• Journal of The Korean Association For Science Education
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• v.20 no.1
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• pp.155-165
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• 2000

The purpose of this study was to find out the degree of science problem solving by the information processing types and cognitive styles of 235 6th grade students. The results of this study were as follows. First, as the students got higher scores in the two types of information processing, they could solve more science achievement items and creative problem solving items correctly. And as the students got higher scores in simultaneous information processing test, they could solve more scientific concept understanding items. Secondly, as the students were more field-independent, they could solve more science achievement items and creative problem solving items. And especially in solving scientific concept understanding items, much higher field-independence was required. Finally, there was a significant difference on the distributions of cognitive styles by the information processing types. As the students got higher scores in the two types of information processing, their cognitive style tended to be more field-independent.

• Korean Journal of Child Studies
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• v.26 no.3
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• pp.127-139
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• 2005

The subjects of this study were 86 eight- and 76 ten-year-old children(total: 162). Experimental procedures and tools included pre- and post- learning tests and controls for intelligence (Draw-a-Man-Test) and for cognitive styles(Children's Embedded Figures Test). The content of the learning task was the lightning generation process. After various types of seven-minute color animation multimedia presentations about the generation of lightning were screened, post-hoc analysis showed that the rehearsal strategy was effective with field-dependent learners but not with field-independent learners.

• Journal of the Korean earth science society
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• v.25 no.4
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• pp.242-250
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• 2004

The purpose of this study is to examine the interactive effects of teaching methods (expository and discovery) and learner's cognitive styles on the retention of learned content in Earth Science three weeks after an instruction is given. The subjects of this study were 1st graders of a boys' high school (n = 185) and co-educational high school (n = 189) in Gwangiu Metropolitan City of Korea. 92 students of the boys' high school and 95 students of the co-ed high school were assigned to the expository teaching group, and the rest of the boys' high school students and the co-ed high school students were to the discovery teaching group. The students were classified into field-independent learners, medium learners, and field-dependent learners based on their cognitive styles. The results of the study can be summarized as follows: First, the discovery teaching was more effective than expository teaching in terms of comprehension and application related to post-instruction retention of learned content. But there was no noticeable difference in knowledge domain. Second, the field-independent cognitive style was more effective than its counterpart, the field dependent cognitive style. Third, in the post-instruction retention test, not so much relevance was found between teaching methods and learner's cognitive style.

• 대한공업교육학회지
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• v.31 no.2
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• pp.332-349
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• 2006

The purpose of this study is to identify the relationship between the University students' learning styles in an e-learning according to the major field and learning styles in an e-learning according to the psychological types. The results of the research are as follows: First, The Major field made no difference to the learning styles in e-learning. E-learning styles of University student are as follows : the environment-dependent and self-directed learning style, positive and cooperative learning style, environment-independent and self-directed learning style. Second, In comparison with the boys and girl's the learning styles in e-learning, there were individual differences. But the environment-dependent and self-taught learning style was the highest learning style in Boys and Girl's but, especially there was more high in Girl's. Third, Amount to use internet made no difference to the learning styles in e-learning. The difference of learning styles in an e-learning environment according to Extraversion-Introversion, Sensing-Intuition, Thinking-Feeling among Psychological Types were statistically meaningless.

• Journal of The Korean Association For Science Education
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• v.21 no.5
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• pp.841-854
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• 2001

The purpose of this study was to find the effect of these variables on the duration of the momentum effect. To examine the momentum effect for gravitational field concepts, an intensive time series design was used. We collected data every day except Sundays and holidays for 50 days; 5 days for baseline, 30 days for intervention, and 15 days for the follow up We adopted cognitive levels and styles as students characteristics and two item characteristics(quantity versus quality, and word versus picture) as the item representation patterns. In this study, the momentum effect was influenced by students characteristics and item representation patterns. The results showed that two variables, cognitive style and quantity/quality, were the most influential factors for the duration of momentum effect. Field independent students showed a longer duration than field dependent students did. In addition, students showed a longer duration in quality items than in quantity items. However, students cognitive levels(formal or preformal) and word/picture presentations seemed to have relatively weak effect on the duration of the momentum effect.

• Korean Journal of Child Studies
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• v.14 no.1
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• pp.77-89
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• 1993

The purpose of this study was to investigate (1) children's field dependence by age and sex, (2) children's interpersonal problem solving ability by age, sex, and contextual factors, (3) children's interpersonal problem solving ability by field dependence. The subjects were 120 five-, seven-, and nine-year-olds. Children's field-dependence was measured with the Children's Embedded Figures Test (CEFT). Children's interpersonal problem solving ability was measured with the Preschool Interpersonal Problem Solving Test (PIPS Test). Statistical methods adopted for data analysis were frequencies, percentiles, means, standard deviation, t-test, oneway ANOVA. $Scheff{\acute{e}}$ test and Pearson's correlations. Major findings were that (1) The older children were more field-independent than the younger ones (2) The older children suggested more problem solving methods and higher-level problem solving strategies than the younger ones. (3) Children suggested higher-level problem solving strategies in contexts involving familiar as opposed to unfamiliar participants and contexts involving children as opposed to adults. (4) 9-year-olds' field-independence was positively associated with interpersonal problem solving ability.

• 대한공업교육학회지
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• v.37 no.1
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• pp.107-124
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• 2012

The purpose of this study is to provide the basic pedagogical resources for designing the optimum teaching and learning environment in e-Learning through the survey study on learning behavioral styles (LBS) of the gifted students and ordinary students who have experienced e-Learning. And the major results of the study are as follows: The Major field made a very strong difference to the learning behavioral styles between the gifted students and the ordinary students in e-learning environment. On the basis of the study, the LBS sequence of gifted students is the 'passive learning behavioral style', 'environment-dependent and self-directed learning behavioral style', 'positive and cooperative learning behavioral style', 'environment-independent and self-directed learning behavioral style', and the LBS sequence of ordinary students is the 'passive learning behavioral style', 'positive and cooperative learning behavioral style', 'environment-dependent and self-directed learning behavioral style', 'environment-independent and self-directed learning behavioral style'. Simultaneously, there are some individual difference in the learning behavioral style by gender, grade, and the time of using computer between the gifted students and the ordinary students.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.8 no.2
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• pp.220-233
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• 2001

Purpose: This study was done to identity the degree of instructional motivation and response after application of CAI in the student nurses' fundamental nursing course. Method: The subjects of this study were 77 student nurses and the data was collected from October, 7th to 17th in 1997. The examination sheet for cognitive style and a questionnaire to evaluate the degree of instructional motivation were used to collect data. Result : 1) It was found that the degree of instructional motivation of the learner was higher in the CAI class. (134.23/170) 2) After CAI, the learners expressed relatively higher satisfaction in understanding, interest, degree of difficulty, number of problems, icons, and extra information. 3) It was found that 53 learners(68.8%) were field independent-cognitive learners and 24 learners(31.2%) were field dependent-cognitive learners. 4) Among the instructional responses according to the cognitive behavior of the learner after CAI, there were significant differences in reasons for understanding the computer program, interest in the computer program class, and the number of students assigned to each computer. 5) There were no significant difference between cognitive style and instructional motivation. Conclusion: The CAI effect for nursing students fundamental nursing course have been positive evaluated. CAI in nursing education is becoming very available and needs to develop effective CAI and use not only fundamental nursing course but also another nursing education programs.

• Journal of the Korean Society of Costume
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• v.62 no.7
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• pp.150-169
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• 2012

Contemporary fashion broadens its image in relation with architecture and incorporates architecture in its creative field. The aim of this research is to investigate the characteristics of 'architecture for fashion' in a social context and to verify the collaborative characteristics of post-1990s fashion and architecture. This paper describes architecture as a means of expressing contemporary style and identifies social consequences resulting from this. While high fashion in the early to mid-twentieth century followed a similar trend evident in architecture to directly apply architectural elements into the creativity of the works, high fashion from 1990 extended its creative field by using architecture to symbolically represent its image and style. In line with the possibility for fashion shows to be considered as a performance art, the potential of collaboration between architecture and fashion as an installation with audience participation is discussed. Architecture, for fashion, provides significant grounds for fashion to be recognized as a parallel, independent sphere of art. Contemporary fashion, either by itself or through collaboration with architecture, comprehends space in its zone of creation. The collaborative characteristics of post-1990s fashion and architecture is verified through case studies of the three fashion houses, 'Armani Group', 'PRADA' and 'Comme des Garςcons.'

• Korean Institute of Interior Design Journal
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• v.26 no.3
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• pp.91-100
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• 2017

The rapid growth of Korean-style buffet in recent years has increased the size of corporate investment. Under this circumstance, businesses make various marketing efforts while highlighting the features and advantages of their brands. Against this backdrop, this study aims to understand which space branding has been applied to the Korean-style buffet through case studies and to propose a method of application of space branding to increase sales in an effective manner in the future. First, the research is theoretical examination and case studies with focus on the characteristics of expressions of Korean-style buffet space branding. Basically, upon completion of examining the concept and the characteristics of expressions of the Korean-style buffet and analyzing the concept of space branding, the components of space branding have been reconstructed based on preceding studies on space branding and then have been applied to each brand space. Also, the hands-on experience of the characteristics of expression of the Korean-style buffet with space branding incorporated in it and prepared a checklist via visual inspections. And then, the field surveys based on these examinations and took approach of drawing a conclusion based on the results analysis conducted by using the SPSS statistical program. Through preceding studies, the three components of space branding, that is, sensory element, emotional element, and cognitive element have been reconstructed before proceeding with this study, which has obtained five major findings as a conclusion. First, the sensory element should be given elements differentiated enough to attract consumers' attention along with a sustainable effort to have brand image imprinted in their mind. Second, in terms of emotional element, the study has found that the brand experience oriented toward interest and participation results in higher utility frequency. Third, the study has found that the cognitive element should seek consistency in communicating with consumers with focus on face-to-face contact on the display in space. Fourth, it has been found that arranging independent spaces is necessary to attract consumers' participation. Finally, the study has identified in which location area of buffet the sensory, emotional, and cognitive elements have placed a significant weight.