• Journal of the Korean Chemical Society
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• v.53 no.4
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• pp.445-452
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• 2009

In this study, the influences of the context of discrepant events on the conceptual change process using cognitive conflict strategy were investigated in terms of students' cognitive and motivational variables such as cognitive conflict, situational interest, attention, effort, conceptual understanding. A preconception test was administered to 536 seventh graders. A test of response to a discrepant event and a situational interest questionnaire were then administered. The context of discrepant events, either scientific or everyday, was randomly presented to the subjects. After learning the concept of density, the tests of attention, effort, and conceptual understanding were administered. The reponses of 194 students who had been found to possess the target misconception were analyzed. The results revealed that the scientific-context discrepant event induced higher cognitive conflict than everyday-context one. The context of discrepant events, however, did not show significant correlations with situational interest, attention, effort, and/or conceptual understanding. The result of path analysis indicated that the context of discrepant events both directly influenced cognitive conflict and indirectly influenced conceptual understanding via cognitive conflict.

• Industry Promotion Research
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• v.8 no.2
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• pp.109-117
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• 2023

Modern industrial society demands socially-prescribed perfectionism from office workers and causes self-discrepancy. Therefore, the purpose of this study was to propose a counseling strategy that integrates the divided self based on Fairbairn's psychological structure and reduces self-discrepancy by changing interpersonal relation patterns. 14 sessions were conducted once a week from March 2022 to July 2022. T-test was used as a research method to compare the level of self discrepancy by conducting the Self Questionnaire before and after. During the initial stage, the client was in conflict with his boss and showed anger, depression, somatic symptoms such as gastrointestinal disorder, strict judgement on himself and others, and high self-discrepancy. This research showed that the client's libidinal ego and anti-libidinal ego were de-repressed and integrated into his central ego, and his self-discrepancy level was decreased, which was confirmed through the pre-post test. This research, as a case study applying Fairbairn's psychological structure, has a meaning that it confirmed a change in the interpersonal relation patterns of a socially-prescribed perfectionistic client.

• Journal of The Korean Association For Science Education
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• v.37 no.5
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• pp.891-909
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• 2017

This study analyzed some of the discrepancies in quantitative and qualitative data focusing on cognitive and affective achievement in science education. Academic and affective achievement score of 308 high school students were collected as quantitative data, and 33 students were interviewed for qualitative data. We examined the causes and types of discrepancies in terms of testing tools. As a result from quantitative data, there were a large number of students with a big difference between subjects in cognitive achievement, and constructs in affective achievement. More than 20% of the students did not match tendency between achievements in two areas. Through interviews, some examples such as intentional control of science learning for future study and careers, different responses by differences in perception between school science and science, appeared. A comparison of quantitative data by testing tool between qualitative ones and interviews showed conflicting result, where most students evaluated themselves differently from their own quantitative data. That is due to the students' interaction with the testing tools. Two types of discrepancy related to testing tool are found. One is 'the concept difference between the item developer and students,' the other is 'the difference between students' exposed response and their real mindset.' These are related to the ambiguity of the terms used in the tool and response bias due to various causes. Based on this study, an effort is required to elaborate the testing item that matches students' actual perception and to apply students' science learning experience to testing items.

• Journal of The Korean Association For Science Education
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• v.28 no.6
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• pp.633-640
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• 2008

In this study, we investigated the possibility of using science laboratory reports in identifying students' ideas about discrepant events. A specially designed science laboratory report was developed in this study, and used to collect the information about students' responses toward discrepant events. A total of 839 laboratory reports on the solubility of gas, combustion, and the electrical conductivity of a solution were analyzed. Students' responses in the laboratory reports were classified into eight types; rejection, reinterpretation, exclusion, uncertainty, peripheral theory change, theory change, maintenance of scientific conception, and regressive theory change. In addition, reinterpretation and theory change were further classified into several subcategories. The characteristics of students' responses in this study were discussed in comparison with those of previous studies.

• Journal of The Korean Association For Science Education
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• v.32 no.1
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• pp.160-181
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• 2012

The purpose of this study is to understand raters' errors in rating performance assessments of science inquiry. For this, 60 middle school students performed scientific inquiry about sound propagation and 4 trained raters rated their activity sheets. Variance components estimation for the result of the generalizability analysis for the person, task, rater design, the variance components for rater, rater by person and rater by task are about 25%. Among 4 raters, 2 raters' severity is higher than the other two raters and their severities were stabilized. Four raters' rating agreed with each other in 51 cases among the 240 cases. Through the raters' conferences, the rater error types for 189 disagreed cases were identified as one of three types; different salience, severity, and overlooking. The error type 1, different salience, showed 38% of the disagreed cases. Salient task and salient assessment components are different among the raters. The error type 2, severity, showed 25% and the error type 3, overlooking showed 31%. The error type 2 seemed to have happened when the students responses were on the borders of two levels. Error type 3 seemed to have happened when raters overlooked some important part of students' responses because she or he immersed her or himself in one's own salience. To reduce the above rater errors, raters' conference in salience of task and assesment components are needed before performing the holistic scoring of complex tasks. Also raters need to recognize her/his severity and efforts to keep one's own severity. Multiple raters are needed to prevent the errors from being overlooked. The further studies in raters' tendencies and sources of different interpretations on the rubric are suggested.

• Journal of The Korean Association For Science Education
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• v.36 no.3
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• pp.435-443
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• 2016

The purpose of this study is to analyze the mismatch between instructional design and teaching practice of pre-service science teachers and to investigate the cause of these mismatches. Twenty pre-service science teachers took part in teaching practicum for four weeks from Apr. 2015 to May 2015 and we analyzed their lesson plans and videos of these lessons. After that, we interviewed the pre-service science teachers in order to know the cause of these mismatches and additional informations. The main findings are as follows. First, in the introductory stage, we found more mismatch in the "attention and motivation stimulation" area than any other area. Many pre-service science teachers corrected their 'motivation practice' in different forms. Second, we found out that the most mismatch occurred in the evolving stage. Many pre-service science teachers added learning contents in "learning content presentation" area. Third, in the closing stage, many pre-service science teachers omitted the "leaning content summary" area in the lack of time. Fourth, the number of mismatches by internal factors is similar of by external factors. The mismatches by external factors were mainly by feedback of guidance teacher and change by students' response. In addition, we discussed the implications related to reflective mentoring program, importance of guidance teacher, importance of time management etc.

• Journal of The Korean Association For Science Education
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• v.20 no.2
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• pp.288-296
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• 2000

In this study, the types and the characteristics of students' responses to anomalous data were investigated. The criteria for classifying students' responses were 'acceptance of validity of anomalous data', 'acceptance of inconsistency between anomalous data and initial theory', and 'change of belief in initial theory'. Seven types of responses were identified as follows: Rejection, reinterpretation, exclusion, uncertainty, peripheral theory change, partial belief change, and theory change. Absolute belief in the intial theory and doubts about methodological accuracy were found to be the major reasons for rejecting anomalous data. The students did not accept the inconsistency between anomalous data and initial theory because they ignored the experimental procedures and focused on the similarity of the experimental results.

• Journal of the Korean Data and Information Science Society
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• v.25 no.1
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• pp.11-18
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• 2014

The object of study is to verify the accuracy of internet survey by comparing database data and internet survey. Internet survey was conducted on August, 2012. Respondents were subscribers of KISTI NDSL. Variables were age, organization as demographic variables, number of use, and period of use as attitude variables. Mismatch rates of age, organization, number of use, and period, are 7.5%, 5%, 92%, and 55% respectively. We could estimate the mismatch rate for age as 3% as a pessimistic point of view, and 1% as an optimistic point of view by detail verification. The mismatch rates of organization are 4.5% as a pessimistic point of view, and 2% as an optimistic point of view. The mismatch rates for the frequency of use, the period of use are very high, because measurement error, problems in memory, and internet attitude, etc. Implication of this study is that data of internet survey could be reliable. Many further researches are needed for verification of internet survey.

• Proceedings of the Korea Association of Information Systems Conference
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• 2002.11a
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• pp.237-242
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• 2002

정보기술은 전략적으로 도입되어야 하고 그를 위해서는 경영전략의 선행수립이 필수적이다. 부서나 기능중심의 접근으로는 개발의 중복, 기능이나 부서간 자료의 불일치라는 문제점을 발생시킨다. ERP는 IT의 통합적 구현을 위한 개념이자 제품이다. ERP를 통해 프로세스적으로 전사적 업무흐름을 재설계하고 통합하고, 환경변화에 유연한 정보시스템을 구현할 수 있다. ERP의 기본사상이 업무중심의 접근이라면 현업사용자의 역할은 상당한 비중을 가질 것이며, 이것이 곧 사용자주도형 ERP구현이라고 볼 수 있다. 본 연구는 한 사례를 통해서 현업위주의 ERP시스템 개발의 정당성을 확인하고자 한다.

• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.886-897
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• 2009

One of useful strategies to change students' misconceptions into scientific conceptions in physics is the cognitive conflict strategy, the main point of which is to arouse cognitive conflicts by presenting anomalous phenomena to students. However, it has been reported that students experienced cognitive conflicts while expecting or reasoning results of an experiment before confronting an anomalous phenomenon. Therefore, we have examined how much students' cognitive conflicts were aroused before presenting an anomalous phenomenon. Then, we investigated the effects of the cognitive conflicts aroused prior to the students' confrontation with an anomalous phenomenon, both on the cognitive conflicts occurring after the students' confrontation with it, and on the students' conceptual changes. This study was performed during regular classes about light-source and weightlessness concepts. Subjects from two different middle schools in Pusan took part in the study. Preconceptions, degrees of cognitive conflicts before and after confronting anomalies, and postconceptions were checked during the classes. Then, delayed postconceptions were also checked in 3 weeks. As a result, the degree of cognitive conflicts before confronting an anomaly was as much as the degree of cognitive conflicts after it. There was significant correlation between both conflicts. Also the degree of cognitive conflicts before confronting an anomaly was a main factor in predicting the conceptual changes, while both conflicts had been related separately to the conceptual changes.