific ideas to the students. By framing the discussion as 'eliciting appropriate conceptual resources and developing them into a scientific idea through critical evaluation,' the teacher engaged in the students' discussion as another participant, and considered the small groups' arguments as resources that could develop into scientific concepts. By framing the discussion as 'sharing small groups' arguments,' the teacher responded by asking for clarification of each group's argument, considering it as a valid argument in its own way. By framing the discussion as 'reaching a consented argument through critical evaluation,' the teacher negotiated students' critical evaluation and revision of the arguments. We explored the implications and limitations of each type of responsive practice and considered that the results of this study will contribute to developing teachers' responsive teaching strategies in argumentation activities.

• Journal of The Korean Association For Science Education
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• v.39 no.6
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• pp.739-753
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• 2019

The purpose of this study is to explore characteristics and limitations of a novice teachers's responsive teaching practice, who framed argumentation productively. One novice teacher and two eighth-grade classes participated in this study. Two of the small student groups with active teacher intervention were selected as focus groups. Students engaged in argumentation activity where they built an argument for hearing if the eardrum was torn. We recorded the class and interviews with the teacher and the students, which were transcribed for use in the analysis of the teacher's responsive teaching practices and epistemological, positional framing. We discovered that teacher thought that he should position himself as a facilitator to encourage students to present ideas clearly and to reach consensus. His framing was consistent in responsive teaching practices. Positioning himself as a facilitator, after he framed the discussion as idea sharing discussion by eliciting and probing students' idea, he framed the discussion as argumentative discussion by taking up students' idea and pointing out disagreement between them. As a result, members of small group 1 engaged in argumentative discussion and reached consensus. However, the teacher's productive framing did not guarantee students' productive argumentation practice. In small group 2, he did not elicit and probe students' ideas successfully. As a result, members of small group 2 did not engaged in argumentative discussions. He responded limitedly to the lack of students' conceptions because of lack of understanding about learners. Also, he mainly attended to students' reasoning, and not to students' framing about argumentation because he considered argumentation only as a tool for conceptual learning. The result of this study will contribute to the establishment of responsive teaching in science classrooms.

• Journal of Construction Engineering and Project Management
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• v.5 no.1
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• pp.40-46
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• 2015

This study presents the results of our analysis and recommendations for process and productivity improvements. The project studied consists of a 5-story research building, with a structure of steel frames supporting concrete slabs. The observations focused on the analysis of the overall erection and framing process. The methods used for the analysis consisted in intensive visits on site, where construction processes were observed in term of resources, activities, durations, materials' handling procedures, and technology used. Back to the office, authors used the information captured to model the different trades' activities, using work sampling and 5-minute rating technique. The work sampling provides insight into the activity, hence allowing for process improvements. The productivity of various trades is strongly dependent on the organization of the work process and work site conditions. Improving the productivity of the entire project or company is not possible until everyone is committed to improvement.

• Journal of The Korean Association For Science Education
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• v.36 no.3
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• pp.471-483
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• 2016

The purpose of this study is to explore how students' epistemological framing and positional framing affect the role of wonderment questions related to the activation of conceptual resources and to investigate what contexts affect students' framings during scientific model construction. Four students were selected as focus group and they participated in collaborative scientific model construction of mechanisms relating to urination. According to the results, one student whose framings were "understanding phenomena" and "facilitator" asked wonderment questions, but the others whose framings were "classroom game" and "non-respondent" were not able to activate their conceptual resources. However, they were able to activate their conceptual resources when they shared the epistemological framing of "understanding phenomena" and shifted between the positional framings of "facilitator" and "respondent." Although they were able to activate their conceptual resources, these activated resources were not able to contribute to their model when they shifted to the framings of "classroom game" and "receiver." In contrast, when students constantly shared an "understanding phenomena" framing and dynamically shifted between the framings of "facilitator" and "respondent," they were able to activate various conceptual resources and develop their group model. The students' framings were affected by the contexts. These included: when students were confronted with cognitive difficulties and were not provided proper scaffolding; when the teacher played the role of answer provider and guided the activity with correctness; when there were several possible explanatory models that students could choose from; and when the teacher played the role of thought facilitator. This study contributes to supporting teaching and learning environments for productive scientific model construction.

• Asia Marketing Journal
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• v.17 no.4
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• pp.105-123
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• 2016

Do corporate social responsibility (CSR) initiatives lead to positive outcomes for companies? Although it is commonly accepted that CSR is a necessary component of modern marketing communication, the empirical evidence shows that that is not always the case. If CSR is sometimes not conducive to better marketing, it behooves firms to determine the right conditions that foster more effective CSR. It is in that vein that this study aims to add to the growing body of marketing and CSR literature through a series of experiments that examines the dynamics between prior attitude toward the company, the fit between the company and the CSR cause, and consumers' accessible thoughts. This study finds that the prior corporate reputation has an impact on how consumers evaluate the CSR activities of companies. Moreover, we show that the degree of accessible thoughts and their valence can change the moderating effect of the fit between the company and the CSR cause. This is because negative information is perceived as being more diagnostic than positive information in an evaluation situation. We demonstrate that companies that have lower prior public reputations can improve the evaluation of their CSR activities in two major ways: (1) by finding CSR causes that have a lower fit with their business, or (2) by providing information that allow consumers to access more positive thoughts about the CSR activity.