• Journal of the Korean BIBLIA Society for library and Information Science
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• v.22 no.3
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• pp.335-351
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• 2011

This study aimed to improve our understanding of users' cognitive processes based on think aloud protocols generated during the retrieval process of an online database. It analyzed think aloud protocols generated by participants while performing pre-defined tasks using an online database. The protocols were encoded using the open coding method. As the results, four broad categories including retrieval, system format, system functionality, and information were drawn, and 21 detailed categories were generated. Based on the results, suggestions for the design of online databases were provided.

• Journal of Educational Research in Mathematics
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• v.19 no.4
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• pp.565-584
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• 2009

This study is aimed at providing the theoretical framework of characteristics of mathematical thinking processes and structuring the thinking process patterns of the mathematical gifted students through the analysis of their cognitive thinking processes. For this purpose, this study is trying to analyze characteristics of mathematical thinking processes of the mathematical gifted students in an objective and a systematic way, by using think-aloud method. For comparative study, the analysis framework with the use of the thinking characteristic code as a content-oriented method and the problem-solving processes code as a process-oriented method was developed, and the differences of thinking characteristics between the two groups chosen by the coding system which represented the subjects' thinking processes in the form of the language protocol through thinking-aloud method were compared and analyzed.

• The Journal of the Korea Contents Association
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• v.18 no.5
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• pp.1-10
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• 2018

The purpose of this study is to provide a cost effective usability test model for business web site development. In this study, we present a usability test model that combines Concurrent Think Aloud, performance measurement, coaching method, and remote test method. Testing target was the consortium website of electronic information joint licensing. Test participants were actual users selected by their task roles and proficiency in different levels. We improved the system by reflecting the results of user test analysis and re-tested usability test again. The result showed that usability of all participants was improved in the aspect of the time required and the complexity of mouse trajectory. It is expected that the usability test model presented in this study can be used to cost-effectively evaluate and analyze business web sites. We suggest that research various usability test model considering the characteristics of websites.

• Journal of Korean Critical Care Nursing
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• v.9 no.1
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• pp.15-26
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• 2016

Purpose: The aim of this study was to identify thinking strategies in the complicated decision-making process based on real patient-based data of triage nurses in the emergency department (ED). Methods: This study used the 'think aloud' method to collect data from 8 triage nurses from one general hospital ED in South Korea. The data were analyzed with protocol analysis using thinking strategies. Results: The triage process was divided into three stages. The first stage consisted of 8 thinking strategies, including searching for information. They used intuition based on directly observed concepts for identifying a crisis. The second stage consisted of 17 thinking strategies related to the decision-making process. They assessed patients and generated a hypothesis to try to understand their health problems through analytic thinking. The third stage consisted of 10 thinking strategies, including qualifying. They considered the situation of the ED and properly triaged the patients. During the triage process, they frequently used judging the value and searching for information on 17 thinking strategies. Conclusions: Triage nurses demonstrated various connected thinking strategies for each stage. Based on our results, further studies should be done to develop a triage education program.

• Asia Marketing Journal
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• v.24 no.3
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• pp.96-108
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• 2022

This study investigates how affects elicited by visual images in print ads are integrated to form a liking for the ads. Assuming a sequential rather than simultaneous processing of still-cut images, we adopt the 'think-aloud' method to capture consumers' spontaneous responses to visual images. We hypothesize that not only would consumers show mixed affects toward a still-cut visual image but that they would also integrate their serial affects heuristically rather than simply averaging the affects as suggested by the compensatory hypothesis. By comparing the effects of two contradictory affect integration hypotheses (i.e., peak-affect and mood-maintenance) with compensatory integration, using a single regression model, we found that peak-negative along with mood maintenance integration of serial affects for a print ad works best in the formation of ad liking. The results also support our initial premise that people can have mixed valence even toward a still-cut ad.

• Journal of The Korean Association For Science Education
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• v.24 no.6
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• pp.1063-1069
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• 2004

This study investigated the effects of grouping method in solving chemistry problems using Think-Aloud Paired Problem Solving (TAPPS). Three classes (125 students) of a co-ed high school in Seoul were randomly assigned to the control, the homogeneous TAPPS, and the heterogeneous TAPPS groups. Prior to the instructions, a test of awareness of metacognition was administered. In the treatment groups, students were grouped into either homogeneous or heterogeneous group on the basis of their pre-achievement levels, and worked in pairs on chemistry problems about chemical equation and stoichiometry. Students' analytical skill, problem solving ability, and awareness of metacognition were examined after the instructions. One-way ANCOVA results indicated that the scores of the homogeneous TAPPS group in the analytical skill test were significantly higher than those of the heterogeneous TAPPS group. However, there were no significant differences among the three groups in the problem solving ability and the awareness of metacognition.

• Journal of The Korean Association For Science Education
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• v.33 no.5
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• pp.881-892
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• 2013

It has been recently emphasized that comprehensive understanding of students' cognitive activities in the process of writing as well as final product is needed in order to develop an effective strategy for science writing. In this study, we investigated the characteristics of writing process in the situation that students wrote a composition in solving the application problem on a science topic. Seven eighth graders selected in the consideration of their science achievement and communication skills were asked to write a composition using think-aloud method. They were also interviewed after their writing work. The analyses of the results indicated that students' writing processes consisted of six distinctive components: generating, organizing, setting, translating, evaluating, and revising. It was also found that the patterns of process components for each student were different in terms of the frequency and the sequence. The patterns of process components were categorized into four types: systematic, tacit planning, trial and error, and random strategies. Educational implications were also discussed.

• Journal of Korean Elementary Science Education
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• v.36 no.1
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• pp.73-84
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• 2017

Cultivating creativity is one of the goals in science education. Previous studies report that students use visualization while they solve the creative science problem and it looks helpful to make them think more. For this study three $6^{th}$ grade students were selected in the consideration of pre-test through the qualitative think-aloud method. The results show that even though students have many ideas in planning stage in problem solving, they appeared to visualize familiar and empirical ideas at first. So if teachers want to watch another creative ideas, they tended to give enough time to visualize many ideas. Students drew lines, circles, "X"marks to select or remove information during their problem solving works. They said these marks seem to be useful to understand question. However, removal marks sometimes turn out to block another chance to re-think. Also students did not have a chance to reflect what they did. It means that they lose the chance to do convergent thinking. The implications of this study include the importance of students' visualization works to facilitate their creative ideas and support their problem solving strategies. In this study, we discuss the meaningful messages for teachers who construct science classroom for creativity.

• Journal of The Korean Association For Science Education
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• v.22 no.1
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• pp.102-109
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• 2002

This study investigated the effects of an instructional method which consists of think-aloud paired problem solving (TAPPS) and mole-map. Three classes (100 students) of a high school were assigned to the control, the TAPPS, and the TAPPS with mole-map (M-TAPPS) groups. Prior to the instructions, students' perceptions of learning environment were examined. Tests of mole conception, problem solving ability, and perception of learning environment were administered after the instructions. Two-way ANCOVA results indicated that the high-level students in the TAPPS group performed better in the conception test than those in the control and the M-TAPPS groups. However, there was no significant difference among the three groups in problem solving ability. The scores of involvement for the TAPPS group were significantly higher than those for the control group.

• Journal of The Korean Association For Science Education
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• v.37 no.2
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• pp.225-237
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• 2017

In this study, we investigated the characteristics of the individual processes of pre-service chemistry teachers in making written test items. For this, we analyzed the think-aloud processes of eight pre-service chemistry teachers while making six written test items about gas laws and their in-depth interview scripts. The characteristics of the processes were found to be divided into six categories; the lack of systemicity in planning stage for making written test items, the lack of awareness and consideration for the interrelationship between instruction and assessment, the diverse criteria in determining test item types, the difficulties in judging behavioral domains and difficulties of items in the table of specification, the limitation in using teacher's guides and misunderstanding of teacher's guides, and the limitation in point and/or content of review and differences depending on the time of review. These can provide some significant guidelines and implications in finding ways to improve pre-service chemistry teachers' ability to make written test items.