• Journal of the Korean Society of Food Science and Nutrition
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• v.43 no.6
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• pp.916-925
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• 2014

The purpose of this study was to compare dietary and lifestyle habits in middle-aged women based on their self-perceived health-related physical fitness (SPF) level as well as investigate the effects of dietary and lifestyle habits on SPF. The study subjects were divided into two groups, 'High' group (${\geq}3.2$, n=64) and 'Low' group (<3.2, n=69), based on average SPF value (3.2). Women in the 'High' group showed a greater lean mass (P<0.05), whereas women in the 'Low' group had higher triglycerides (P<0.05). In analyzing characteristics of lifestyle habits, it was found that the 'High' group showed significantly higher scores for 'vitality level (P<0.001)', 'self-rated health status (P<0.001)', 'regular medical checkups (P<0.05)', and 'regular exercise (P<0.05)'. The average score for dietary habits was significantly high in the 'High' group (P<0.05). Furthermore, ordinary dietary habits showed a significant positive correlation (P<0.001) with SPF in the regression analysis after adjusting for disturbance factors. From these results, ordinary desirable dietary habits were shown to be an important factors having positive effects SPF. Therefore, healthy dietary and lifestyle habits should be practiced to improve the SPF of middle-aged women. For this purpose, related educational programs should be developed for the middle-aged women to take interest in their dietary habits.

• Journal of Digital Convergence
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• v.16 no.7
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• pp.429-439
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• 2018

The objective of the study was to analyze difference in cognitive function according to social isolation level in elderly Korean. The author classified the social isolation into the structural isolation and contact isolation. Structural isolation corresponded to the no spouse or no children and the contact isolation corresponded to the absence of contact with children, friends or social association. Author conducted multivariate regression analysis with the elderly people aged 65 years or older from the 5th wave of the Korean Longitudinal Study of Ageing data. Number of sample was 3,971. It was confirmed that the level of cognitive function was lower according to level of social isolation. It was also confirmed that friends/neighborhood isolation, and social activity isolation showed significant relationships with cognitive functions. Based on the results, author suggested that to protect the elderly from negative effects of social isolation, we needed the policy to promote elderly's the participation in social activity. The study to analyze the factors related to social isolation was also needed.

• Journal of the Korean Chemical Society
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• v.65 no.1
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• pp.37-47
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• 2021

In this study, the model cognition level of high school science-gifted students about the two types of acid-base models taught in secondary schools was analyzed. In order to find out the model cognition level of students, 12 items were developed based on the acid-base reaction and the dissociation reaction of acids and bases. The subjects of the study were 95 students of two science-gifted schools. As a result of the questionnaire analysis, model cognition levels were analyzed 6 levels in the context of consistency, inconsistency, and unexplainable scope of the two models. In the acid-base reaction item, the largest percentage of students cognized only understanding of the two models. In the acid-base dissociation reaction item, they understood the two models and perceived the 'Known Ignorance' that cognizes the limitations of one model. However, there was only one student who perceived the limitations of both models and all of the 'Unknown Ignorance' that the model could not explain. Through this, we argued that there is a need for educational efforts to raise the model cognition level of science-gifted students.

• School Mathematics
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• v.18 no.4
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• pp.749-771
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• 2016

The purpose of this study is to analyze mathematical tasks of Korea and the USA textbooks focused on conditions for parallelograms. In this study, structures of task, types of proof and reasoning, and levels of cognitive demand are investigated. The conclusion is as follows: First, with respect to structures of task, structures presented in the USA textbooks are more diverse. Second, with respect to types of proof and reasoning, Korea and the USA prefer IC task and DA task. And task types presented in the USA textbooks are more diverse. Third, with respect to levels of cognitive demand, in both Korea and the USA textbooks, PNC task and PWC task account most. And compared to the USA, Korea prefer algorithms. In addition, we find out implications for reconstruction of Korea textbook. It is as follows: First, with respect to structures of task and types of proof and reasoning, the diversity of composition needs to be raised. Second, with respect to levels of cognitive demand, the concentration in PNC task needs to be declined. And levels of cognitive demand on types of tasks need to be reconsidered. Third, with respect to tasks' topic and material, internal and external connectivities of mathematics need to be strengthened.

• Journal of the Korean Society of Earth Science Education
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• v.11 no.3
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• pp.158-171
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• 2018

The purpose of this research was to examine the attitudes toward science on geology and satisfaction of education according to the stage of cognitive development of middle school students mainly on the geoscience education program of IS-GEO(International School for Geoscience and Mineral Resources) which is the KIGAM(Korea Institute of Geoscience and Mineral Resources) and to see what kind of correlation it shows between these. The subjects of research are 139 out of 282 students who participated in the geoscience education program conducted at the IS-GEO which is a KIGAM in 2018 by random sampling. Therefore, the research results are as follows. First, the concrete operational stage was 44%, the transition stage was 32%, the formal operational stage was 24%, 76% of the middle school student's cognitive development level didn't reach at the formal operational stage. Also, attitudes towards science on geology indicated statistically significant differences in the sub-region in "Geology-related science class", "Suburban geological science class", "Recognition of geological science and technology". Second, there was no statistically significant difference in educational satisfaction depending on the stages of every cognitive development. In other words, all participants at the cognitive stages showed high satisfaction with the geological education program which progresses at the IS-GEO, which is the KIGAM. Third, the correlation between educational satisfaction and attitudes toward science on geology showed a statistically meaningful static correlation. Therefore, attitudes toward science on geology can be positively displayed that participants who participated in geoscience education program and training of the IS-GEO have high satisfaction of education in science behavioral system.

• Journal of the Korean earth science society
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• v.25 no.7
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• pp.519-531
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• 2004

The purpose of this study was to ascertain high school student ideas on the motion of the Earth and moon by cognitive level. For this study, five students determined to be of high, middle and low cognitive level selected from 73 10th-grade students at a high school located in Suwon, Gyeonggido. The results of this study were as follows: first, students at the high cognitive level had comparatively more logical and scientific conception on the revolution and rotation of the Earth and moon. second, students at the middle cognitive level, generally had a passive learning attitude to unconditionally memorize learned contents, so they were apt to forget learned contents, also their recognized conception was not enlarged. In addition, they had native theories, intuitive ideas and misconceptions as well as made logical errors in the course of explanation for the motion of the Earth and moon. In the course of explanation for the phases of the moon and the cause of change of season, because of their scientific conception, the students made more and more errors in conception. finally students at the low cognitive level were not willing to think logically and positively and were very passive in the attitude to recognize conception. In addition, they have learned helplessness on the grounds that they have low scholastic achievement specially in science.

• Journal of Christian Education in Korea
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• v.74
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• pp.255-271
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• 2023

Purpose of study: The purpose of this study is to explore the moderating effect of learning motivation in the effect of cognitive presence on cognitive regulation. Research content and method: The subjects of this study were 160 preservice teachers who are enrolled in the Faculty of Education of a university. The survey measured cognitive control, human presence, and learning motivation. Among the collected data, learning motivation was averaged. In addition, a group with low learning motivation and a group with high motivation were distinguished. Next, this study compared the averages of cognitive control by classifying the learning motivation levels. The collected data was analyzed using a multiple regression (Stepwise) method to explore the effect of cognitive presence on cognitive control. First, multiple regression analysis was performed on the entire group. Second, multiple regression analysis was performed by dividing the group with low learning motivation from the group with high motivation. Conclusions and Suggestions: As a result of the analysis, the group with high learning motivation showed a higher level of cognitive control than the group with low motivation. In the group with high learning motivation, only content understanding among the sub-factors of cognitive presence had an effect on cognitive control. In the group with low learning motivation, all factors of cognitive presence were affected.

• Journal of the Korean Chemical Society
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• v.54 no.1
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• pp.150-157
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• 2010

In this study, we investigated the differences of mapping understanding and the types of mapping errors by the levels of students' cognitive/affective variables and the relationships between mapping understanding and these variables in learning 'concentration and reaction rate' with analogy. After administering the tests regarding logical thinking ability, visual imagery ability, analogical reasoning ability, self efficacy, and need for cognition as pretests, students learned with analogy. Then, students' familiarity and mapping understanding were examined. Analyses of the results revealed that the scores of the mapping understanding for the students with higher levels of all cognitive/affective variables except visual imagery ability and familiarity were significantly higher than those for the students with lower levels. The differences in the types of the mapping errors such as overmapping, failure to map, impossible mapping, artificial mapping, mismapping, rash mapping, and retention of a base feature were also found by the levels of students' cognitive and affective variables. The scores of students' mapping understanding were positively correlated with those of all cognitive and affective variables. The results of multiple regression analysis indicated that students' science achievement, logical thinking ability, and familiarity were significant predictors of mapping understanding. Educational implications of these findings are discussed.

• Journal of The Korean Association For Science Education
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• v.40 no.2
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• pp.203-216
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• 2020

The purpose of this study is to explore the effects of a VR(virtual reality)-based biology class on both the cognitive and affective domains by developing and applying a VR-based biology program for 6th-grade elementary school students. For this research, we developed a VR teaching material about 'digestion' reflecting virtual reality characteristics and one hundred five students in an elementary school in an urban area participated in this study and took three VR-based lessons. To examine the cognitive effects of a VR-based biology class, the study subjects were divided into two groups. The experimental group was composed of 50 individuals who participated in VR-based biology lessons, while 55 students of a control group learned through general lessons. We collected data using drawing tasks for measuring students' modeling performance level from these groups and analyzed the cognitive effect of VR-based instruction. We also recorded 21 interviews of students after the intervention, which were transcribed to verify the students' perception of cognitive and affective effects. The key results are as follows: First, we demonstrated the possibility of applying a VR program reflecting VR characteristics (manipulation, multi-sensory, and interaction). Second, we found out that a VR-based biology class significantly enhances higher levels of thinking (spatial, abstract, and reflective thinking). Third, we examined students' perceptions on this program and came to the conclusion that VR characteristics positively affected cognitive and affective domains. This study may be able to contribute to offering guidelines on how to apply VR-programs to future science education effectively.

• Journal of Korean society of Dental Hygiene
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• v.7 no.2
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• pp.115-122
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• 2007

이 연구는 보건계열 학과에 재학 중인 학생들의 윤리교육 경험과 윤리교육 필요성인지에 따른 윤리지식수준의 차이를 살펴보고자, 보건계열 학과에 재학 중인 596명을 대상으로 자기기입법에 의한 설문조사법으로 2005년 4월 한달 동안 실시하였다. 연구에 사용된 연구도구로 독립변수는 의료 윤리 교육경험, 전문윤리 교육경험, 직업윤리 교육경험, 임상실습 경험, 전문윤리 교육 필요성 인지, 의료윤리 교육 필요성 인지이었고, 종속변수는 면허관련법규 지식수준, 전문윤리 지식수준, 의사결정판단 지식수준, 팀웍 지식수준이었다. 수집된 자료를 SPSS 12.0을 사용하여 기술통계와 t-test를 실시한 결과, 임상실습경험 직업윤리 교육경험 의료윤리 교육경험, 전문윤리 교육경험, 전문윤리 교육 필요성 인지에 따라 유의한 차이가 있었으며, 이 중 직업윤리 교육경험에 따라서는 4가지 윤리지식수준에서 유의한 차이가 있는 것으로 나타났다. 따라서 정상적으로 학교에서의 윤리교육이 이루어져야 하고, 일반 윤리교육에 비해서 직업 윤리교육이 강화되어야 한다고 사료되었다.