• Journal of The Korean Association For Science Education
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• v.34 no.6
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• pp.571-581
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• 2014

This study aims to investigate how high school teachers and students perceive the purpose of science learning. Participants were high school science teachers and students from one hundred and sixty high schools nationwide, which were selected through proportional stratified sampling method. Teachers and students responded on open-ended questionnaires about the purpose of science learning. The data were analyzed using the semantic network analysis method. Our study illustrates three major finding: First, teachers recognized the intrinsic value related to cognitive domain as the more important purpose of science learning, while students recognized the extrinsic value related to personal usefulness domain as more important. Second, teachers' responses were significantly different depending on the teaching career. Beginning teachers believed both intrinsic and extrinsic values were equally important, while experienced teachers believed the cognitive domain about understanding of scientific knowledge was more important than intrinsic values. In other words, the differences in perception of the purpose of science between teachers and students, the experienced teachers is greater than the beginning teachers. Finally, students' responses were different depending on their academic track. Humanity major students recognized that learning science made their everyday-life easier while science major students recognized that learning science should be related to their future careers. In conclusion, the results of this study is expected to be of use as the basic data to identify the characteristic of teachers and students related to science.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.4
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• pp.473-482
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• 2021

The introduction of automated flight systems has greatly improved aviation safety, but aircraft pilots continue to face new challenges. The pilot's stress from an aeronautical perspective can be distinguished by the 'Startle and Surprise' responses. 'Startle' is a short, strong physiological response to sudden or threatening stimuli such as unexpected gunfire. 'Surprise' is a cognitive-emotional response to an event that goes beyond one's expectations. In Martin et al.'s (2012) Startle Effect Experiment, the pilot identified physiological responses in the 'Startle' state, including delayed response and increased heart rate. In the Rahim (2020) Startle/Surprise experiment, the pilot's breathing rate and pulse rate did not change due to pre-planned emergency training. On the other hand, it was confirmed that the pilot's respiratory and heart rate were greatly increased due to the complicated aircraft and unplanned emergencies. Based on the results of these experiments, domestic pilots need to be trained to handle non-technical and various unexpected emergencies that could arise in an aircraft, rather than be just put through courses for enhancing technical capabilities or simple repetitive training as required by aviation law.

• Korean Journal of Cognitive Science
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• v.23 no.2
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• pp.165-184
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• 2012

To investigate how the valence of unattended background picture modulates perceptual processing of a target letter, participants were required to detect a target letter among six letters superimposed on an IAPS picture. Perceptual load was manipulated by varying the difficulty of letter detection, and behavioral results showed more accurate and faster detection responses at the low-load condition than at the high-load condition. The analysis of ERP data of control condition at which six letters were presented without an IAPS picture showed perceptual load effects on mean amplitude of N1 and P1 ERP components. At experimental condition including an IAPS picture, interaction between valence and perceptual load was observed on mean amplitude of N1 at posterior visual processing area, and the amplitude difference between low-load condition and high-load condition was larger on a negative background picture than on a neutral background picture. The results suggest that more attentional capacity might be consumed by a negative picture than by a neutral picture, and suggest that unattended affective picture is processed automatically and influence the early perceptual processing of target stimulus.

• Journal of the Ergonomics Society of Korea
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• v.31 no.5
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• pp.657-670
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• 2012

Background: Today, numerous telematics technologies, i.e., technologies developed by integrating telecommunications with information processing, are applied in vehicles. One such developmental application of this technology to vehicles is to increase the safety or convenience of drivers by providing them with necessary information such as warnings and information on emergencies and traffic situations. However, under certain conditions, there is a high probability of traffic accidents if the driving workload is high. Nowadays, the navigation system is frequently used in the vehicles, this system provides various information including route to the driver. But, the existing navigation systems are not only considered a driver's reaction but also provide unilaterally to the information regardless of them. Such one-side information service type may miss important information to the driver. In addition, it sometimes interferes safety driving. Objective: To solve this problem, the intelligent navigation system needs to the providing way that it checks the driver's reactions after providing information. Namely, if the driver passes the information received from the navigation, then the intelligent system provides more loudly and more frequently. Method: Therefore, in this study we introduce the intelligent navigation system that it automatically controls modality type and its strength when the driver misses or overlooks the information for their safety and entertainment and we analyze the driver's cognitive responses about the modality type and its strength. Results: To evaluate the effectiveness of the proposed system, we analyzed the reaction time and driving workload for each type of the information, modality and its strength. Also we evaluated the users' subjective satisfaction and understanding based on a questionnaire.

• School Mathematics
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• v.19 no.2
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• pp.289-317
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• 2017

This study aims to explore how Korean middle-school mathematics textbooks on functions provide students an opportunity-to-learn [OTL]. For this purpose, we investigate 3 textbooks in terms of mathematics content and practice, the level of cognitive demands of mathematical tasks, types of student responses, types of context-based tasks, and connections among the tasks. The findings from the data analysis suggest as follows: a) an opportunity-to-learn to connect procedures to functional concepts and new ideas of functions to the existing one is very limited; b) the textbooks seem to provide students an OTL to understand functions as definitions, rules and conventions and to experience repeatedly procedural executions through worked examples and mathematics tasks; c) students may not experience to explain their own ideas/thinking by using mathematical sentence or justify their own cognitive processes; and d) students can be exposed to get a sense of mathematics as a set of fragmented and isolated facts or procedures, rather than to encourage to expand and deepen their understanding of functions.

• Korean Journal of Cognitive Science
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• v.19 no.1
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• pp.57-74
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• 2008

This study aimed to investigate the preferential brain activations involed in the set size during random number generation (RNG). The BNG condition gave more increased activations in the anterior cingulate cortex (ACC), inferior frontal gyrus (IFG), inferior parietal lobule (IPL), and superior temporal gyrus (STG) than the simple counting condition, which was a control rendition. When the activations were compared by the small set size condition versus the large set size condition, broad areas covering tempore-occipital network, ACC, and postcentral gyrus were more highly activated in the small set size condition than in the large set size condition, while responses of areas including medial frontal gyrus, superior parietal lobule, and lingual gyrus were more increased in the large set size condition than in the small set size condition. The capacity hypothesis of working memory fails to explain the results. On the contrary, strategy selection hypothesis seems to explain the current observations properly.

• Korean Journal of Cognitive Science
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• v.28 no.3
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• pp.133-147
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• 2017

Human perception is an outcome of the influence of various factors rather than objective reflection of external environment. Among the factors, action-specific perception is a phenomenon where perception changes in terms of one's ability to act on the environment. Previous research reported contradictory results regarding whether action-specific perception occurs during performance or after performance due to memory distortion or knowledge about performance results. In this research, we conducted three experiments to determine when action-specific perception occurs. Participants threw darts at different distances and reported perceived size of targets in each trial. The results showed that, in Experiments 1 and 2, participants perceived targets larger when they hit than missed the targets, and the effect was greater when the targets were not visible after each throw. However, because participants had knowledge about the results of their throws, there could have been bias in participants' responses. In Experiment 3, where this possibility was excluded, we also obtained action-specific perception, and therefore concluded that action-specific perception occurs during but not after task performance.

• The Korean Journal of Elementary Counseling
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• v.5 no.1
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• pp.93-118
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• 2006

The aim of this research is to find out the common emotional factors that elementary school teachers feel when they experience in teaching children with ADHD and to know their responding process through experiential analysis. Seven elementary school teachers took part in this research as co-investigators, and I led the experiential approach. The co-investigators have analyzed their emotional experiences during 4 sessions. They learnt about the method of experience analysis and discussed their emotional experiences of children with ADHD. And they found out some factors concerning their emotional experiences and had the time to discuss in odor to search for the common factors of that process. Finally the co-investigators took part in a session to examine the factors which they have all agreed in, and then I verified this result. 1 interpreted the factors found and constructed a psychological resolution process. Two main objectives and the results of this research are as follows. First, are there any common factors among teachers who experience in treating children with ADHD? This research showed that elementary school teachers get angry and irritated with ADHD children's troubles. Second, what kind of psychological process is there in teachers' experiences children with ADHD? The psychological process of teachers dealing children with ADHD could be conceptualized in 5 steps, the step of recognizing an action of children with ADHD, the step of first cognitive consideration, the step of giving meaning and cognitive appraisal, the step of experiencing emotion, and the step of dealing with emotion. Teachers seemed to experience a little bit different psychological process. According to whether they thought about children's behavior positively or negatively in the second step, they had different emotional experiences. If they had a positive thought, they could take children's nonadaptive behaviors as personal characteristics. However, if they took them negatively, they considered them impolite and disobedient. Even when the teachers experienced negative emotions, their responses were divided into two groups whether they took it positively or negatively. This research showed that if teachers could control their negative emotional experiences, they could calm down with children with ADHD and treat them positively.

• Journal of Korean Academy of Nursing
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• v.34 no.8
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• pp.1451-1459
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• 2004

Purpose. With a sample of cognitively impaired nursing home residents and nursing staff, the following were examined 1) the proportion and nature of aggressive behavior, 2) the frequency and types of aggressive behavior, 3) the difference between the residents who demonstrate aggressive behavior and those who do not demonstrate aggressive behavior (age, mental status, functional status, and pain, length of nursing home stay), and 4) nursing staff responses to aggressive behavior by residents. Methods. A cross-sectional descriptive study design was used. Data were collected from cognitively impaired nursing home residents (N=205) and nursing staff (N=60) at two nursing homes using Ryden Aggression Scale I and II, Mini-Mental State Exam, Modified Barthel Index, Verbal Descriptor Scale, and aggressive behavior management questionnaire. Data were analyzed using descriptive statistics including t-test. Results. About $62.9\%$ residents were found to be aggressive and $38.5\%$ were both physically and verbally aggressive. Pushing, making threatening gestures, hitting, slapping, cursing/obscene/vulgar languages, making verbal threats were occurred frequently. Aggressive residents were significantly older, had more cognitive impairment, had more pain, and stayed longer in the nursing home when compared with non-aggressive residents. Considerable proportion of nursing staff responded to aggressive behaviors inadequately. Conclusion. Aggressive behavior among cognitively impaired nursing home residents is prevalent thus needs to be prevented and reduced. Along with environmental modification, educational programs for nursing staff and family caregivers need to be developed and implemented so that they can have extensive knowledge and skills to manage aggressive behaviors.

• Journal of the Korean earth science society
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• v.28 no.6
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• pp.645-654
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• 2007

The purpose of this study was to investigate students' mental models and alternative conceptions about the Earth's interior. A total of 126 10th grade students participated in this study. They were requested to draw Earth's interior tasks and were interviewed about their mental models. A coding frame was designed to classify the students' drawings and interview responses, and then a four step cognitive model was established based on the frame of coding. In addition, the relationship of mental models was compared in terms of students' gender, and the type of alternative conceptions was analysed. The research results showed a variety of alternative conceptions on the interior of the Earth. The classified mental models showed naive mental model (11%), unstable mental model (81%), conceptual model (8%), while 69% of all sampled students accounted for the static process. The gender difference in the cognitive model showed no statistical significance.