• Korean Journal of Cognitive Science
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• v.17 no.3
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• pp.231-253
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• 2006

The interaction effects of the cognitive style and the presentation order of learning material was explored in the study. Visualizers performed better when the graphic information was presented prior to the verbal information, whereas verbalizers did better when the verbal information was presented prior to the graphic information. The results of the present research have practical implication of personalized multimedia design based on the learner's cognitive style. The results also have suggested that the cognitive load of a multimedia material can be varied depending on the compatibility of the cognitive style and the material.

• Journal of the Korean earth science society
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• v.25 no.7
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• pp.532-544
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• 2004

The purpose of this study is to analyze the concept concerned with Earth's rotation as passed by tenth graders whose interest in earth's rotation and learning styles were varied. To examine student's interest in the Earth's rotation, 4students (visual-verbal learning style student with much interest, visual learning style student with much interest, visual learning style student with little interest, and verbal learning style student with little interest) were chosen for study. Personal interview was used for this study. To probe students' conception in varied ways, they were allowed to make gesture and draw pictures through data collection process, except for interviews. And the data were analyzed one by one. The result of this study were as follows: First, the student with much interest was faster to answer the questions about Earth's rotation than the one with little interest. Also he comprehended better and was able to explain reasons coherently. Second, there was little difference according to student's learning style. Third, one of the repeated misconception was direction. For thinking that is the right side is the east side, students have misconception that the sun goes from right to left and stars in north sky move clock-wise.

• Communications of Mathematical Education
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• v.29 no.1
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• pp.111-130
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• 2015

The purpose of the study was to investigate the differences between two groups of students according to information recognition styles such as visual learners and linguistic learners. Two instructional methods, algeblocks and factorization formula, were utilized to introduce the factorization. Four students were participated for the study, and two of them were visual learners and the other two were linguistic learners based on learning style test. Interviews and the diagnostic tests were implemented before the instructions which were lasted for 6 sessions. After the instructions all the participants were interviewed and the researchers also interviewed them 5 days later. The results of the study were the followings: 1. All the participants regardless of their learning style revealed that algeblocks were helpful in understanding the factorization. 2. Visual learners were more likely using algeblocks, while the linguistic learners were more enthusiastic and proficient in using formula to solve the problems. 3. Five days later, two types of learning style students revealed different tendencies. Visual learners mainly used algeblocks, and linguistic learners were not enthusiastic about using algeblocks and one of them did not use them at all. 4. Five days later, two visual learners could not remember the formula, but linguistic learners could remember the formula in somewhat different level.

• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.418-431
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• 2022

In this study, we analyzed the form, presentation, and interactivity of external representations presented in the matter units of elementary school science digital textbooks developed under the 2015 Revised National Curriculum. The analytic framework of the previous study was modified and supplemented. The matter units in the 3rd-6th grade science digital textbooks were analyzed by dividing them into "body texts" and "inquiries" area. The results revealed that visual-verbal and visual-nonverbal representations were presented the most. Conversely, audial-nonverbal representations were presented at a high frequency only in the body texts, and audial-verbal representations were presented at a low frequency in both the body texts and the inquiries. Regarding the presentation, when verbal and visual-nonverbal representations appeared together, visual-verbal and visual-nonverbal representations were primarily presented together. In some cases where visual-verbal, audial-verbal, and visual-nonverbal representations were presented together, information on visual-verbal and audial-verbal representations was presented redundantly. Audial-nonverbal representations unrelated to contents were presented along with other external representations, and the frequency was particularly high in the body texts. Regarding the contiguity, no visual-verbal and visual-nonverbal representations were presented on different pages, and no audial-verbal representations were presented asynchronously with visual-nonverbal representations. Regarding the interactivity, explanatory feedback and low-level manipulations were mainly presented. Based on the results, implications to improve digital textbooks are discussed from the perspective of multiple representation-based learning.

• Journal of the Korean School Mathematics Society
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• v.16 no.2
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• pp.363-381
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• 2013

The constituents of math learning styles are information recognition and information processing in the cognitive domain and attitudes toward math learning and environments of math learning in the affective domain. Each of the constituents has two opposing styles; there are the visual style and verbal style in information recognition; and there are the whole style and analytical style in information processing. And as for attitudes toward math learning, there are two styles which are the authoritative and goal-oriented style and the practical and entertaining style. Also as for attitudes toward environments of math learning, there are two styles which are the interior-oriented style and exterior-oriented style. There can be classified into 16 types of mathematics learning by the combination of a total of 8 styles of mathematics learning. The purpose of this study was to analyze the preference of the students from three middle schools located in Daegu Metropolitan City to the styles and types of mathematics learning.

• Journal of the Korean Chemical Society
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• v.64 no.6
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• pp.416-428
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• 2020

This study analyzed the uses of external representations presented in the matter units of the 7th-grade science digital textbooks developed under the 2015 revised national curriculum. The level, form, presentation, and interactivity of external representations presented in 5 types of digital textbooks were analyzed. As for the level, the macroscopic level of representations was mainly presented. The macroscopic level and microscopic level of representations were presented together in the particle description. As for the form, visual-verbal and visual-nonverbal representations were usually presented across the board. Very few audial-verbal and audial-nonverbal representations were presented. Visual-verbal and audial-verbal representations were mostly presented in formal form, and visual-nonverbal representations were mostly presented in illustration without movement. The presentation of representations was analyzed in three aspects. First, visual-verbal and visual-nonverbal representations were mainly presented together and none of audial-verbal and visual-nonverbal representations were presented together. When the representations of the audial-verbal, visual-nonverbal, and visual-verbal were presented together, some of the information presented in audial-verbal representations was repeatedly presented in the visual-verbal representations. Second, audial-nonverbal representations not related to learning content were presented along with other representations. Third, there were few cases of arranging visual-verbal and visual-nonverbal representations on the next pages. Audialverbal and visual-nonverbal representations were always presented synchronized. As for the interactivity, the manipulation level was mainly presented in the main area, and the feedback level was mainly presented in the activity area. The adaptation level and the communication level of interactivity were presented very few. Based on the results, the implications for the direction of constructing digital textbooks were discussed.

• Journal of the Korean earth science society
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• v.28 no.1
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• pp.24-34
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• 2007

The purpose of this study was to analyze 9th grade students' understanding about the earth science terms written by Chinese characters depending on their loaming style and attitudes toward science. The study selected the eight students with the middle level of science achievement and divided into four groups: verbal-high attitude toward science, verbal-low attitude toward science, visual-high attitude toward science, and visual-low attitude toward science learners. Three types of questionnaires including Korean characters type, a picture type, md Korean and Chinese characters type were developed to determine the students' understanding about the earth science terms written by Chinese characters. The results of data indicated that the 9th grade students' understanding showed no significant difference by their different teaming style, and yet demonstrated higher level of understanding in Korean and Chinese characters type questionnaire rather than Korean characters type only or a picture type. On the other hand, the level of students' understandings both in Korean characters type and a picture type was about equal. In conclusion, it seems more effective in students' teaming about the earth science terms written by Chinese characters when they were provided with both Korean and Chinese characters.

• Journal of The Korean Association For Science Education
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• v.31 no.5
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• pp.734-744
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• 2011

The purpose of this study was to identify middle school students' mental models on plate tectonics and to compare the mental models of verbal-learning-style students with those of visual-learning-style students. 94 student participants in 9th grade were requested to draw and explain three topics; generation of magma, the formation of the mountain range and the interior of the Earth. The criterions for analyzing the mental models are derived from the data of the drawing task. The research results were as follows: The mental models on the generation of magma were classified as 'unstable model,' 'partial casual model,' 'causal model,' and 'conceptual model.' On the other hand, the mental models on the interior of the Earth were classified as 'static unstable model,' 'dynamic unstable model,' and 'conceptual model.' Students holding 'unstable model' were unable to relate the plate collision and the magma generation. They showed a variety of alternative conceptions of study areas, such as 'magma is generated from the core' and 'the mountain is formed by rising of the plates themselves.' Also, visual-learning-style students showed higher proportion of conceptual models and lower proportion of unstable mental models than verbal-learning-style students on three topics. The findings revealed that the students tend to have different concepts on the plate tectonics depending on their learning style.