• School Mathematics
• /
• v.13 no.3
• /
• pp.485-500
• /
• 2011

The purpose of this study is to investigate how elementary mathematics teachers use and implement a reform-oriented mathematics curriculum material, Everyday Mathematics, and to examine what features the curriculum material has. Eight elementary mathematics teachers in the United States participated in the study. Data sources consist of teacher classroom observation write-ups, interviews, and the curriculum material. The results from the analysis of the curriculum material suggest that 80 percent of the tasks are at the high-level in terms of cognitive demand and 26 percent of tasks are identified as transparent. The results also show that the teachers appeared to adapt the curriculum material and partially take suggestions or activities out of the curriculum material in enacting them in their mathematics classrooms. The analysis of enacted tasks suggests that the levels of cognitive demand were shifted from high-level to low-level; 27 percent of the high-level tasks in the curriculum material were maintained at the high-level as enacted in the mathematics classrooms. The level of cognitive demand shifted in many cases; shifts from high-level to low-level occurred. This contributes to the curriculum material not being transparent to teachers.

• Proceedings of the Korean System Dynamics Society
• /
• 2000.07a
• /
• pp.135-152
• /
• 2000

지배적 피드백 루프는 구조가 시스템의 행동을 유발한다는 점에 있어서 매우 중요한 개념이다. 본 논문에서는 지배적 피드백 루프의 전환을 완만한 전환(continuous shifts)과 급격한 전환(discrete shifts)의 두 가지로 분류하였다. 본 연구에서는 지배적 피드백 루프의 전환에 대한 인지적 편향을 세 가지의 가설로 분류하여 제시하였다. 이에는 1) 완만한 전환에 대한 인식의 실패, 2) 의사결정 자들의 급격한 전환에 의존하는 경향, 3) 지배적 피드백 루프의 인식에 있어서 수준변수와 변화율 변수간의 차이 등이 포함된다. 마지막으로 본 논문에서는 지배적 피드백 루프에 의한 인지적 편향이 의사결정과정의 시간지연과 정책 개입의 시기에 대하여 어떠한 시사점을 주는지에 관하여 논의하였다.

• Journal of the Korea Society of Computer and Information
• /
• v.14 no.9
• /
• pp.195-204
• /
• 2009

The present study investigated the effects of focus on consumers' attitudes and buying intentions. For these purposes, researcher compare the attitudes and buying intentions by focus groups after presenting cognitive and affective product informations about a cellular-phone. The results of present experiment were as follow: First, cognitive focus led to highest cognitive attitude and affective focus also led to highest affective attitude. Second, It was highest buying intention in an affective focus and lowest in a non-focus. Third, a cognitive focus resulted in more cognitive words being recalled, by comparison with an affective focus, whereas an affective focus resulted in more affective words being recalled, by comparison with a cognitive focus. But they were not significant. These results show that cognitive and affective focuses lead to different attitudes that differ in their basis. An attitude formed in an affective focus results in a stronger buying intention than an attitude formed in an cognitive focus. The present findings also suggest that the different focus conditions result in different attitudes and buying intentions being formed, and to be diluting but to more enduring effects.

• School Mathematics
• /
• v.18 no.2
• /
• pp.397-423
• /
• 2016

Mathematics learning motivation is an important variable which is not only the primary goal of learning mathematics but also mediates the effects of the mathematics learning. Nevertheless, the present learning environment is full of impeding factors which reduce learners' motivation to learn mathematics and mathematical self-regulatory efficacy. The purpose of this study is to offer various suggestions for program to enhance and forster mathematics learning motivation based on empirical findings and theories on motivation, self-regulatory learning, regulatory focus, reducing academic stress and math anxiety. The concrete and practical ideas are suggested in terms of mathematical self-regulatory efficacy, learners' characteristics, learning task. The analysis of the effects revealed a positive effect on mathematical self-regulatory learning.

• Journal of The Korean Association For Science Education
• /
• v.33 no.7
• /
• pp.1450-1470
• /
• 2013

The purpose of this study was to develop elementary science programs that used multi-level instruction and to analyze verbal interaction patterns in science classes that applied these programs. For this study, the 27 children from the fifth grade at B elementary school, located in Gyeonggi-do, were selected and separated into heterogeneous groups of four students. Verbal interactions occuring in two groups during each class were recorded using video. Elementary science programs using multi-level instruction were developed to target a fifth grade second semester 'Lesson 1. Human Body'. This program provided a mission form for each group and evaluation form for each child. A mission form depending on the children's level has different colors and levels of difficulty for questions. The evaluation form is composed of questions suitable for a child's level in reaching the goal with key concepts. The verbal interaction was mostly categorized into the cognitive domain and the affective domain for analysis. The cognitive domain was subdivided into question, response, making solution, receiving opinion, and the affective domain was divided into behavioral participation and students' attitude. Results of study showed that the frequency of the cognitive domain was higher than the frequency of the affective domain. In the cognitive domain, the median-level was of highest frequency in the children. In the affective domain, high-level was of highest frequency in the children. In terms of both the cognitive and affective domains of children, low-level exhibited the lowest frequency. Verbal interaction frequency was no difference between high-level and median level in cognitive and affective aspects, so median-level children were actively participating in activities similarly with high-level children. There were more types of interactions question, response, making solution, students' attitude in the median-low level children's verbal interaction than high-median level children's verbal interaction.

• Journal of Digital Convergence
• /
• v.6 no.4
• /
• pp.123-135
• /
• 2008

본 논문은 사회네트워크(social network system, SNS)에 대한 사용자의 추가적 사용의도를 개인정보보호의 관점에서 고찰하였다. SNS에서 사용자는 SNS의 운영 시스템과 사용자간 정보의 교류가 이루어지는 SNS사이트라는 서로 다른 두 주체와의 상호작용을 통하여 개인정보의 보호 정도를 인지하게 되고, 이러한 인지정도는 사회네트워크시스템과 SNS사이트에 대한 신뢰에 각각 영향을 미치고, 이 신뢰는 사용자의 사용의도를 증가시킨다는 연구모델을 설정하고 가설을 검정하였다. 주요 연구 결과는 SNS 시스템과 SNS 사이트에 대해 사용자가 인지하는 개인정보보호의 수준은 SNS시스템과 SNS사이트에 대한 신뢰 수준에 통계적으로 유의한 영향을 미치는 반면, 사용자의 추가적 사용의도는 단지 SNS 시스템의 신뢰에 의해서만 영향을 받는 것으로 나타났다.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.11 no.12
• /
• pp.4752-4759
• /
• 2010

Using Technology Acceptance Model and flow theory as our foundation, this paper investigates the interrelationships among social influence, individual cognition, flow, and actual usage in the Web 2.0 environment. According to TAM, users evaluate perceived usefulness(PU) and ease of use(PEU) of information technology(IT) in accepting the innovative IT. Along with users' cognitive evaluation(i.e. PU and PEU), in case of UCC(user-created-contents), which is one of the representative Web 2.0 features, flow also has a significant effect on users' usage. Accordingly, the current study involve cognitive elements such as PU and PEU as well as flow of enjoyable state during using IT in exploring antecedents leading to UCC usage. On one hand, we consider the effect of social influence on users' cognition and flow toward actual usage because the more users creates Web contents, the more long-tail situation prevails on the Internet. Web 2.0 becomes a kind of social phenomena. The empirical results show that social influence affects positively both PU/PEU and flow. Users' cognitive evaluation and flow have positive impacts on users' UCC usage.

• Journal of The Korean Association For Science Education
• /
• v.22 no.1
• /
• pp.132-140
• /
• 2002

The purpose of this study was to find the influence of students' cognitive styles and cognitive levels on chemistry problem solving. 322 11th grade students were administered Group Embedded Figures Test(GEFT), Group Assesment of Logical Thinking(GALT), and chemistry problem solving task about mole and stoichiometry. Chemistry task was made of ten items, 5 items of them include misleading factor(irrelevant information). The students who are field-independent and in formal operational stage got higher scores than those who are field-dependent and in transitional stage. In 5 items which have no misleading factor GALT had significantly contributed to the regression equation, while in 5 items which have misleading factor GEFT was significant contribution to the regression equation. In two items of misleading items, students who used the irrelevant information were significantly more field dependent than those who did not use this information.

• Proceedings of the Korean Society for Quality Management Conference
• /
• 2010.04a
• /
• pp.447-447
• /
• 2010

조직이나 기업에서 높은 수준의 직무 성과는 뛰어난 지적 능력과 더불어 다른 요소들의 영향에 의해 결정된다고 광범위하게 인식되고 있다. 따라서 인사선발시 인지적인 능력뿐만이 아니라 성격과 같은 비인지적 능력을 평가하는 시도가 활발히 이루어지고 있다. 본 연구는 이를 실증적으로 검증하고자 수행되었다. 즉, 본 연구에서는 서울지역에서 재학 중인 대학생 (n=260) 을 대상으로 하여 인지적 능력은 입학성적으로, 비인적 능력은 Big Five 성격 특성으로, 직무성과는 학업성과(예, 학업평점, 대학 및 학과에 대한 만족도, 동아리 활동, 등) 로 각각 측정하여 이들의 관계성을 살펴보았다. 연구 결과, 인지적 능력과 더불어 Big Five 성격 특성 중 성실성과 개방성이 다양한 학업성과와 상관관계를 보여주었다. 본 연구는 추가적으로, 학업성과 중 동아리 활동이 대학생활의 만족도와 상관관계가 있음을 보여주고 있다. 이러한 결과는 인사선발 과정에서 지원자의 잠재적 직무성과를 예측할 때 지적 능력 같은 인지적 측면뿐만이 아니라 성격과 같은 비인지적 측면을 동시에 고려해야 한다는 실무적 시사점을 제시하고 있다.

• The Journal of the Korea Contents Association
• /
• v.17 no.1
• /
• pp.402-411
• /
• 2017

To develop a more efficient computer-based empathy program that enables medical students to increase their empathy levels, and to test its applicability to medical students. We developed PACP (the Pain Assessment Computer Program) for measurement of medical students' levels of recognition of another's pain. An empathy questionnaire was administered to 145 medical students before and after the PACP. In the high empathy group, the scores for cognitive empathy increased significantly after completion of the PACP, while affective empathy scores showed no significant change. In contrast, in the low empathy group, both cognitive and affective empathy scores increased significantly after the PACP. The PACP effectively increased cognitive empathy for the high empathy group, and increased both cognitive and affective empathy, particularly for the low empathy group. Given the fact that existing empathy education programs are time-consuming and costly, and the demand for more efficient empathy education is high, the PACP as a useful tool can be applicable to medical students, particularly those with low empathy in order to enhance their empathic abilities within a short period of time.