• Journal of The Korean Association For Science Education
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• v.22 no.4
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• pp.862-871
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• 2002

We investigated elementary students' conceptions of the simple electric circuit using a battery, a bulb and a wire, and made comparison between the cognitive conflict through peer discussion and the cognitive conflict through physical experience. Two hundred and sixty-four sixth grade students who already had learned about the electric circuit were participated. The questionnaire to investigate the student's conceptions about simple electric circuit consisted of 5 items drawing the wire connections between a battery and a bulb to light the bulb. The students in the discussion group paired randomly with student who had different conceptions, and then each pairs discussed about their ideas freely with each other. After discussion they conducted CCLT(Cognitive Conflict Level Test) which consisted of 4 factors; recognition, interest, anxiety, reappraisal. The physical experience group conducted a task in which they connected a battery and a bulb with a wire, then conducted CCLT. The sixth graders had various misconceptions. Most students were not aware of the scope of negative battery terminal and two electric terminals of a bulb. Many students emphasized the tip of a bulb and positive battery terminal. The score of CCLT in the discussion group was higher than in the physical experience group. This results showed that discussion with peers was more effective than physical experience to arouse cognitive conflict.

• Journal of the Korean Society of Systems Engineering
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• v.9 no.2
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• pp.15-22
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• 2013

The aim of this study is to propose the design process suitable for developing the cognitive interface considering system engineering process (SEP) models. Due to the cognitive workload in an operation of HMS, some cognitive interfaces have been developed. It is somehow difficult to use the developed cognitive interface in real working environment since they often showed a conflict to stereotyped interface. So it is necessary to develop the design process suitable for the more operator-specific interface. Various SEP models were reviewed for selecting the suitable design process which might resolve the problem from design-specific interface. The suitable process for designing cognitive interface was proposed considering currently usable SEP models. The findings from the study may be helpful for systematic approach to designing cognitive interface in digitalized environment. The proposed design process would be applied for easily employing the cognitive interface in digitalized working environment such as main control room in nuclear power plant.

• Journal of the Korean earth science society
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• v.26 no.8
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• pp.777-789
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• 2005

Study courses using cognitive conflict strategy about geological stratum were performed on the 6th grade elementary students and their conceptual changes were investigated. Some misconceptions about geological stratum that the students have are as follows: (1) stratum was formed due to volcanic eruption, (2) gneiss composes the geological stratum, (3) folds in the stratum were formed due to vertical pressure from the top. The classes had positive effects on the changes of some the misconceptions: (1) the places where the stratum is filmed, (2) the kind of rock in the stratum, and (3) the reason for folding. However, there were no significant changes in the following items: (1) the reason that every layer consists of different sizes of grains. It shows that some misconceptions can be changed easily by cognitive conflict strategy, while others can not. We checked the students who didn't change their misconceptions after the test. These students have very strong misconceptions that most of the natural phenomena on the earth's surface are due to the internal heat pressure, and volcanic activity. Another affecting the students' misconceptions are the role of teachers in class and mass media, such as TV.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.9 no.1
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• pp.331-343
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• 2015

We propose a distributed medium access control protocol for cognitive radio networks to opportunistically utilize multiple channels. Under the proposed protocol, cognitive radio nodes forecast and rank channel availability observing primary users' activities on the channels for a period of time by time series analyzing using smoothing models for seasonal data by Winters' method. The proposed approach protects primary users, mitigates channel access delay, and increases network performance. We analyze the optimal time to sense channels to avoid conflict with the primary users. We simulate and compare the proposed protocol with the existing protocol. The results show that the proposed approach utilizes channels more efficiently.

• Journal of the Korea Convergence Society
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• v.11 no.9
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• pp.305-313
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• 2020

This study aims to examine the mediating effect of interpersonal trust on the effect of church conflict on church commitment. For this purpose, a survey was conducted on 218 christian adults. First, it was revealed that church conflict had a significant negative correlation with interpersonal trust. Second, church conflict had a significant negative correlation with church commitment. Third, the cognitive-based trust of church members showed a significant mediating effect on the effect of christian conflict on church commitment. Fourth, pastor's emotion-based trust had a significant mediating effect on the effect of christian conflict on church commitment. Based on these findings, we discussed the importance of trust based on pastor's sentiment and trust based on the recognition of fellow church members to manage church conflicts.

• The Korean Journal of Community Living Science
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• v.24 no.3
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• pp.301-312
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• 2013

The purpose of this study was to investigate the differences between attentional networks according to sex and reflection-impulsivity in the cognitive styles of young children. The subjects of the study were 78 5-year-old children from the kindergarten or daycare center in Busan(with 40 in the reflection group, and 38 in the impulsivity group). The tests were conducted by using the Mating Familiar Test and the Attentional Network Test for young children. The study has used two independent t-tests to find out the differences between attentional networks according to sex, and reflection-impulsivity in the cognitive styles of young children. The results of this study were as follows. First, the boys with reflection cognitive style were significantly slower than the girls with the same style(t=2.18, p<.05). Second, young children with reflection cognitive style were significantly faster in the case of alerting effects than those with impulsivity cognitive style(t=-2.53, p<.05). The young children with reflection cognitive style were slower than those with impulsivity cognitive style in the case of orienting effect(t=2.04, p<.05). Children with a combination of both conflict effect and reflection cognitive style were significantly faster than those with impulsivity cognitive style(t=-2.89, p<.01). The results of the study suggested that there was a difference between attentional networks according to sex and reflection-impulsivity cognitive styles of young children.

• The Journal of Korean Academic Society of Nursing Education
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• v.21 no.3
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• pp.330-339
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• 2015

Purpose: The purpose of this study was to develop an interpersonal relationship harmony program and to investigate the effect of interpersonal relationship harmony program on interpersonal relations, conflict resolution methods, interpersonal anxiety, salivary cortisol level for nursing students. Methods: The 8-week interpersonal relationship harmony program was developed based on interpersonal relationship harmony theory. The effectiveness of the program was evaluated using a quasi-experimental design. The participants were 58 third-year nursing students, 29 in the experimental group and 29 in the control group. Data were collected from July 5, 2014 to August 25, 2014 and analyzed through t-test. Results: The experimental group showed significantly higher post-test scores in interpersonal relationship harmony, interpersonal relationship ability, active conflict mitigation and significantly lower post-test scores in active conflict intensification, interpersonal relationship anxiety than those of the control group. Conclusion: The interpersonal relationship harmony program improved nursing students' interpersonal skills and conflict resolution methods and reduced interpersonal relationship anxiety through an integrated approach that covered the cognitive, emotional, behavioral, and physical aspects of harmony.

• Journal of The Korean Association For Science Education
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• v.21 no.3
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• pp.566-579
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• 2001

The purpose of this study was to investigate students' actual thinking processes during conceptual change about free fall. To do this, middle school students were made an interview designed based on a teaching model using thought experiment. From the study, it was found that strategy for generating cognitive conflict by suggesting opposite views was not effective. However, many students changed their prior conceptions when new explanatory hypothesis, which explained why heavy object and light object fall equally, was introduced. And finally, even though students realized that the changed idea did not accord with the real world, they could easily solve that problem by observing demonstration designed to show the effect of air resistance.

• Journal of The Korean Association For Science Education
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• v.17 no.2
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• pp.149-162
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• 1997

Many students have misconceptions about the direction of force of moving objects, but development of teaching strategy for conceptual change is not easy because the direction of force of moving objects can not be observed directly. Therefore, we devloped demonstration using table tennis ball connected with spring in the water, in which a ball always move to the direction of force of moving objects. This study is to investigate students' responses on the demonstrations designed to generate cognitive conflict and to understand more deeply the process of conceptual change. To do this, five questions were administrated to identify students' preconceptions about force and motion, and interview was conducted using demonstrations, and the process of interview was recorded by video camera. About half of students changed their preconceptions by observing the demonstration. However about thirty percentage of students did not change their preconceptions even though they observed demonstration correctly, among these students, some students simply rejected the observation, doubted the process of demonstrations, or reinterpret the result of observation to preserve their own preconceptions.

• Journal of The Korean Association For Science Education
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• v.16 no.1
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• pp.13-34
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• 1996

The purpose of this study is to develop appropriate science teaching models which can be applied effectively to relevant situations. Five science teaching models; cognitive conflict teaching models, generative teaching model, learning cycle teaching model, hypothesis verification teaching model and discovery teaching model, were identified from the existing models. The teaching models were modified and in primary and secondary students using a nonequivalent pretest-posttest control group design. Major findings of this study were as follows: 1. For teaching science concepts, three teaching models were found more effective; cognitive conflict teaching model, generative teaching model and discovery teaching model. 2. For teaching inquiry skills, two teaching models were found more effective; learning cycle teaching model and hypothesis verification teaching model. 3. For teaching scientific attitudes, two teaching models were found more effective; learning cycle teaching models and discovery teaching model. Each teaching model requires specific learning environment. It is strongly suggested that teachers should select a suitable teaching model carefully after evaluating the learning environment including teacher and student variables, learning objectives and curricular materials.