• Science of Emotion and Sensibility
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• v.24 no.4
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• pp.29-38
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• 2021

Korean typefaces are characterized on two axes: a font is either serifed or non-serifed, and it is either square-frame or non-squared. A serifed font entails small strokes that are regularly attached to the ends of larger strokes. Conversely, fonts without these marks are termed sans-serif. One of the exclusive features of Korean typeface of the square-frame type is that in such fonts, vowels and consonants often with their final vowels, are harmonically placed within the boundaries of the virtual square. We hypothesize that serifed and squared-frame typefaces are more popular and preferred owing to their widespread use throughout history. A survey incorporating Korean pangrams written with serif, sans-serif, squared, and non-squared typefaces was designed to test the present hypothesis. We found that people typically preferred and were more familiar with squared typefaces compared to non-squared typefaces. However, no difference was observed between serifed and san-serif typefaces. Furthermore, a positive correlation was found between familiarity and preference ratings only where the typefaces had squared and serifed features. The results revealed that Korean typefaces with the squared feature were more well-known and, therefore, more preferred to the typefaces without it. The results further indicated that Korean typefaces with the squared feature can be recommended for people's familiarity to it and the comfort it provides, and their emotional relevance and sensibility enhanced if serifs are added.

• 대학교육
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• s.82
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• pp.66-74
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• 1996

연구.교육.사회활동이라는 삼분법적 교수업적 평가제는 특정 분야의 천재성이 인정되지 않는 평범한 대학상과 상식적인 교수상만 만들어낸다. -무의미한 논문, 저술의 양산에 질린 우리가 예.체능계 교수들의 업적평가를 일반계의 틀에 맞춘다는 것 자체가 뒤떨어진 발상이다. 예술가는 예술작품으로 평가받아야 한다. 그러기 위하여 창작평가위원회가 따로 설치되어야 한다.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.1
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• pp.87-102
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• 2023

The purpose of this study is to propose an analytical framework for the essential contents that must be included in a climate change education program for elementary school students based on community issues, which can be used by citizen instructors in the community. To develop the analytical framework, 24 climate environmental education specialists were consulted seven times. The content validity of the final analysis framework was statistically verified using I-CVI and S-CVI coefficients, and the reliability of the expert panel was verified using Fleiss' Kappa coefficient. The final analysis framework consists of three analytical areas (program objectives, program content, program evaluation), seven analysis items, seven analysis indicators, and detailed explanations of the analysis indicators. In particular, by adding detailed explanations for the analysis indicators, the content validity and reliability were increased, and the objective nature of the analysis framework was firmly established. It is expected that the proposed analytical framework for a community-based climate change education program for elementary school students in this study will contribute to the systematic development of the program by citizen instructors.

• Journal of The Korean Association For Science Education
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• v.32 no.2
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• pp.210-235
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• 2012

The purpose of this study was to develop a valid and reliable assessment tool for measuring scientific creative problem solving ability for middle school students. To achieve this aim, an assessment framework, four assessment items, and detailed rubrics for scientific creative problem solving were developed. The assessment framework had three dimensions (i.e. science contents, inquiry process, and thinking skills) and sub-elements for each dimension. The assessment items were tested with 320 middle school students in order to determine reliability, difficulty, and item discrimination. Science teachers and experts in science education checked the validity of the items and the rubrics. The results proved that the assessment tool was reliable enough to evaluate students' scientific creative problem solving skills.

• Journal of The Korean Association For Science Education
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• v.41 no.4
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• pp.325-338
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• 2021

In this study, we developed a 15-week educational program for TPACK(Technological Pedagogical Content Knowledge) development of 40 pre-service teachers in a university for teacher training. We also developed a TPACK evaluation framework to evaluate the practical competency of TPACK of pre-service teachers. The developed evaluation framework consisted of 5 levels, from 0 to 4, TPK(Technological Pedagogical Knowledge), TCK(Technological Content Knowledge), and TPACK, respectively. As a result of the evlauation, the levels of TPK, TCK, and TPACK development stages of most pre-service teachers were consistent, but some pre-service teachers' TPK and TCK did not match. It was found that the TPACK stages follow the lower level between TPK and TCK. In addition, as a result of an investigation into the hindrance factors of the TPACK development of pre-service teachers with low TPACK stages in the use of technology, they have distrust of students' ability to learn with self-regulation, distrust of students' ability to interact, and recognition of practical limitations in the school field. Based on these findings, we argued that it was necessary to provide an educational program to help pre-service teachers develop balanced TPK and TCK and eliminate the hindrance factors of the TPACK development of pre-service teachers about technology-using classes.

• Journal of The Korean Association For Science Education
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• v.19 no.3
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• pp.501-506
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• 1999

• Journal of The Korean Association For Science Education
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• v.30 no.5
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• pp.647-667
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• 2010

The purpose of this study was to develop a brain-based analysis framework for evaluating teachinglearning program in science. To develop the framework, this study categorized educational constructs of the teachinglearning programs into one of three teaching-learning factors: cognition, motive, and emotion, using previous studies on science program. Ninety-three articles on the brain functions associated with science program were analyzed to extract brain activation regions related to the three educational constructs. After delineating the brain activation regions, we designed the brain function map, "the CORE Brain Map." Based on this brain map, we developed a brain-based analysis framework for evaluating science teaching-learning program using R & D processes. This framework consists of the brain regions, the bilateral dorsolateral prefrontal cortex, the bilateral ventrolateral prefrontal cortex, the bilateral orbitofrontal cortex, the anterior cingulate gyrus, the bilateral parietal cortex, the bilateral temporal cortex, the bilateral occipital cortex, the bilateral hippocampus, the bilateral amygdala, the bilateral nucleus accumbens, the bilateral striatum and the midbrain regions. These brain regions are associated with the aforementioned three educational factors; cognition, motivation, and emotion. The framework could be applied to the analysis and diagnosis of various teaching and learning programs in science.

• Journal of Korean Library and Information Science Society
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• v.37 no.2
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• pp.97-126
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• 2006

According to the 7th education curriculum and advent of information society people expect the school library to do various things. Based on an evaluation model of education policy, the policy process of the school library was divided into an agenda setting, policy making and policy implementation. Then I developed a method of evaluation from an administrative and political point of view. Using this, I analyzed problems with school library policy and I categorized them. I suggested better solutions for Improving the school library policy.

• Asia Marketing Journal
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• v.3 no.4
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• pp.38-58
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• 2001

본 연구는 소비자들이 제품을 평가하는 과정에서 각 유형의 단서정보들이 평가과정에 어떻게 영향을 주는지를 살펴 봄으로써, 이론적으로는 정보단서와 관련하여 소비자의 제품평가 및 판단과정을 설명하는 기본적인 틀을 제시하고, 이를 통해 기업의 마케팅 및 광고전략에 대한 관리적 시사점을 제공하였다. 본 연구에서 이용된 단서의 유형은 외재적 단서(extrinsic cues)와 내재적 단서(intrinsic cues)를 이용하였다(Olson 1972; Olson and Jacoby 1973). 분석결과에 따르면 비전문가의 경우 내재적 단서는 제품평가에 영향을 미치지 못하지만 외재적 단서는 제품평가를 좀 더 우호적으로 수행하는 역할을 하였다. 이와는 달리 전문가는 외재적 단서가 아닌 내재적 단서가 제품평가에 영향을 미치는 것으로 나타났다. 그리고 전문가는 내재적 단서 관련 사고를 더 많이 하며 강한 내재적 단서에 접근 가능할수록 그 성향이 증가하나 비전문가의 경우에는 외재적 단서 관련 사고를 더 많이 함으로써 외재적 단서를 더 많이 처리한다. 그러나 비전문가는 전문가와는 달리 외재적 단서의 강도가 단서 관련 사고의 수를 증가시키지는 않는 것을 알 수 있다. 또한 전문가는 내재적 단서관련사고의 우호성이, 반대로 비전문가는 외재적 단서관련사고의 우호성이 제품평가에 미치는 영향을 매개하는 것으로 나타났다. 이러한 연구결과는 소비자의 제품평가과정에서 단서의 효과에 따른 영향을 제시해주는 유용한 개념적인 틀이 될 것이며 향후 연구에서 다양한 확장연구가 필요할 것이다.

• Spatial Information Research
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• v.20 no.5
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• pp.15-24
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• 2012

The purpose of this study was to establish an analytical framework and quantitative methodologies to analyze 'the cognitive effects of web map use' and to empirically test it. This experimental design was established based on the literature about spatial cognition. Accuracy, reaction time, and confidence within each participant were compared to measure the cognitive effects of web map use for wayfinding. Geometric accuracy of the cognitive maps was estimated and calculated based on the bidimensional regression. The experimental results showed that characteristics of map users and repetition of map use rather than types of map representation did significantly affect accuracy and reaction time of spatial cognition by using web maps. And confidence appeared to be low when the participants referred to both 2D and 3D maps for wayfinding tasks on the web maps. Understanding spatial cognition of web map users, which was suggested in the study, will help cartographers make more effectively-communicated maps.