• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.539-550
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• 2016

The purpose of the study is to conceptualize SSI-PCK by identifying major components and sub-components to promote science teachers' confidence and knowledge on teaching SSIs. To achieve this, I conducted extensive literature reviews on teachers' perceptions on SSI, case studies of teachers addressing SSIs, SSI instructional strategies, etc. as well as PCK. Results indicate that SSI-PCK include six major components: 1) Orientation for Teaching SSI (OTS), 2) Knowledge of Instructional Strategies for Teaching SSI (KIS), 3) Knowledge of Curriculum (KC), 4) Knowledge of Students' SSI Learning (KSL), 5) Knowledge of Assessment in SSI Learning (KAS), and 6) Knowledge of Learning Contexts (KLC). OTS refers to teachers' instructional goals and intentions for teaching SSIs. Teachers often present a) activity-driven, b) knowledge and higher order thinking skills, c) application of science in everyday life, d) nature of science and technology, e) citizenship and f) activism orientations for teaching SSIs. KIS indicates teachers' instructional knowledge required for effectively designing and implementing SSI lessons. It includes a) SSI lesson design, b) utilizing progressive instructional strategies, and c) constructing collaborative classroom cultures. KC refers to teachers' knowledge on a) connection to science curriculum (horizontal/vertical) and b) connection to other subject matters. KSL refers to teachers' knowledge on a) learner experiences in SSI learning, b) difficulties in SSI learning, and c) SSI reasoning patterns. KAS indicates teachers' knowledge on a) dimensions of SSI learning to assess, and b) methods of assessing SSI learning. Finally, KLC refers to teachers' knowledge on the cultures of a) classrooms, b) schools, and c) community and society where they are located when teaching SSIs.

• Journal of The Korean Association For Science Education
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• v.35 no.5
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• pp.841-856
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• 2015

This study sought to explore longitudinal changes in Korean fourth graders' career aspirations in science. The sample included those who had high interest, but low career aspirations in science, and the analysis focused on the concept of science identity. To achieve this study's objectives, we selected 14 participants and then conducted two in-depth interviews with them. Compared with the first interviews (4th grade), changes were observed in eight students' career aspirations in science in the second round (5th grade). While six students maintained "negative" career aspiration, six revealed "medium" and two revealed "positive" career aspiration in science. To explore the relationship between science identities and career aspirations in science, three students were selected from the sample for further study. According to the results, the aspects of science identity that students valued regarding potential careers varied individually. Depending on these aspects, each student showed different patterns in the interactions between different aspects of science identity, and between aspects of science identity and science-related career aspirations. Over time, participants' experiences and interactions with people around them produced changes in their science identity, which led to changes in their career aspirations resulting from the interactions between aspects of their science identity. Their career aspirations in science were also significantly influenced by each participant's perceptions of relationships with peers (i.e., recognition by peers and of peers) and of science-related careers. Therefore, the results suggest that students need to be provided with appropriate learning environments and guidance relating to science careers.

• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.363-377
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• 2019

This study reveals the aspects of subjectivity in the test results in a science-specific aspect when assessing science-related affective characteristic through self-report items. The science-specific response was defined as the response that appear due to student's recognition of nature or characteristics of science when his or her concepts or perceptions about science were attempted to measure. We have searched for cases where science-specific responses especially interfere with the measurement objective or accurate self-reports. The results of the error due to the science-specific factors were derived from the quantitative data of 649 students in the 1st and 2nd grade of high school and the qualitative data of 44 students interviewed. The perspective of science and the characteristics of science that students internalize from everyday life and science learning experiences interact with the items that form the test tool. As a result, it was found that there were obstacles to accurate self-report in three aspects: characteristics of science, personal science experience, and science in tool. In terms of the characteristic of science in relation to the essential aspect of science, students respond to items regardless of the measuring constructs, because of their views and perceived characteristics of science based on subjective recognition. The personal science experience factor representing the learner side consists of student's science motivation, interaction with science experience, and perception of science and life. Finally, from the instrumental point of view, science in tool leads to terminological confusion due to the uncertainty of science concepts and results in a distance from accurate self-report eventually. Implications from the results of the study are as follows: review of inclusion of science-specific factors, precaution to clarify the concept of measurement, check of science specificity factors at the development stage, and efforts to cross the boundaries between everyday science and school science.

• Journal of radiological science and technology
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• v.37 no.3
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• pp.211-221
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• 2014

The clinical practices provide the students with a good opportunity to study the practical experiences in their field through the clinical training education in hospital. Now, in this study, comparing the perceptions of the clinic teachers with those of students at the clinical site. The study was conducted to the students attending universities located in Seoul and who finished the clinical practices in 2013. The questionnaires were distributed to the student and collected from them. The study were conducted to 275 questionnaires with frequency analysis, crosstabs, chi-square test and McNemar test. The major motivation was of the select radiography course was high employment rate(44.0%) and the satisfaction of radiography course was general(53.1%). 51.3% of the study answered 8 weeks current duration of clinical practices is proper. The 3-year course students answered that the period of clinical practices would be proper if it is performed in the winter vacation in their second year in college(47.3%). The 4-year course students answered that the first semester in their third years is proper for clinical practices( 27.7%). The students answered that they felt the lack in their knowledge on the professional field(32.4%) during the clinical practices and some of the practical training is different from the education performed at school(68.4%). Most of answered that they were satisfied with the clinical practices and among them they recognized the importance of the clinical practices ($3.94{\pm}0.89$). After the clinical practices, their desire for getting job as a radiography has changed from 84.1% to 82.9%. The reason why they want the job related to the radiation is because the job is stable (changed from 49.0% to 46.0% after the clinical practice) while the reason why they don't want be a radigrapher because that job is not proper for them (changed from 37.0% to 40.7% after the clinical practice) The effort should be made to enhance the position of radiation professionals through the improved education system to the students, rather giving them education for just employment.

• Journal of the East Asian Society of Dietary Life
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• v.19 no.6
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• pp.891-908
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• 2009

This study was performed to investigate the dietary habits, body weight satisfaction and eating disorder tendencies of female university students in Kyungnam province. Anthropometric measurements, dietary habits, body weight satisfaction, food preferences, disordered eating, and nutrient intakes were assessed in 132 female students at Kaya University. The results were analyzed with $x^2$- and ANOVA tests using the SPSS package program. The average age of the subjects was 20.1 years and average body mass index (BMI) were $21.1\;kg/m^2$. According to BMI, the percentages of students who were underweight, normal weight and overweight by BMI were 21.2, 55.3, and 23.5, respectively. Duration of exercise was significantly different by BMI. Index scores for a mini dietary assessment were significantly higher in the normal and overweight groups than in the underweight group. Scores for sweet, salty, and meat preferences were highest and scores for bean and vegetable preferences were lowest, in the underweight group. Satisfaction for present body weight was lowest, and self-perception of body image and weight control experiences were highest in the overweight group. All subjects in the overweight group wanted to be slim, and those in the normal and underweight groups, preferred to be more slim despite their current body weight being in the normal or below normal range. The percentage of the subjects who were at risk for eating disorders (based on scores from the Eating Attitude Test-26, EAT-$26{\geqq}20$) was 11.3%. Scores for EAT-26 were higher in the overweight group than in the underweight and normal weight groups. Nutrient intakes were not different among the groups. Therefore, dietary habits, taste and food preferences, satisfaction for present body weight, and disordered eating were significantly different according to BMI. These results suggest that overweight female university students need help correcting disordered eating, and nutrition counseling should be established to aid desirable weight control methods. Those who are underweight and normal weight need help establishing proper perceptions of their normal body weight and body image as well as nutrition counseling for health.

• Information Systems Review
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• v.14 no.3
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• pp.75-97
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• 2012

Fostering trusting belief in financial transactions is a challenging task in Internet banking services. Authenticated Certificate had been regarded as an effective method to guarantee the trusting belief for online transactions. However, previous research claimed that this method has some loopholes for such abusers as hackers, who intend to attack the financial accounts of innocent transactors in Internet. Two types of methods have been suggested as alternatives for securing user identification and activity in online financial services. Control transparency uses information over the transaction process to verify and to control the transactions. Outcome feedback, which refers to the specific information about exchange outcomes, provides information over final transaction results. By using these two methods, financial service providers can send signals to involved parties about the robustness of their security mechanisms. These two methods-control transparency and outcome feedback-have been widely used in the IS field to enhance the quality of IS services. In this research, we intend to verify that these two methods can also be used to reduce risks and to increase the security protections in online banking services. The purpose of this paper is to empirically test the effects of the control transparency and the outcome feedback on the risk perceptions in Internet banking services. Our assumption is that these two methods-control transparency and outcome feedback-can reduce perceived risks involved with online financial transactions, while increasing perceived trust over financial service providers. These changes in user attitudes can increase the level of user satisfactions, which may lead to the increased user loyalty as well as users' willingness to pay for the financial transactions. Previous research in IS suggested that the increased level of transparency on the process and the result of transactions can enhance the information quality and decision quality of IS users. Transparency helps IS users to acquire the information needed to control the transaction counterpart and thus to complete transaction successfully. It is also argued that transparency can reduce the perceived transaction risks in IS usage. Many IS researchers also argued that the trust can be generated by the institutional mechanisms. Trusting belief refers to the truster's belief for the trustee to have attributes for being beneficial to the truster. Institution-based trust plays an important role to enhance the probability of achieving a successful outcome. When a transactor regards the conditions crucial for the transaction success, he or she considers the condition providers as trustful, and thus eventually trust the others involved with such condition providers. In this process, transparency helps the transactor complete the transaction successfully. Through the investigation of these studies, we expect that the control transparency and outcome feedback can reduce the risk perception on transaction and enhance the trust with the service provider. Based on a theoretical framework of transparency and institution-based trust, we propose and test a research model by evaluating research hypotheses. We have conducted a laboratory experiment in order to validate our research model. Since the transparency artifact(control transparency and outcome feedback) is not yet adopted in online banking services, the general survey method could not be employed to verify our research model. We collected data from 138 experiment subjects who had experiences with online banking services. PLS is used to analyze the experiment data. The measurement model confirms that our data set has appropriate convergent and discriminant validity. The results of testing the structural model indicate that control transparency significantly enhances the trust and significantly reduces the risk perception of online banking users. The result also suggested that the outcome feedback significantly enhances the trust of users. We have found that the reduced risk and the increased trust level significantly improve the level of service satisfaction. The increased satisfaction finally leads to the increased loyalty and willingness to pay for the financial services.

• Journal of Global Scholars of Marketing Science
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• v.17 no.2
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• pp.1-29
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• 2007

The flow theory becomes one of the most important frameworks in the internet research arena. Hoffman and Novak proposed a hierarchical flow model showing the antecedents and outcomes of flow and the relationship among these variables in the hyper-media computer circumstances (Hoffman and Novak 1996). This model was further tested after their initial research (Novak, Hoffman, and Yung 2000). At their paper, Hoffman and Novak explained that the balance of challenge and skill leads to flow which means the positive optimal state of mind (Hoffman and Novak 1996). An imbalance between challenge and skill, leads to negative states of mind like anxiety, boredom, apathy (Csikszentmihalyi and Csikszentmihalyi 1988). Almost all research on the flow 4-channel model have been focusingon flow, the positive state of mind (Ellis, Voelkl, and Morris 1994 Mathwick and Rigdon 2004). However, it also needs to examine the formation of the negative states of minds and their outcomes. Flow researchers explain play or playfulness as antecedents or the early state of flow. However, play has been regarded as a distinct concept from flow in the flow literatures (Hoffman and Novak 1996; Novak, Hoffman, and Yung 2000). Mathwick and Rigdon discovered the influences of challenge and skill on play; they also observed the influence of play on web-loyalty and brand loyalty (Mathwick and Rigdon 2004). Unfortunately, they did not go so far as to test the influences of play on state of mind. This study focuses on the relationships between state of mind in the flow 4-channel model and play. Early research has attempted to hypothetically explain state of mind in flow theory, but has not been tested except flow until now. Also the importance of play has been emphasized in the flow theory, but has not been tested in the flow 4-channel model context. This researcher attempts to analyze the relationships among state of mind, skill of play, challenge, state of mind and web loyalty. For this objective, I developed a measure for state of mind and defined the concept of play as a trait. Then, the influences of challenge and skill on the state of mind and play under on-line shopping conditions were tested. Also the influences of play on state of mind were tested and those of flow and play on web loyalty were highlighted. 294 undergraduate students participated in this research survey. They were asked to respond about their perceptions of challenge, skill, state of mind, play, and web-loyalty to on-line shopping mall. Respondents were restricted to students who bought products on-line in a month. In case of buying products at two or more on-line shopping malls, they asked to respond about the shopping mall where they bought the most important one. Construct validity, discriminant validity, and convergent validity were used to check the measurement validations. Also, Cronbach's alpha was used to check scale reliability. A series of exploratory factor analyses was conducted. This researcher conducted confirmatory factor analyses to assess the validity of measurements. All items loaded significantly on their respective constructs. Also, all reliabilities were greater than.70. Chi-square difference tests and goodness of fit tests supported discriminant and convergent validity. The results of clustering and ANOVA showed that high challenge and high skill leaded to flow, low challenge and high skill leaded to boredom, and low challenge and low skill leaded to apathy. But, it was different from my expectation that high challenge and low skill didnot lead to anxiety but leaded to apathy. The results also showed that high challenge and high skill, and high challenge and low skill leaded to the highest play. Low challenge leaded to low play. 4 Structural Equation Models were built by flow, anxiety, boredom, apathy for analyzing not only the impact of play on state of mind and web-loyalty, but also that of state of mind on web-loyalty. According the analyses results of these models, play impacted flow and web-loyalty positively, but impacted anxiety, boredom, and apathy negatively. Results also showed that flow impacted web-loyalty positively, but anxiety, boredom, and apathy impacted web-loyalty negatively. The interpretations and implications of the test results of the hypotheses are as follows. First, respondents belonging to different clusters based on challenge and skill level experienced different states of mind such as flow, anxiety, boredom, apathy. The low challenge and low skill group felt the highest anxiety and apathy. It could be interpreted that this group feeling high anxiety or fear, then avoided attempts to shop on-line. Second, it was found that higher challenge leads to higher levels of play. Test results show that the play level of the high challenge and low skill group (anxiety group) was higher than that of the high challenge and high skill group (flow group). However, this was not significant. Third, play positively impacted flow and negatively impacted boredom. The negative impacts on anxiety and apathy were not significant. This means that the combination of challenge and skill creates different results. Forth, play and flow positively impacted web-loyalty, but anxiety, boredom, apathy had negative impacts. The effect of play on web-loyalty was stronger in case of anxiety, boredom, apathy group than fl ow group. These results show that challenge and skill influences state of mind and play. Results also demonstrate how play and flow influence web-loyalty. It implies that state of mind and play should be the core marketing variables in internet marketing. The flow theory has been focusing on flow and on the positive outcomes of flow experiences. But, this research shows that lots of consumers experience the negative state of mind rather than flow state in the internet shopping circumstance. Results show that the negative state of mind leads to low or negative web-loyalty. Play can have an important role with the web-loyalty when consumers have the negative state of mind. Results of structural equation model analyses show that play influences web-loyalty positively, even though consumers may be in the negative state of mind. This research found the impacts of challenge and skill on state of mind in the flow 4-channel model, not only flow but also anxiety, boredom, apathy. Also, it highlighted the role of play in the flow 4-channel model context and impacts on web-loyalty. However, tests show a few different results from hypothetical expectations such as the highest anxiety level of apathy group and insignificant impacts of play on anxiety and apathy. Further research needs to replicate this research and/or to compare 3-channel model with 4-channel model.

• MISULJARYO - National Museum of Korea Art Journal
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• v.96
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• pp.89-122
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• 2019

In this paper, I argue that the Handscroll of a Sightseeing Trip to the Hangang and Imjingang Rivers by Jeong Su-yeong (1743~1831, pseudonym: Jiwujae) is a record of his private journeys to several places on the outskirts of Hanyang (present-day Seoul) and that it successfully embodies the painter's subjective perspective while boating on these rivers and going on outings to nearby mountains. Around 1796, Jeong Su-yeong traveled to different places and documented his travels in this 16-meter-long handscroll. Several leaves of paper, each of which depicts a separate landscape, are pieced together to create this long handscroll. This indicates that the Handscroll of a Sightseeing Trip to the Hangang and Imjingang Rivers reflected the painter's personal subjective experiences as he went along his journey rather than simply depicts travel destinations. The Handscroll of a Sightseeing Trip to the Hangang and Imjingang Rivers features two types of travel: boating and mountain outings on foot. Traveling by boat takes up a large portion of the handscroll, which illustrates the channels of the Hangang and Imjingang Rivers. Mountain outings correspond to the sections describing the regions around Bukhansan, Gwanaksan, and Dobongsan Mountains. Jeong Su-yeong traveled to this wide span of places not just once, but several times. The fact that the Hangang River system are not presented in accordance with their actual locations shows that they were illustrated at different points. After visiting the riversides of the Hangang and Namhangang Rivers twice, Jeong Su-yeong delineated them in fourteen scenes. Among them, the first eight illustrate Jeong's initial trip by boat, while the other six scenes are vistas from his second trip. These fourteen scenes occupy half of this handscroll, indicating that the regions near the Hangang River are painted most frequently. The scenes of Jeong Su-yeong's first boating trip to the system of the Hangang River portray the landscapes that he personally witnessed rather than famous scenes. Some of the eight scenic views of Yeoju, including Yongmunsan Mountain, Cheongsimru Pavilion, and Silleuksa Temple, are included in this handscroll. However, Jeong noted spots that were not often painted and depicted them using an eye-level perspective uncommon for illustrating famous scenic locations. The scenes of Jeong's second boating trip include his friend's villa and a meeting with companions. Moreover, Cheongsimru Pavilion and Silleuksa Temple, which are depicted in the first boating trip, are illustrated again from different perspectives and in unique compositions. Jeong Su-yeong examined the same locations several times from different angles. A sense of realism is demonstrated in the scenes of Jeong's first and second boating trips to the channels of the Hangang River, which depict actual roads. Furthermore, viewers can easily follow the level gaze of Jeong from the boat. The scenes depicting the Imjingang River begin from spots near the Yeongpyeongcheon and Hantangang Rivers and end with places along the waterways of the Imjingang River. Here, diverse perspectives were applied, which is characteristic of Imjingang River scenes. Jeong Su-yeong employed a bird's-eye perspective to illustrate the flow of a waterway starting from the Yeongpyeongcheon River. He also used an eye-level perspective to highlight the rocks of Baegundam Pool. Thus, depending on what he wished to emphasize, Jeong applied different perspectives. Hwajeogyeon Pond located by the Hantangang River is illustrated from a bird's-eye perspective to present a panoramic view of the surroundings and rocks. Similarly, the scenery around Uhwajeong Pavilion by the Imjingang River are depicted from the same perspective. A worm's-eye view was selected for Samseongdae Cliff in Tosangun in the upper regions of the Imjingang River and for Nakhwaam Rock. The scenes of Jeong Su-yeong's mountain outings include pavilions and small temple mainly. In the case of Jaeganjeong Pavilion on Bukhansan Mountain, its actual location remains unidentified since the pavilion did not lead to the route of the boating trip to the system of the Hangang River and was separately depicted from other trips to the mountains. I speculate that Jaeganjeong Pavilion refers to a pavilion either in one of the nine valleys in Wooyi-dong at the foot of Bukhansan Mountain or in Songajang Villa. Since these two pavilions are situated in the valleys of Bukhansan Mountain, their descriptions in written texts are similar. As for Gwanaksan Mountain, Chwihyangjeong and Ilganjeong Pavilions as well as Geomjisan Mountain in the Bukhansan Mountain range are depicted. Ilganjeong Pavilion was a well-known site on Gwanaksan that belonged to Shin Wi. In this handscroll, however, Jeong Su-yeong recorded objective geographic information on the pavilion rather than relating it to Shin Wi. "Chwihyangjeong Pavilion" is presented within the walls, while "Geomjisan Mountain" is illustrated outside the walls. Handscroll of a Sightseeing Trip to the Hangang and Imjingang Rivers also includes two small temples, Mangwolam and Okcheonam, on Dobongsan Mountain. The actual locations of these are unknown today. Nevertheless, Gungojip (Anthology of Gungo) by Yim Cheonsang relates that they were sited on Dobongsan Mountain. Compared to other painters who stressed Dobong Seowon (a private Confucian academy) and Manjangbong Peak when depicting Dobongsan Mountain, Jeong Su-yeong highlighted these two small temples. Jeong placed Yeongsanjeon Hall and Cheonbong Stele in "Mangwolam small temple" and Daeungjeon Hall in front of "Okcheonam small temple." In addition to the buildings of the small temple, Jeong drew the peaks of Dobongsan Mountain without inscribing their names, which indicates that he intended the Dobongsan peaks as a background for the scenery. The Handscroll of a Sightseeing Trip to the Hangang and Imjingang Rivers is of great significance in that it embodies Jeong Su-yeong's personal perceptions of scenic spots on the outskirts of Hanyang and records his trips to these places.