• Journal of the Korean Chemical Society
• /
• v.56 no.3
• /
• pp.363-370
• /
• 2012

The purpose of the study was to classify scientific models in the seventh grade science textbooks of the 2007 revised science curriculum. The three chapters of 'three states of material', 'motion of molecule', and 'change of state and energy' were investigated. There were two types of the scientific model as 'mode of representation' and 'attribute of representation'. The mode of representation was composed of 'action model', 'analogical model', 'symbolic model', and 'theoretical model' and the attribute of representation was composed of 'static model' and 'dynamic model'. The results showed that the action model and the analogical model were used primarily in mode of representation. The dynamic model were widely used in attribute of representation. Area of matters dealt with conception of molecules and aimed for students to understand the arrangement and movement of molecule microscopically about macroscopic state in a daily life. Tis study could help to recognize the limitations of scientific models on current textbooks and offer more useful information in planning lessons and organizing textbooks for the future.

• Archives of design research
• /
• no.16
• /
• pp.213-223
• /
• 1996

Illustration has been used as a means of human communication since the primitive age. And now it has become a way to express impliedly either the fragmentary or the psychological side of our life. Like it has been said in peter knock's Illustration magazine, an artist said "it was the best article ever read." Illustrator's task is to abstract and practically describe not our daily life, but every moment of the perception an object, whether it is define or indefine. It can inspire stronger perception than any other elegant language. Addition to that the practical use of illustration is increasing ever day. The target has now become various such as man, nature, art, science and so on. Therefore, at this point what illustration requires is creation, new and striking idea. It is because in order to get in to the general's living in the complicate and various society, it must show unique images and appearance. Therefore, now the illustration should induce the work which is based on synetics thoughts, not simple improving skill. Now we must restrain futional and diagrammatic illustration education and be able to thik of free and abundant characteristics. It will eventually help students to feel the value of human life and free themselves from the reality of present education which is getting machinized and instrumentalized.entalized.

• Asia Marketing Journal
• /
• v.13 no.3
• /
• pp.135-161
• /
• 2011

Social commerce is a more recent phenomenon and growing in number and size with the diffusion of social networking services. But it has not been studied as extensively. The purpose of this study is to investigate consumers' social commerce usage intention empirically. Using the theory of reasoned action suggested by Fishbein and Ajzen(1975), this study tests that perceived value created by social commerce affects social commerce usage intention. In this study, authors e identify to the conception of perceived value as a multidimensional construct, economic, psychology, and time value. This study is to analyze the effects of the value perceived by the consumer on attitude toward social commerce and the effects of the attitude and subjective norm on social commerce usage intention. Additionally, we examine the moderating role of coupon redemption effort in the relationship between attitude toward social commerce and usage intention. In order to evaluative the validity of the model, 258 questionnaires were collected from college students who frequently use SNS and accept new trend and technology using internet survey. All the instrument items used in this study were adapted from previous research and the data were analyzed using SPSS 18 and AMOS 7. This study proposed several hypotheses and conducted an experiment to test these hypotheses. Based on the data analysis results, it was found that economic and psychology value has significant effects on attitude toward the social commerce but time value had not the effect on attitude toward the social commerce. And the present study has also shown that both attitude toward the social commerce and subjective norm significantly influenced usage intention. This finding suggests that the theory of reasoned action effectively explains the social commerce usage intention. The result regarding the moderating effect of the coupon redemption effort has shown that the attitude toward social commerce and usage intention is moderated by consumer perception about coupon redemption.

• Communications of Mathematical Education
• /
• v.24 no.3
• /
• pp.543-562
• /
• 2010

The purpose of this thesis is to analyze the error happening in the process of solving the simultaneous inequality with two unknown qualities and to propose the correct teaching method. We first introduce a problem about the simultaneous inequality with two unknown qualities. And we will see the solution which a student offers. Finally we propose the correct teaching method by analyzing the error happening in the process of solving the simultaneous inequality with two unknown qualities. The cause of the error are a wrong conception which started with the process of solving the simultaneous equality with two unknown qualities and an insufficient curriculum in connection with the simultaneous inequality with two unknown qualities. Especially we can find out the problem that the students don't look the interrelation between two valuables when they solve the simultaneous inequality with two unknown qualities. Therefore we insist that we must teach students looking the interrelation between two valuables when they solve the simultaneous inequality with two unknown qualities.

• Journal of the Korean earth science society
• /
• v.25 no.5
• /
• pp.336-347
• /
• 2004

This study investigated the effects of the application of a variety of ICTs cause the effects on self-directed learning capability, creativity and problem-solving ability. In order to achieve the above aim, Web-Based Instructions(WBI) and instructions using CD-ROM Titles for the unit of 'the solar system and the galaxy' were applicated and analyzed which belongs to the area of 'the earth' in the subject 'science' for high school students. Instructions using WBI materials and CD-ROM titles were found to be effective on 'self-conception', 'creativity', 'future inclination', 'self-assessment ability', 'openness' and' initiative' improvement all of which belong to self-directed learning characteristics. They did not, however, show meaningful effect on improving 'learning eagemess' and 'responsibility' improvement. On looking into self-directed learning characteristics according to prerequisite learning levels, both groups and these for instruction using CD-ROM learning materials were found to have no effect on interaction. With respect to problem-solving ability improvement which is characteristic of the instruction using ICTs, WBI proved more fruitful than instruction using CD-ROM titles on improving scholastic achievement level. WBI was effective on 'fluency', 'originality' and 'resistance to premature closure'. It on the other hand, was of no use on 'abstraction of titles' and 'elaborateness' These results came from the following characteristics: WBI came into effect on 'fluency' and 'originality' in the areas of variety and vitality, which are characteristic of WBI. In the area of resistance to premature closure WBI was effective on organizing learning contents owing to the animation of picture materials which are variously presented in the web site. As a result of WBI questionnaire about WBI, an excellent effect on the structure of display, quantity of information, indication and instruction, supplementary study and further study were discussed.

• Journal of The Korean Association For Science Education
• /
• v.30 no.6
• /
• pp.870-885
• /
• 2010

The purposes of this study are to examine what the participants experienced when developing Content Representation (CoRe) of "molecular motion" for the 7th grade in collaboration with experienced chemistry-trained teacher and non-chemistry-trained teacher and to investigate how the participants' PCK changed in their classes after developing CoRe. The participants were one experienced chemistry-trained teacher, two physics-trained teachers, and one researcher. The participants were selected by purposeful sampling. For this study, the discussions on developing CoRe was recorded and two physics-trained participants' classes were video-taped, and constructed/semiconstructed interviews were conducted. All data were transcribed for analysis. The participants experienced reflective thinking of their knowledge and previous classes, corrected their own misconception and clarified those conception, recognized the contents and the goals of "molecular motion" class, enhanced understanding of students' preconception during the development of CoRe. Especially, the two physics-trained teacher-participants confessed that they recognized clearly the contents and the goals of "molecular motion" class and identified their deficiency in 'particle viewpoint' in their previous classes. Their recognition was realized in the course of interaction with experienced chemistry-trained teacher. Among the components of PCK, knowledge of science curriculum was most influent on two physics-trained teacher-participants' classes, and they emphasized 'particle viewpoint' and 'molecular motion' in their classes. In addition, they introduced new teaching strategies that were discussed in the course of developing CoRe. The influence on the participants' PCK was different according to their reflective thinking on their own knowledge and previous classes and their affective characteristic. The implication of this study is that, the course of developing CoRe can promote reflective thinking that is essential for increasing teachers' professionalism and significantly influence on PCK. Especially, developing CoRe in collaboration with experienced chemistry-trained teacher and non-chemistry-trained teacher can identify deficiency in their classes and thereby, improve their classes. And, it takes time and effort to internalize the participant's recognition in their teaching practice.

• Journal of Korean Home Economics Education Association
• /
• v.24 no.2
• /
• pp.29-49
• /
• 2012

The purpose of this study is to look at families as presented on the technology-home economics subject of middle school. To do this, I analyzed the 2007 revised curriculum of the technology-home economics subject, 'Changing Families,' in 11 technology-home economics textbooks (8th grade). The findings are as follows. First, family-related chapters are expanded compared with the previous curriculum in the 2007 revised curriculum. In addition, the new version emphasizes understanding and acceptance of change in families to improve the family life of adolescents. Second, in the 11 types of technology-home economics textbooks, the focusing was on the meaning of the family, the family structure, the function of the family, family roles and family values. There were also no major differences in the aspect of development. Third, in the technology-home economics textbooks, the family was defined as the 'basic group of society', 'a group composed by blood relationships, marriage and adoption', 'an affective group' and 'cohabiting group'. At the same time, there were many cases in which the description of the family was overly romanticized. Such a description of the family does not match the individual family experience of an adolescent. Fourth, all of textbooks dealt with the diversity of the family structure, such as single-parent families, remarriages families, and multi-cultural families. However, the structural characteristics and problems with these types of families are excessively emphasized, which can result in students having stereotypical images of specific family types. Fifth, the explanation of the function of the family was similar among textbooks. The importance of intergenerational cooperation and gender equality was also emphasized. However, such a concept is not considered as proper in a modern society. Thus, the description of a family based on the nuclear family should be sublated. In addition, the explanation of families overall should be developed in such a way that adolescents can interpret their own family experience rather than as an enlightening declaration of the family which disregards the dynamic relationships individual families actually experience.