• Journal of the Korean Chemical Society
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• v.66 no.5
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• pp.376-389
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• 2022

The purpose of this study was to investigate the effects of implementing semantic mapping reading strategy in the science class on high school students' science text reading ability. 3^rd grade students of science core high school in a small and medium-sized city participated in this study for a semester. Texts with socio-scientific issues and chemistry subjects were used to implement semantic mapping reading strategy in the science class. To investigate the changes in students' science text reading ability, experimental group students participated in the pre-reading and post-science reading ability tests and the results were analyzed. The results of this study showed that the mean of the science reading ability test score of experimental group was significantly higher than that of the comparison group. We found that drawing a semantic mapping before solving a reading task made it easier for students to find information and infer meaning from text. It can be seen that students also recognize that the semantic mapping is helpful in understanding the text because it is easy to understand the relationship between concepts by visualizing the content of the text, and can connect their background knowledge with the text content.

• Journal of the Korean Chemical Society
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• v.67 no.5
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• pp.362-377
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• 2023

The purpose of this study was to investigate the effect of semantic mapping as a science text reading strategy on high school students' inferential understanding. For this purpose, eight science text reading classes were conducted a reading strategy using semantic mapping for 46 students in two science-focused classes in the third grade of a high school. To investigate the effects of semantic mapping reading strategy on students' inferential comprehension, students' pre- and post-reading ability tests results were analyzed. In order to find out the change in inferential comprehension, the level of the inferential comprehension was analyzed using the analysis framework for developed in this study. For the classification of inferential comprehension, the levels of the inferential comprehension were converted into scores. The results of the analysis of changes in students' inferential comprehension showed that semantic mapping reading strategy classes influenced the changes in high school students' inference, especially bridge inference and elaborative inference among sub-elements of inferential comprehension.

• Annual Conference on Human and Language Technology
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• 2001.10d
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• pp.226-232
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• 2001

본 연구는 결속장치(cohesive devices)가 과학텍스트의 읽기 속도와 내용 이해에 끼치는 영향에 대해 연구하였다. 연구의 목적을 위한 실험을 통해서 먼저, 텍스트의 문단별 읽기 시간을 측정하여 온라인 처리 과정을 검토하였고, 둘째, 회상과 재인 검사를 실시하여 오프라인 상태에서의 이해도를 조사하였다. 이 연구의 재료로 사용된 텍스트는 번개 생성과정에 대한 과학텍스트로서, 반복, 지시사, 정박(anchoring), 인과적 접속사 등의 결속장치를 이용하여 응집성(coherence)의 강도를 높고, 낮게 조작하였다. 실험 결과, 결속장치가 길속장치의 종류와 지엽적 응집성의 강도에 따라 과학텍스트 읽기와 이해에 선택적으로 영향을 끼친다는 것을 발견하였다. 첫째, 인과적 접속사는 읽기 시간에는 영향을 주지 않는 반면, 이해를 촉진했는데, 이 긍정적 효과는 과제의 종류에 따라 다르게 나타났다. 즉, 회상 검사 결과에서는 인과적 접속사가 쓰인 모든 문단에서 유의한 차이가 나타났으나, 재인 검사에서는 유의한 차이가 부분적으로만 나타났다. 둘째, 반복 결속장치는 다른 결속장치와 같이 발생할 경우에만 읽기 시간과 이해를 부분적으로 촉진하는 것으로 나타났다. 셋째. 정박 결속장치의 영향은 읽기와 이해 두 처리 과정에 모두 선택적으로 영향을 준 것으로 나타났다. 인과적 접속사와 함께 쓰인 문단의 경우에는 회상 검사에서만, 반복 결속장치가 함께 쓰인 문단에서는 회상, 재인 검사에서 모두 긍정적 영향을 준 것으로 관찰되었다.

• Journal of the Korean Chemical Society
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• v.63 no.2
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• pp.111-122
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• 2019

In this study, the characteristics of the reading materials in the chemistry domain of elementary school science and middle school science textbooks and chemistry I and II textbooks developed under the 2009 Revised National Science Curriculum were investigated. The criteria for classifying the reading materials were the types of theme, purpose, types of presentation, and students' activity. The inscriptions in the reading materials were also analyzed from the viewpoint of type, role, caption and index, and proximity type. The results indicated that more reading materials were included in the elementary science textbooks compared to middle school science, chemistry I, and/or chemistry II textbooks. The percentage of application in everyday life theme was high in the reading materials of elementary science textbooks, whereas the percentage of scientific knowledge theme was high in those of middle school science, chemistry I, and/or chemistry II textbooks. It was also found that the percentage of expanding concepts purpose was high in the reading materials of elementary science textbooks, whereas the percentage of supplementing concepts purpose was high in those of middle school science, chemistry I, and/or chemistry II textbooks. Several limitations in the use of inscriptions were found to exist; most inscriptions were photograph and/or illustration; most inscriptions were supplementing or elaborating texts; many inscriptions were presented without a caption or an index; there was a problem in the proximity of inscriptions to text.

• 한국지구과학회:학술대회논문집
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• 2001.09a
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• pp.51-51
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• 2001

• Korean Journal of Cognitive Science
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• v.17 no.3
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• pp.191-206
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• 2006

Two experiments were conducted to investigate the effects of verbal working memory and the spatial working memory on children's text comprehension. The reading span and the operation span of the reading deficient children were smaller than that of the reading normal children, but the two groups did not differ in the visual span. Reading deficient children got lower score in the comprehension tests than reading normal children, and the difference was larger for the expository text than the narrative text. The involvement of visual working memory in reading narrative texts were more directly tested in Experiment 2 by asking the children do a secondary memory task before they answered the comprehension test. Reading normal children suffered more under auditory secondary memory condition for both narrative and expository texts, whereas reading deficient children suffered under visual secondary memory condition for narrative texts as well. The results of the two experiments suggested that the spatial working memory can be involved in text comprehension process, especially with reading deficient children.

• Science of Emotion and Sensibility
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• v.13 no.1
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• pp.21-32
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• 2010

This study investigated the effects of contiguity and reading mode on cognitive load factors measured by Galvanic Skin Response(GSR). In this study two experimental conditions were imposed to participants to measure cognitive load with the high contiguity picture and low contiguity picture. Thirty-four college students participated to this experiment(experiment group=17, control group=17), and spilt-plot factorial design was applied to control individual difference in galvanic skin response. Tasks of this experiment were reading and summary. The dependent variables were skin conductance response, and perceived difficulty. The independent variables were the degree of contiguity of visual material(high contiguity vs. low contiguity). The major result of this study was identification of a significant difference of GSR with low contiguity condition. Indeed it was identified that more complex reading condition required more cognitive loads. This finding supported that different cognitive process might require different amounts of cognitive loads. For the further research, this study discussed the validity of applying physiological signals to assess cognitive loads and relationships the associated affective reactions.

• Phonetics and Speech Sciences
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• v.16 no.1
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• pp.41-48
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• 2024

The significance of self-reported voice assessments concerning patients' chief complaints and quality of life has increased. Therefore, readability assessments of questionnaire items are essential. In this study, readability analyses were performed based on text grade and complexity, vocabulary frequency and grade, and lexical diversity of the 11 Korean versions of self-reported voice disorder questionnaires (KVHI, KAVI, KVQOL, K-SVHI, K-VAPP, K-VPPC, TVSQ, K-VDCQ, K-VFI, K-VTDS, and K-VoiSS). Additionally, a comparative readability assessment was conducted on the original versions of these questionnaires to discern the differences between their Korean counterparts and the questionnaires for children. Consequently, it was determined that voice disorder questionnaires could be used without difficulty for populations with lower literacy levels. Evaluators should consider subjects' reading levels when conducting assessments, and future developments and revisions should consider their reading difficulties.

• Journal of Korean Home Economics Education Association
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• v.33 no.2
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• pp.57-80
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• 2021

The purpose of this research is to develop a Home Economics education curriculum that can promote citizenship through critical literacy. To this end, the 'housing' area in the 2015 revised curriculum of home economics and textbooks were analyzed from a critical literacy perspective. Using Laster(1986)'s critical science curriculum development course and "A Teacher's guideFamily, Food and Society"(Staaland & Storm, 1996), a 'Citizenship raising curriculum of home economics education in the housing area.' was developed. The results of this research are as follows. First, when the the curriculum was examined, the teaching objectives of the overall subject, or the achievement criteria, learning elements, and evluative methods of the housing area consisted of practical problem solving curriculum that can include critical literacy content. In addition, as a result of analyzing the text of the three textbooks' housing areas, it was found that most of them were described as adapting to and coping with the current culture, and few problems or social issues were mentioned that could lead to critical literacy. Second, the housing area curriculum for critical literacy learning was developed, with a total of 13 plan of 7 modules including continuous interests, valued ends, learning contents, and 26 learning materials including reading materials, and video materials. Based on the findings, the next curriculum and textbook should address social issues related to critical literacy and various classes of housing, and teachers' communities and training should be operated to support teachers who can be examplary for practical reasoning and critical thinking.