• Journal of Science Education
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• v.33 no.2
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• pp.336-345
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• 2009

The purpose of this study is to analysis ERF components patterns of causal questions generated during the observation of biological phenomenon. First, the system that shows pictures causing causal questions based on biological phenomenon (evoked picture system) was developed in a way of cognitive psychology. The ERF patterns of causal questions based on time-series brain processing was observed using MEG. The evoked picture system was developed by R&D method consisting of scientific education experts and researchers. Tasks were classified into animal (A), microbe (M), and plant (P) tasks according to biological species and into interaction (I), all (A), and part (P) based on the interaction between different species. According to the collaboration with MEG team in the hospital of Seoul National University, the paradigm of MEG task was developed. MEG data about the generation of scientific questions in 5 female graduate student were collected. For examining the unique characteristic of causal question, MEG ERF components were analyzed. As a result, total 100 pictures were produced by evoked picture and 4 ERF components, M1(100~130ms), M2(220~280ms), M3(320~390ms), M4(460~520ms). The present study could guide personalized teaching-learning method through the application and development of scientific question learning program.

• Journal of Korean Elementary Science Education
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• v.24 no.3
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• pp.249-258
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• 2005

The purpose of this study was to identify the type of thinking and generating processes of causal questions which were generated in preservice elementary teachers' observing activities. To find the generating processes of causal questions, 4 observing tasks, the task of grapes in soda, the candlelight, the celery, and the rock tasks, were administered to 7 preservice elementary teachers majoring in science education. The results of this study were as follows: The types of thinking in generating explicans exploration questions were classified as 8 types and explicans verification questions were classified as 9 types. The generating processes of explicans exploration questions were classified as 6 steps and explicans verification questions were classified as 5 steps. The results of this study may be used as a teaching strategy for guiding the direction and the method of scientific questions and developing the teaching-teaming programs that help student to generate scientifc questions.

• Journal of Science Education
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• v.37 no.3
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• pp.513-524
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• 2013

The purpose of this study is to provide the proper methods of presenting question materials for generate of various question by comparing type, level, objectivity, manipulation of question in the presenting methods of question phenomena. I selected and showed actual objects, movies, and photographs as ways of presenting question materials, to each of which three question tasks were assigned. The generated questions by students were compared. The results showed that the question of conjectural, predictive, methodological, exploratory, verificational, qualitative, quantitative, simple-manipulative, pre-manipulative questions turned out to have significantly higher average frequencies in the cases of the presentation of photographs and movies than in the cases of the presentation of actual objects. However, the question of post-manipulative questions turned out to have significantly higher average frequencies in the cases of the presentation of actual objects than in the cases of the presentation of photographs and movies. and There were no significant differences between individual methods of question task presentation in average frequencies with respect to causal and methodological, subjective questions. Thus, we have learned from this that methods of presenting question phenomena had influence on the students' question. This suggests that we should consider forms of presentation of question materials in planning the teaching-learning of question.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.1018-1027
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• 2004

The purpose of this study was to identify and compare the types of scientific questions which were generated by elementary students and preservice teachers on the tasks of scientific observation. To identify the types of scientific questions, 4 observing tasks, dry grapes contained in soda pop, candlelight, celery, and a rock were administered to 40 sixth elementary students and 20 elementary preservice teachers. And then, the types and frequency of scientific questions generated by them were compared. The results showed that the types of scientific questions were classified into conjectural questions, causal questions, predictive questions, methodical questions and applicative questions. Further more, subordinate questions to the above questions were classified into object exploration questions and object verification questions, explicans exploration questions and explicans verification questions, result exploration questions and result verification questions, example exploration questions and example verification questions. Subordinate questions did not come out from the methodical questions. The types of scientific questions generated by elementary students and preservice teachers were identical, however, there were differences in frequency. This study supports that elementary students also have cognitive capability to generate various scientific questions. The results of this study may be used as a teaching strategy for the guidance of the direction and the method of scientific inquiry.

• Journal of Digital Convergence
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• v.12 no.1
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• pp.13-21
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• 2014

The problem of the cases of Soribada and Winny is their duplexity that they could be used legally and illegally. The issue called 'The crime of aiding through the neutral behavior' is about whether the program developer who shared the file sharing program letting unspecified public infringe the copyright could be punished or not. Many theories about limiting the traditional scope of punishment of aider have been maintained. However, it is questionable whether it is possible to limit the scope of punishment following the former cases and theories even for the action that is causal and facilitates the principal's criminal conduct, like the aid through the neutral action which is hard to perceive as illegal aid because of its characteristics. Therefore, using the case of Soribada in Korea and the case of Winny in Japan as the examples of illegal aid through neutral behavior case, this paper examines the characteristics and problems of aid through existing theories and cases, and suggests new scope of punishment limitation standard through the elaboration of the action of aid and judgment of degree.

• Korean Journal of Cognitive Science
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• v.32 no.2
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• pp.55-73
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• 2021

Psychological essentialism states that people believe some categories to have hidden and defining essential features which cause other features of the category (Gelman, 2003; Hirschfeld, 1996; Medin & Ortony, 1989). Essentialist belief on categories questions the Roschian argument (Rosch, 1973, 1978) that categories merely consist of clusters of correlated features. Unlike family resemblance categories, essentialized categories are likely to have clear between-category boundaries and high within-category coherence (Gelman, 2003; Prentice & Miller, 2007). Two experiments were conducted to test the effects of essentialist belief on category representation (i.e., between-category boundary, within-category coherence). Participants learned family resemblance and essentialized categories in their assigned conditions and then performed categorization task (Expt. 1) and frequency estimation task of category exemplars (Expt. 2). The results showed, in essentialized categories, both boundary intensification and greater category coherence. Theses results are likely to have arisen due to increased cue and category validity in essentialized categories and suggest that essentialist belief influences macroscopic representation of category structure.

• The Journal of the Korea Contents Association
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• v.18 no.12
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• pp.25-34
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• 2018

With the higher competition of university environment, universities has been adapted Customer Satisfaction Index (CSI). However, the problem of CSI focuses on score and ranking announcement. In public sectors, PCSI model is used because of increasing its strategic utilization by providing diagnosis of the phenomenon and direction for future improvement through causal model analysis. The purpose of this research is to develop a measurements of university satisfaction using PCSI. This research demonstrates validity and reliability of PCSI using test-retest method using multi-group confirmatory factor analysis. The results of this research indicate that the reliability and validity of the PCSI model is verified. Service product quality, service delivery quality, environment quality and social quality have positive effects on customer satisfaction. In turn, customer satisfaction have positve effects on university performance and social performance. In conclusion, service quality, PCSI, and service performance are clarified to be appropriate components of the satisfaction survey. These results can be used to measure the satisfaction level of education at actual universities. It is expected that practical basic data can be obtained to improve the quality of university education.

• Journal of the Korean Institute of Landscape Architecture
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• v.38 no.3
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• pp.41-52
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• 2010

The purpose of this paper is to evaluate visitor satisfaction(VS) in waterfront parks in terms of resources, facilities, embodiment of theme(ET), site composition(SC), relaxation activity space(RAS), and dynamic activity space(DAS), which are supply-side components in the planning process of waterfront parks, in order to answer the research question; 'How is visitor satisfaction of waterfront parks determined?' After reviewing the literature on parks and the building process of waterfront parks in Korea, we constructed a conceptual framework and have ascertained a research hypothesis. We had obtained data through a questionnaire survey from 327 visitors at waterfront parks, based on the quota sampling method. We have analyzed the data using the path analysis method. We found that: 1) The direct effects of resources and facilities on VS turned out to be 0.273 and 0.306, respectively while the indirect effects are 0.114, 0.170, respectively. 2) The direct effects of SC, as a component of the planning process on VS, turned out to be 0.243 while that of ET had no affect on VS. The indirect effect of ET and SC on VS turned out to be 0.059 and 0.018, respectively. 3) The direct effects of RAS on VS turned out to be 0.129 while the indirect effects of RAS and DAS on VS turned out to be 0.002 and 0.017, respectively. 4) The size of causal effect, in order, were facilities, resources, SC, RAS, ET, and DAS. 5) Resources and facilities, as a park foundation, compose 64.84 percent of total causal effect while ET and SC have 24.04 percent and RAS and DAS have 11.12 percent, respectively. These research results imply that: 1) Existing waterfront parks should be regenerated with the embodiment of water related theme and with improved facilities for RAS and visitor programs and/or facilities for DAS. 2) The relationship among ET, SC, RAS and DAS should be increased for a significant improvement of VS, and 3) A process-oriented approach turned out to be highly useful for the development of substantive theory and methodology. It is recommended that a structural equation model on waterfront parks be developed using more empirical data and this approach be widely applied for testing its validity.

• Industry Promotion Research
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• v.5 no.3
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• pp.123-134
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• 2020

This study analyses the Korean successive governments' nuclear strategies after the post-cold war and suggests the future countermeasures as analysing to reciprocally interconnect B. Clinton and G.W.Bush governments' policies and North Korea's nuclear strategy. As the conclusion, this study suggests that the most urgent domestic alternative measure to North Korea's nuclear dismantlement is to prepare the grand strategy with the united whole national consensus and to order the renewed stronger future role by the mutual cooperation of multilateral agreement system and international regimes and lastly to adopt the extended deterrence through the reinforcement of the 5 great joint statements between the South-North Koreas.

• Journal of The Korean Association For Science Education
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• v.38 no.5
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• pp.599-610
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• 2018

The purpose of this study is to analyze mechanistic reasoning in Fabre's inquires and to develop mechanistic reasoning model. To analyze the order of the process elements in mechanistic reasoning, 30 chapters were selected in book. Inquiries were analyzed through a framework which is based on Russ et al. (2008). The nine process elements of mechanistic reasoning that was presented in Fabre's inquires were as follows: Describing the Target Phenomenon, Identifying prior Knowledge, Identifying Properties of Objects, Identifying Setup Conditions, Identifying Activities, Conjecturing Entities, Identifying Properties of Entities, Identifying Entities, and Organization of Entities. The order of process elements of mechanistic reasoning was affected by inquiry's subject, types of question, prior knowledge and situation. Three mechanistic reasoning models based on the process elements of mechanistic reasoning were developed: Mechanistic reasoning model for Identifying Entities(MIE), Mechanistic reasoning model for Identifying Activities(MIA), and Mechanistic reasoning model for Identifying Properties of entities (MIP). Science teacher can help students to use the questions of not only "why" but also "How", "If", "What", when students identify entities or generate hypotheses. Also science teacher should be required to understand mechanistic reasoning to give students opportunities to generate diverse hypotheses. If students can't conjecture entities easily, MIA and MIP would be helpful for students.