• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.466-477
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• 2002

It was proposed that proper problem solving practice should improve students' questioning in physics. In the previous researches, improvement in students' questioning was observed after practice of making questions given the examples of desirable questions. In this study, the problem solving strategies used by experts were introduced to students in the form of step-by-step guide to follow in problem solving practice. The directions in the guide were concrete and operational for students to understand the expected behaviors explicitly. It was assumed that students could pinpoint the difficulty specifically through this guide, which would result in positive effects on students' recognition and expression of their own questions. The subjects in this study were college freshmen enrolled in the introductory physics for science or engineering major. The physics problems from the textbook were solved and practiced in the traditional way for controlled group. Worksheets designed to follow experts' problem solving strategies were used for the experimental group. Two groups were taught in the same way during lecture part of the class. Students were asked to describe the difficulties they had during homeworks or tests. Questions in this study means these descriptions written by students although they were not necessarily in the form of interrogative sentences. The questions were analyzed both in quantity and quality. Quantitatively, more students spontaneously turned in their questions in the experimental group than in the controlled group. Regarding the quality, there were more students in the experimental group than in the controlled group who described their difficulties in detail or recognized the need for the procedural knowledge.

• Journal of Distribution Science
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• v.11 no.1
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• pp.25-34
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• 2013

Purpose - This study examines the adverse press coverage that has increased in proportion to the remarkable growth of various kinds of franchise businesses in the food service industry. Today, the trust of franchisees in relation to their franchisor, and the maintenance of good relations between the two, has become a significant social issue. This study investigates relationship satisfaction and the long-term commitment between the franchisor and franchisee. Research design, data, methodology - We used a path analysis to investigate the relationship between justice and trust, trust and relationship satisfaction, justice and relationship satisfaction, trust and long-term commitment, and relationship satisfaction and long-term commitment. Structural Equation Modeling and a Sobel test were used to investigate the mediating effects of trust and relationship satisfaction. Data were collected from 237 Food Franchisees in Seoul and Gyeonggi Province in order to test the theoretical model and its hypotheses. Two research methodologies are generally used in the distribution management field. For this study, an empirical method was used. Results - A causal analysis was carried out to test if the research model has a sufficient fit index (for instance, χ² = 46.694, df = 10, p = .000, GFI = 0.946, AGFI = 0.850, RMR = 0.034, NFI = 0.966, CFI = 0.973), and the results showed that the model was sufficient, thus demonstrating the suitability of the research model. Each hypothesis had a positive influence, both on long-term commitment and relationship satisfaction. Justice with the franchisor had a positive influence on trust. Relation satisfaction cognized by franchisees was found to positively influence long-term commitment. The franchisee perception of justice in relation to the franchisor had no significant influence on long-term commitment. The study investigated the hypothesis that trust could mediate justice and long-term commitment, and that relationship satisfaction could also mediate long-term commitment Both trust and relationship satisfaction were found to be important for long-term commitment. Specifically, trust sub-factors and justice sub-factors influenced long-term commitment. Identification-based and knowledge-based trust were more important than calculus-based trust. Distributive justice was deemed more important than procedural justice; distributive justice should thus be strengthened. Conclusions - Both franchisor and franchisee were independent businesses. Evidently however, the franchisor could not ensure profit without long-term commitment from the franchisee. As for the success of the franchise business, the franchisor should carry out appropriate strategies leading to a satisfactory relationship. For example, transparency makes it possible to maintain and enhance trust and to improve relationship satisfaction. Just relations between franchisor and franchisee should make it possible to maintain and enhance the franchisee's trust. The franchisor should provide a variety of information with respect to the franchisee's business success. Finally, in order to improve the franchisee's long-term commitment, the franchisor should ensure a just approach with trust and relationship satisfaction among their strategies.

• The Journal of Korean Association of Computer Education
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• v.22 no.2
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• pp.1-9
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• 2019

In order to improve the quality of textbooks, this study analyzed seven informatics textbooks published based on the 2015 revised curriculum. Content analysis was used to analyze the organization system of these textbooks. Learning objectives of the textbooks were also analyzed according to Anderson's taxonomy of educational objectives. Furthermore, a textbook satisfaction survey, in which textbook selection criteria were applied, was given out to preliminary teachers. The results showed that the textbooks were similarly organized, centered on practice, activities, differentiated learning, and small group learning. However, the number of pages varies considerably for each chapter. After analyzing learning objectives of the textbooks, it was found that in terms of cognitive processes, 'understanding' (53%) was the highest item and 'analyzing' (16%) the second highest; in terms of type of knowledge, 'conceptual' (42%) and 'procedural' (31%) accounted for the two highest categories; in terms of cognitive domains, there has been a significant increase in 'analyzing' and 'creating' facets for learning objectives of these new versions of textbooks as compared to those of previously existed textbooks. In the satisfaction survey on a 5-point Likert scale, 'the accuracy and fairness of the content' had the highest points at 4.21 among four scale items. In this study, the improvement of the textbook is proposed based on the findings from this analysis.

• Journal of Science Education
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• v.47 no.2
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• pp.139-153
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• 2023

This study aimed to investigate the effect of environmental education programs using action learning on elementary school students' environmental literacy and self-efficacy. To this end, an environmental education program using action learning was applied to 22 sixth graders of 'A' Elementary School in Busan. The results of this study were as follows. First, environmental education programs using action learning were effective in improving the environmental literacy of elementary school students. After implementing the environmental education program using action learning, students' environmental values, cognitive, and procedural ability changed positively. Environmental issues awareness and ecological knowledge improved, and there was a significant increase in environmental behavior and environmental function. Second, environmental education programs using action learning were effective in enhancing the self-efficacy of elementary school students. After implementing environmental education programs using action learning, students' confidence in problem solving and their ability to judge their behaviors improved. Third, elementary school students showed active participation and interest when conducting environmental education programs using action learning. Students have become open to protecting the environment when they find problems, devise solutions, and practice them. After reflection, it was confirmed that students' immersion and satisfaction in class were high as a solution was reached, leading to efforts to sell items they did not use and donate profits to environmental protection organizations.

• Information Systems Review
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• v.25 no.4
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• pp.47-65
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• 2023

In this paper, we investigate how the online voting system can be a trust-based system from a technical perspective. Under four principles of voting, we finely evaluate the existing belief that offline voting is safer and more reliable than online voting based on procedural processes, technical principles. Many studies have suggested the ideas for implementing online voting system, but they have not attempted to strictly examine the technologies of online voting system from the perspective of voting requirements, and usually verification has been insufficient in terms of practical acceptance. Therefore, this study aims to analyze how the technologies are utilized to meet the demanding requirements of voting based on the technologies proven in the field. In addition to general data encryption, online voting requires more technologies for preventing data manipulation and verifying voting results. Moreover, high degree of confidentiality is required because voting data should not be exposed not only to outsiders but also to managers or the system itself. To this end, the security techniques such as Blind Signature, Bit Delegation and Key Division are used. In the case of blockchain-based voting, Mixnet and Zero-Knowledge Proof are required to ensure anonymity. In this study, the current status of the online voting system is analyzed based on the field system that actually serves. This study will enhance our understanding on online voting security technologies and contribute to build a more trust-based voting mechanism.

• Journal of Korean Philosophical Society
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• v.129
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• pp.23-51
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• 2014

Christine M. Korsgaard believes that constructivism can respond to moral skepticism without depending upon moral realism. The purpose of this paper is to examine Korsgaard's kantian constructivism and her positions on moral realism. According to Korsgaard moral realism cannot answer normative questions in that it sees the function of moral concepts as describing the reality and so accepts the model of applied knowledge for action. In contrast Korsgaard insists that constructivism is better at justifying normativity since it regards moral concepts as representing the solutions to practical problems and so shows that moral principles are necessarily involved in the practical problems of agency. Korsgaard's constructivism has antirealistic elements such as pure proceduralism, the constitutive model to exclude ontological, metaphysical meanings, and the account of human beings as the sources of values. In spite of those antirealistic elements it is difficult to jump to a conclusion that Korsgaard's constructivism is antirealism. Korsgaard, in the early book, The Sources of Normativity, says that kantian constructivism has something to do with a form of realism, or procedural moral realism. And in the following books she argues that constructivism is compatible with realism although she pays attention to the practical implications of constructivism and then sets aside its ontological relevance. That is, Korsgaard does not want that her constructivism results in antirealism. Korsgaard's realism, however, is too weak to be called as realism. There is, also, a question why one would rather take a constructivist approach if one holds on to realism.

• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.658-672
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• 2022

The unique teaching and learning difficulties of speed-related units in elementary school science are mainly due to the student's lack of mathematical thinking ability and procedural knowledge on speed measurement, and curriculums and textbooks must be constructed with these in mind. To identify the implications of composing a new science curriculum and relevant textbooks, this study reviewed the structure and contents of the speed-related units of three curriculums from the 2007 revised curriculum to the 2015 revised curriculum and the resulting textbooks and examined their relevance in light of the literature. Results showed that the current content carries the risk of making students calculate only the speed of an object through a mechanical algorithm by memorization rather than grasp the multifaceted relation between traveled distance, duration time, and speed. Findings also highlighted the need to reorganize the curriculum and textbooks to offer students the opportunity to learn the meaning of speed step-by-step by visualizing materials such as double number lines and dealing with simple numbers that are easy to calculate and understand intuitively. In addition, this paper discussed the urgency of improving inquiry performance such as process skills by observing and measuring an actual object's movement, displaying it as a graph, and interpreting it rather than conducting data interpretation through investigation. Lastly, although the current curriculum and textbooks emphasize the connection with daily life in their application aspects, they also deal with dynamics-related content somewhat differently from kinematics, which is the main learning content of the unit. Hence, it is necessary to reorganize the contents focusing on cases related to speed so that students can grasp the concept of speed and use it in their everyday lives. With regard to the new curriculum and textbooks, this study proposes that students be provided the opportunity to systematically and deeply study core topics rather than exclude content that is difficult to learn and challenging to teach so that students realize the value of science and enjoy learning it.