• Journal of The Korean Association For Science Education
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• v.25 no.4
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• pp.503-513
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• 2005

The purpose of this study was to analyze the generating processes of scientific emotion, that appears during the generation of biological hypotheses. To perform the study, a tentative model was set up through pilot test, a think-aloud training procedure was planned and a standardized interview instrument was developed before getting protocols. In this study, 8 college students were selected to bring out protocol through the method of think-aloud, retrospective debriefing, focused interview and observing. As the result of analysis of the collected protocol through coding scheme, 4 types of process for scientific emotion-generating were sorted out. First type was a basic process which was a feeling process in prior to recognition. Second type was a retrospective process that explains the process of retrospect for emotional memory based on the past. Third type was a cognitive process and it explains emotion that occurs during thinking process to achieve cognitive goal. Fourth type was an attribution process and it explains that emotion is generated in the process of attribution for cognitive goal's achievement. These types of process of scientific emotion-generating can contribute the basis for developing cognitive model of EBL (Emotional Brain-based Learning) strategy.

• Journal of The Korean Association For Science Education
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• v.34 no.5
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• pp.511-521
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• 2014

In this study, we conducted an exploratory investigation of the imaginative writing processes of middle school students. Twelve 8th graders were asked to imagine and write about the daily life of atoms, assuming that they became specific atoms for themselves. The think-aloud method was used to investigate students' writing processes. We recorded students' writing processes, and also collected the data through interviews to clarify ambiguities in their writing processes. The analyses of the results revealed that their imaginative writing processes could be classified into the three types by the two aspects of writing process components (retrieving information and generating ideas). That is, the integration of retrieving information and generating ideas, the predominant retrieving information, and the predominant generating ideas. The students who were classified into the type of the integration of retrieving information and generating ideas came up with a story and properly introduced science concepts into it. These suggested that this type of students expressed their own understanding more effectively, and that this type was most appropriate for imaginative writing in learning science. The results also showed that the imaginative writing processes were greatly influenced by whether the planning step was adequately considered or not. On the bases of the results, we suggest the teaching strategies for effective imaginative writing in learning science.

• Journal of Science Education
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• v.37 no.1
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• pp.170-185
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• 2013

The purpose of this study is to investigate a cognitive model of task commitment on biology classification inquiry. To achieve this goal, first, this study analyzed several literatures on task commitment in biology inquiry, and invented the tentative model of the task commitment. To investigate a tentative model invented, 2 main tasks were developed. These tasks were administered to 8 high-school students, first grade. Raw protocols were collected by thinking aloud method and a retrospective interview method. Collected protocols were converted to segmented protocols and coded by analyzing frame based invented model. The codes were analyzed. As a result, some problems were discovered, tentative model were revised. New analyzing frame based on Improved model were composed, and raw protocols were re-analyzed. Finally, a cognitive model of task commitment on biology classification inquiry was investigated. The investigated cognitive model of task commitment on biology classification inquiry was constructed 3 steps, 'Task commitment Induction', 'Task commitment Reinforcement', 'Task commitment Maintenance'. And each steps were consisted of several sub-factor. And commitment component were changed in each steps. Through this results, base information for strategy that improvement task commitment on biology classification inquiry is provided. Furthermore, the cognitive model of task commitment on biology classification inquiry will assist on evaluation and feedback by stage on task commitment.

• Journal of The Korean Association For Science Education
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• v.23 no.5
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• pp.458-469
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• 2003

Hypothesis is defined as a proposition intended as a possible explanation for an observed phenomenon. The purpose of this study was to generate a grounded theory on the process of undergraduate students' generating hypothesis-knowledge about scientific episodes. Three hypothesis-generating tasks were administered to four college students majored in science education. The present study showed that college students represented five types of intermediate knowledge in the process of hypothesis generation, such as question situation, hypothetical explicans, experienced situation, causal explicans, and final hypothetical knowledge. Furthermore, students used six types of thinking methods, such as searching knowledges, comparing a question situation and an experienced situation, borrowing explicans, combining explicans, selecting an explican, and confirming explicans. In addition, hypothesis-generating process involves inductive and deductive reasoning as well as abductive reasoning. This study also discusses the implications of these findings for teaching and evaluating in science education.

• Journal of The Korean Association For Science Education
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• v.38 no.3
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• pp.369-378
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• 2018

In this study, we investigated the characteristics in the processes of generating analogy for lessons by pre-service science teachers. Eight pre-service teachers at a college of education in Seoul participated in this study. After the workshop of analogy in science education, they generated analogies for lessons. In order to investigate thought processes deeply, we used the think-aloud method and also conducted semi-structured interviews after their activities. Worksheets written by the pre-service teachers were collected. Their activities and interviews were recorded and videotaped. The characteristics in the processes of generating analogy were analyzed in the perspectives of student, analog, and concept. The analyses of the results revealed that they generated analogies to correct students' misconceptions and also considered misconceptions that could be caused by their analogies. They generated analogies using sources with which students are familiar. They also generated concrete and everyday analogies rather than abstract and artificial analogies. There were some cases where they did not clearly grasp the target concepts and expressed the concepts which were not covered in the unit. On the bases of the results, we suggest some educational implications for pre-service science teacher education.

• Journal of The Korean Association For Science Education
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• v.42 no.1
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• pp.97-109
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• 2022

In this study, we investigated pre-service teachers' reflection of questions during science instruction in teaching practicum from the perspective of productive reflection. The productive reflection used in this analysis has four aspects of learners and learning, subject matter knowledge, instruction, and assessment. Five pre-service teachers participated in this study. They reflected on their questions with one class video by using think-aloud method. Semi-constructed interviews were also conducted. The analyses of the results reveal that the aspect of 'instruction' and the 'learners and learning' were frequently included in their reflections. 'subject matter knowledge' was often included in their reflection while 'assessment' was hardly included. The integrations of the two aspects appear most often, those of three aspects appear only sometimes. However, four aspects appear very rarely. The integrations of 'learners and learning' and 'instruction' with the other aspects were most frequent, and the integrations of 'content knowledge' with the other aspects were often. However, the integration of 'assessment' was very few. There were more productive reflections from pre-service teachers who reflect on several questions in context than who reflected on questions one by one. In addition, they exhibited some difficulties in suggesting alternatives to improve their questions. They tried to modify the teaching method related to the questions rather than revise the form of questions. Based on the results, practical implications to improve expertise related to the questions of pre-service teachers were discussed.

• Journal of the HCI Society of Korea
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• v.14 no.1
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• pp.45-52
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• 2019

As the requirement of the in vehicle infotainment service increases, the role of the in vehicle display is also expected to rise. Particularly, center information display(CID) is expected to be actively utilized, and since the size and position of the display is anticipated to change, it is necessary to research based on the users' perspective. However, there are limited research studies that investigated the user's consciousness on the size and position of autonomous vehicle display. Herein, the purpose of this study is to identify and present the preference of the center information display's size and position on each levels of driving automation. For this, an experiment on the driving simulator was conducted using the think-aloud method. As a result, it was found that the horizontal display(12.5inch) on the top position was the most preferred in the second level of the driving automation. On level three, the participants significantly preferred the vertical display(17inches) compared to the second level. This study is significant since it conducted an empirical study which examines the user' preference of CID using a driving simulator for the autonomous vehicle.

• Journal of The Korean Association For Science Education
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• v.26 no.4
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• pp.502-509
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• 2006

The purpose of this study was to analyze physics problem solving processes according to students' cognitive style in the area of 'Force and Motion' at high school level. Students who have already learned t e area of 'Force and Motion' during the first semester of the 10th grade have taken physics test and cognitive style test to choose students who have basic knowledge of physics and reflective or impulsive style. Four students who got over 19 points in the cognitive style test were selected as reflective students, and another four students who got below 12 points were selected as impulsive students. After explaining the purpose and procedure of this study, think-aloud method was introduced to the students, and the students practiced it. After that, the students solved three quantitative and qualitative problems each. Then, the questionnaire on the belief system on physics and physics problem solving and prerequisite knowledge test were also administered. By recording the students' problem solving processes, protocol was made and analyzed. After solving the problems, the students expressed their confidence, intimacy, and preference on each problem by the five point Likert scale. Impulsive students tended to succeed in solving more problems, less intimate, and more spontaneous and positive in seeking alternative solution when confronted with unacquainted problems. On the other hand, reflective students used more time in executing the problems even without planning, and used more time in solving problems and verification. Whether making effective plan or not was important rather than how much time they used in the planning step. In addition, repeating steps were more likely shown to impulsive students; they tended to be attached to their first idea.

• Fire Science and Engineering
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• v.33 no.4
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• pp.140-151
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• 2019

It is to assess the indoor air quality of the chemical hazardous materials exposed to the fire after firefighters returned to the fire scene. The research subject randomly selected four fire stations located in Seoul, Korea. Two fire stations were set up as control groups after the return of the firefighting activities at the actual fire scene, and two other fire stations were set up as control groups to measure the air quality of the room at normal levels regardless of the action. We conducted 24-hour monitoring for all fire accidents that occurred in Seoul Metropolitan using fire safety map computer system. Also, indoor air quality was measured immediately after homecoming if the experiment group was to be dispatched due to an accident of intermediate or larger scale. 11 hazardous substance items such as fine dust, formaldehyde, volatile organic compounds, PAH, VCM, acidity, asbestos, CO₂, NO₂, O₃ were measured according to the process test method. Three of 11 types of harmful substances exceeded domestic and foreign standards, and one of them was found to be close to foreign standards. In particular, total volatile organic compounds, carbon dioxide and sulfuric acids were 2.5 times, 2.2 times and 1.1 times higher than the standard. Also, for formaldehyde and sulfuric acid, it was measured higher in the control group than in the case group. This findings could be used in policies to improve indoor air quality in the fire station of the Seoul Metropolitan Government.

• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.505-518
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• 2018

In this study, we investigated the characteristics of the pedagogical content knowledge (PCK) components and their integrations in the processes of developing performance assessment tasks of pre-service chemistry teachers who participated in the constructive performance assessment workshop. Eight pre-service teachers participated in this study. After three weeks of the constructivist performance assessment workshop, they developed their own performance assessment tasks. The think-aloud method was used to investigate their developing processes. Their activities were recorded and videotaped, and semi-structured interviews were also conducted. The analysis of the results revealed that the PCK component considered in the planning step showed similar frequencies for assessment, instructional strategies, students, and subject matter components. In the embodying step, assessment component was most frequent. In the discussion step, the frequencies for assessment, instructional strategies, and students components were similar. However, curriculum component and the subcomponent of science process skill were rarely used. The integrations among the PCK components were found to be centered on the instructional strategies component in the planning step and the students component in the embodying and discussion step. However, curriculum and subject matter components were rarely integrated with other PCK components. On the basis of the results, educational implications are discussed.