• Journal of Science Education
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• 제48권1호
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• pp.15-30
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• 2024

This study aimed to analyze students' cognitive levels and the cognitive demands of mathematical concepts related to science to understand why students struggle to comprehend scientific concepts and tend to avoid learning them. Initially, the mathematics and science curricula of the 2015 revised curriculum were examined to extract learning elements related to mathematics within middle school science content. The Curriculum Analysis Taxonomy (CAT) was then employed to analyze the cognitive levels required by the learning content. In the domain of chemistry, among a total of 20 learning elements related to mathematics, 12 required an understanding at the level of initial formal manipulation (3A), while 3 necessitated comprehension at the level of later formal manipulation (3B). It was noted that cognitive logic types such as proportional reasoning, mathematical manipulation, and measurement skills were prominently employed in elements corresponding to both 3A and 3B. As for biology, out of 7 learning elements related to mathematics, 3 required an understanding at the level of initial formal manipulation (3A), and 2 necessitated comprehension at the level of later formal manipulation (3B). Elements corresponding to both 3A and 3B in biology predominantly involved correlational logic, indicating a somewhat different cognitive challenge compared to the domain of chemistry. Considering that the average percentage of middle school students capable of formal thinking, as analyzed through the GALT short form, was 12.1% for the first year, 16.6% for the second year, and 29.3% for the third year, it can be concluded that the cognitive demands of mathematics-related chemistry and biology learning content are relatively high compared to students' cognitive levels.

• Journal of the Korean earth science society
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• 제26권5호
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• pp.387-394
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• 2005

We have analyzed the science-gifted educational program (year 2002) at the Seoul National University in terms of its educational objectives, scientific models, and cognitive processes in scientific inquiry in order to provide insights into developing and improving science-gifted educational program. We assumed the following items as important factors for teaching scientifically gifted students: higher-order thinking skills involving synthesis domain in the educational objectives, highly abstract nature and complexity in the scientific models, cognitive processes of planning experiments in the cognitive processes in scientific inquiry. According to the analyzed results, the program has the following characteristics: (1) the rates of both higher and lower-order thinking skill domain in the educational objectives are similarly high, but the rate of synthesis domain is relatively low; (2) in the case of the scientific models, the rate of the multiple concepts and/or processes model is relatively low, while the level of the abstractness is relatively on average (3) cognitive processes of authentic scientific inquiry is not thoroughly reflected in the scientific inquiry activities, and very few cognitive processes of planning experiments factor is reflected. Therefore, we conclude in the synthesis domain in the educational objectives, multiple concepts and/or processes model, and cognitive processes of planning experiments should be especially reflected more on the science-gifted educational program in order to serve the needs of scientifically gifted students.

• Proceedings of the Korean Operations and Management Science Society Conference
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• 한국경영과학회/대한산업공학회 2005년도 춘계공동학술대회 발표논문
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• pp.316-323
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• 2005

본 연구는 비교구매의 효과성 측정을 위한 프레임워크를 제시하고 이를 통해 비교구매의 역할과 효과성을 설명한다. 또한 판매자 주도형 비교도전이 보다 효율적인 비교구매 정보의 제공 방법임을 증명한다. 구매자의 구매만족도(S)는 판매자의 제품경쟁력 벡터(P)와 구매자의 제품정보 인지수준 벡터(B)간의 상호작용으로 정의할 수 있으며, 구매자의 제품정보 인지수준은 제품 정보분석을 통한 제품간의 비교행렬(C)에 의해 변화된다. 비교구매 효과성은 비교 전과 후의 구매만족도의 변화량으로 측정되며, 비교구매의 역할은 비교행렬을 제공해 구매자의 제품정보 인지수준을 변화시키는 것이다. 보다 효율적인 방법은 판매자가 비교행렬의 구성요소 중에서 비교 효과성이 큰 경쟁 제품들에 능동적으로 비교하도록 하는 비교도전방법이다. 예제실험을 통해 비교구매가 9.32%, 비교도전이 19.11%의 효과성 결과를 보였으며, 도출된 비교도전 전략으로 효과성은 더욱 향상되었다.

• Journal of the Korea Convergence Society
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• 제10권6호
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• pp.139-146
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• 2019

In this study, we examined how consumers who experience HMD virtual reality advertising differ in their ad attitudes and memory effects according to Presence (cognitive presence, emotional presence, media presence) and engagement level. Particularly, in the case of memory effect, the information that the user memorizes through the advertising is divided into "Attribute-Related Memory (ARM)" and "Global-Related Memory (GRM)" Respectively. First, the attitudes toward HMD based virtual reality ads are positive regardless of the type of presence. Second, in the virtual reality advertising, if the level of engagement is low, ARM that memorizes the information of the product attribute is increased, whereas if the level of engagement is high, the GRM which is the memory of the attitude-based evaluation information about the product is increased appear. Third, if cognitive presence and media presence are low, then ARM is more memorable than GRM.

• Journal of The Korean Association of Information Education
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• 제23권2호
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• pp.169-177
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• 2019

In this paper, According to researches on the effectiveness analysis of digital textbooks for the last three years, it was turned out in digital textbook research school that learners' computer literacy is the most effective factor and the basic ability required to use digital textbooks. Therefore, in this paper, the effects of computer literacy on various factors were analyzed. For this purpose, after the level of learner's computer literacy was divided into upper, middle, and lower, and the effects of each level on cognitive aspects ability(problem solving ability, self-directed learning ability, and critical thinking ability) were analyzed. As a result, It turned out that the learner 's computer literacy has a close correlation with cognitive aspects ability(problem solving ability, self-directed learning ability, and critical thinking ability), and has a significant effect on cognitive aspects ability. In particular, the group with lower level of computer literacy had the greatest influence on the cognitive aspects ability, and the group with upper level had the greatest influence on the cognitive aspects ability in score improvement. Therefore, this paper suggests that various types of computer literacy education are needed to use effective digital textbooks.

• Science of Emotion and Sensibility
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• 제12권3호
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• pp.279-288
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• 2009

The purpose of this study was to verify the impact of cognitive factors and GSR on the task performance. For this study 64 students participated. Multiple regression and repeated measures were applied to analyze the data. The result for the survey indicated that previous knowledge, physical efforts, and task difficulty had significant impacts on task performance. Particularly, task difficulty has a negative impact. This can be interpreted as someone who has high prior knowledge inputs higher physical efforts with low task difficulty perception will show high performance. On the other hand, the low arousal level of GSR in the evaluation stage is a prediction variable of task performance. This result shows that high prior knowledge and low arousal level of GSR produces high performance. However, the analysis of difference in GSR between learning and evaluation stages does not show significant difference. It suggests that physiological measure such as GSR is reliable index of cognitive load; however, it partially represents cognitive load. Other crucial factors should be added for comprehensive measures.

• Journal of the Korea Convergence Society
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• 제6권6호
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• pp.153-162
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• 2015

A descriptive research is studied to identify the physical factors affecting to cognitive function among elderly residents over 65 years old in a community. The data were collected from 352 participants as part of a health-related survey by home visits in Seoul in 2010-2012. Their cognitive function was measured using the Korean form of Hasegawa Dementia Scale(HDS-K) and the collected data were analyzed by using t-test, ANOVA, and multiple regression analysis. From the analysis, the prevalence rate of cognitive impairment was 13.6%. Elderly residents in a community showed different cognition levels by the status of age, change of weight, change of BMI, walking and flexibility exercise. Especially, the lowest cognition level was found in the normal BMI group with decreased BMI change by over 3. The factors influencing on cognition level of the elderly with normal BMI were age, change of weight, change of BMI, and walking exercise. The variance indicated 12.2% as their cognition level. Therefore, for preventing the cognitive impairment of the elderly that were rapidly decreased of BMI, we need the program to manage their nutrition and walking exercise.

• The Journal of the Korea Contents Association
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• 제22권9호
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• pp.634-643
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• 2022

In order to understand the character of university students, this study confirmed the gender tendency of whether there is a difference in the character of university students according to gender, and if there is a difference, what characteristics there are. It was confirmed through which pathways the cognitive, emotional, and behavioral factors, which are the character factors of university students, affect them. The research results are as follows. First, according to gender, the character of university students was found to be different in all areas of cognition, emotion, and behavior. It was confirmed that female students were higher than male students in all areas. Second, as for the pathways of university student character factors, it was confirmed that the higher the level of the cognitive domain, the higher the level of the affective domain, and the behavioral domain was improved. The results derived from this study can be objective basic data for developing a character education course or program for university students.

• Communications of Mathematical Education
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• 제31권1호
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• pp.103-123
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• 2017

Mathematical tasks in general introduce and deal with real-life situations, and they derive to students' thinking fluently in solving the given tasks. The tasks might be considered as an important and significant factor to lead a successful mathematical teaching and learning situation. MiC Textbook is a representative one showing such good examples and tasks. This study explores concretely and in detail the cognitive demand level of mathematical tasks, by the subject of MiC Textbook. To accomplish this, this study is to reconstruct more elaborately the analysis framework developed by Hwang and Park in 2013. The framework basically was set up utilizing 'the cognitive demand level' suggested by Stein, et, al. The cognitive demand level is divided into two levels such as low level and high level. The low level is comprized of two elements such as Memorization Tasks(MT), Procedures Without Connections Tasks(PNCT), and high level is Procedures With Connections Tasks(PWCT), and Doing Mathematics Tasks(DMT). This study deals with the tasks on the area of 'data analysis and statistics' in MiC 1, 2, 3 level Textbook. As a result, mathematical tasks of MiC Textbook led learners to deal with and understand mathematical content for themselves, and furthermore to do leading roles for checking and reinforcing the content. Also, mathematical tasks of MiC Textbook are comprized of the tasks suitable to enhance mathematical thinking ability through communication. In addition, mathematical tasks of MiC Textbook tend to offer more learning opportunity to learners' themselves while the level of MiC Textbook is going up.

• Journal of Educational Research in Mathematics
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• 제23권3호
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• pp.353-371
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• 2013

The purpose of this study is to investigate preservice secondary teachers' understanding and modification capacity of tasks from mathematics textbooks. This study conducted a survey about how preservice teachers understand the features of mathematical tasks and how they would select and modify tasks appropriately from the curriculum and for lesson goals. The findings from the analysis suggest that the preservice teachers seem to recognize Procedures Without Connections tasks as the high-level tasks. Further, 43 percent of the total numbers appropriately selected the tasks from the curriculum and for lesson goals. Most of the preservice teachers appear to find it difficult to modify low-level tasks into high-level tasks.