• Proceedings of the Costume Culture Conference
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• 2003.04a
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• pp.101-102
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• 2003

최근 소비자들은 쾌적한 삶의 추구와 가족 중심적 사고로 여가와 레저를 중시하고 물리적 가치보다 정보가치와 시간가치를 더욱 중요시하여 쇼핑에서도 편익성을 추구하는 경향이다. 이와 함께 국내의 소비생활 양식이 서구형으로 변화하고, 교육기회의 증가, 신용사회의 정착, 정보화 사회의 출현 등 홈쇼핑 시장의 성숙조건이 갖추어져 있어 홈쇼핑에 대한 수요는 더욱 증가할 것으로 기대된다. 이에 본 연구는 홈쇼핑으로 의류제품을 구매하는 소비자의 특성을 파악하여 홈쇼핑 활성화에 다소 도움을 주기 위하여 실시되었다. (중략)

• Proceedings of the Korean Society of Fisheries Technology Conference
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• 2003.05a
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• pp.148-149
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• 2003

전 세계적으로 해양으로 유입되는 유류의 유입량은 년간 약 2,350,000 들이며, 대략 15%는 자연적인 유입원이고, 85%는 인위적 유입원으로 유조선 사고, 정유공장, 도시 및 공장 폐수, 자동차 배기가스로 인한 것이다. 유입된 유류는 해양미생물이나 어류, 갑각류 등의 유생, 해양 포유류 등 해양 생물에 피해를 주어 생태계를 파괴시키며 인간의 연안활동이나 어업과 양식에 경제적 피해를 입히기도 한다. (중략)

• 어항어장
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• s.89
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• pp.41-47
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• 2010

전국어업지역에 큰 영향을 미칠 가능성이 있는 리스크로서 지진 해일 재해 리스크의 감재대책에 대한 기본적인 사고에 의거, 위기관리의 관점에서 서술하고자 한다. 전국의 어항 어업 취락에서 지진 해일 재해의 리스크를 증대시키는 요인으로서 협소한 토지에 어항시설이나 가옥의 밀집, 고령화의 진행에 의해 재해시 피보호자가 되기 쉬움, 낚시객 해수욕객 등 지리에 어두운 외래자의 방문 증가, 어선이나 어업 양식시설의 표류 우려 등 어업 지역 특유의 여러가지 리스크 인자를 가지고 있다.

• Journal of Science Education
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• v.40 no.3
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• pp.203-218
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• 2016

The purpose of this study was to investigate the effects of reflective thinking-based laboratory report on learners' metacognition and inquiry skills. In a general physics experiment class consisting of 11 experiments, 20 college students used reflective thinking-based laboratory report, and then the changes of their metacognition and inquiry skills were compared with those of who used general laboratory report. The opinions of students used reflective thinking-based laboratory report were surveyed. The results showed that their metacognitions were increased more than those of comparison group that used common experiment report. Their inquiry skills also were increased as much as comparison group's. According to the survey results, they recognized that reflective thinking-based laboratory report helps to improve their performance, metacognitions, and inquiry skills.

• Journal of Communication Design
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• v.66
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• pp.284-296
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• 2019

Thinking mode, as the condensation of the internal spirit of a nation, has been inherited till now through abundant historical precipitation, and is also a thinking tool for people to think and solve problems. Different from traditional styles and materials, the way of thinking not only has a more essential impact on design, but also makes traditional culture more vital in design. Taking the influence of Chinese mode of thinking on design thinking as the main research object, in the first place, this paper sorts out the concepts and development of thinking mode and design thinking, and summarizes three characteristics of Chinese mode of thinking: relational, collective and perceptive. Furthermore, it puts forward the influence of thinking mode on design thinking, mainly focusing on the definition of design problems, sub-problem sequencing and solution construction. Last but not least, through a series of Chinese design cases, this paper concretely analyzes how Chinese thinking mode provides national design language for Chinese design.

• The Journal of Korean Association of Computer Education
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• v.14 no.1
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• pp.1-12
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• 2011

Educational Programming Language has been reported to expand thinking ability and to give help in creative problem solving ability by numerous researches. Researchers are verifying the educational effects of EPL by applying it to various area, but researches in effective application of EPL is yet incomplete. Thus, for effective application of EPL, this research has verified the project completing ability depending on studying style targeted to college senior students. As results of verification, first, the results showed significant differences in project completing abilities depending on information processing methods, and learners who preferred self-reflecting introspection showed high scores. Second, in learning style the divergers showed the highest scores. This research suggested the necessity of guidance and detailed planning of self-reflecting introspective activity in ideas that would be realized by learners through searching for factors that could enhance the degree of project completion in programming learning using EPL.

• Journal of the Korean Society of Marine Environment & Safety
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• v.24 no.4
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• pp.408-414
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• 2018

Various studies have been conducted to reduce marine accidents. However, research on marine incidents is only marginal. There are many reports of marine incidents, but the main content of existing studies has been qualitative, which makes quantitative analysis difficult. However, quantitative analysis of marine accidents is necessary to reduce marine incidents. The purpose of this paper is to analyze marine incident data quantitatively by applying big data techniques to predict marine incident trends and reduce marine accident. To accomplish this, about 10,000 marine incident reports were prepared in a unified format through pre-processing. Using this preprocessed data, we first derived major keywords for the Marine incidents at sea using text mining techniques. Secondly, time series and cluster analysis were applied to major keywords. Trends for possible marine incidents were predicted. The results confirmed that it is possible to use quantified data and statistical analysis to address this topic. Also, we have confirmed that it is possible to provide information on preventive measures by grasping objective tendencies for marine incidents that may occur in the future through big data techniques.

• Korean Journal of Cognitive Science
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• v.20 no.3
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• pp.335-355
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• 2009

We examined risk judgment and the accuracy of inference based on two kinds of probabilities in a Bayesian inference task: the death probability from a disease (base rates) and the probability of having a disease with positive results in the screening test (posterior probabilities). Risk information were presented in either a probability or a frequency format. In Study 1, we found a numerical format effect for both base rate and posterior probability. Participants rated information as riskier and inferred more accurately in the frequency condition than in the probability condition for both base rate and posterior probability. However, there was no frequency range effect, which suggested that the ranges of frequency format did not influence risk ratings. In order to find out how the analytic thought system influences risk ratings, we compared the ratings of a computation condition and those of a no-computation condition and still found the numerical format effect in computation condition. In Study 2, we examined the numerical format effect and frequency range effect in a high and a low probability condition and found the numerical format effect at each probability level. This result suggests that people feel riskier in the frequency format than in the probability format regardless of the base rates and the posterior probability. We also found a frequency range effect only for the low base rate condition. Our results were discussed in terms of the dual process theories.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.735-750
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• 2015

The purpose of this study is to draw an educational implication by analyzing the context of narrative texts, students' narrative thinking, and their academic achievement. We investigated text types in students' geological field trip reports, the reason why students favors narrative texts, the relationship between narrative texts and their scientific knowledge recall, and the relationship between narrative thought and academic achievement. All students used expository texts, 82% of them expressed argumentative texts, and 36% of them used narrative texts. It is likely that students use more narrative texts because students were in the context of outdoor activity and so, their emotional feelings were more activated than when they are doing lab activities. The academic characteristics of earth science seemed to contribute more narrative texts in students' reports. The post-test revealed that students with narrative texts recalled better than the others. On the other hand, there were no statistically meaningful differences in academic achievement between the two groups. However, we have noted that female students whose reports contain narrative texts achieved significantly higher scores than female students whose reports are without narrative texts. From in-depth interviews, we found that students who properly used both paradigmatic and narrative mode of thought were in a more advantageous position than those who used narrative thought only. It was also found that some narratively thinking students tended to feel uncomfortable with the way of learning or evaluating questions about science. In the future, a complementary approach of narrative and paradigmatic mode of thoughts would be encouraged by understanding students' tendency of thinking.

• Journal of The Korean Association For Science Education
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• v.22 no.4
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• pp.851-861
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• 2002

In this paper, two modes of thought are assumed, which are known as the paradigmatic and the narrative mode of thought by Bruner(1985; 1986). The former leads to well-formed argument, but the latter to good story; each providing distinctive ways of ordering experience, of constructing reality. Though the two are complementary, but not reducible to one another. However modern schooling has focused on the paradigmatic mode. It has come to its peak in science education. Recently some educators began to gaze at the narrative mode in other humanities, but not science. Narrative is commonly considered to be foreign to science. But many scientists are convinced that modern science depends on speculation much more than observation. The speculation is conducted by intrapersonal or interpersonal narrative, which was called "science-making" by Bruner(1996). The purpose of this paper is to introduce the narrative mode of thought compared to paradigmatic mode as the new concepts and to discuss its implications on the science education. Three implications will be suggested. The first holds that science class should improve student's narrative sensibility throughout the live science-making. The second holds that the narrative mode of thought should be used with the support of the paradigmatic mode in science classroom. Exactly narrative interpretations are adjuncts to scientific explanations. The third holds that the evaluation method should be developed for the narrative work in science education.