• Title/Summary/Keyword: cognitive process dimension

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Analyses of Instructional Objectives of 'Wise Life' Based on Bloom's Revised Taxonomy of Educational Objectives (Bloom의 신 교육목표분류학에 따른 슬기로운 생활 교과의 수업 목표 분석)

  • Lee, Eun-Young;Shin, Myeong-Kyeong;Choi, Chui-Im
    • Journal of Korean Elementary Science Education
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    • v.31 no.1
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    • pp.1-12
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    • 2012
  • The purpose of this study was to explore instructional objectives of 'Wise Life' based on Bloom's Revised Taxonomy of Educational Objectives. It was to extend understanding the 7th and the revised Wise Life 2007 as well. The written objectives of two curriculum of Wise Life were divided into two, the 'knowledge' dimension and the 'cognitive process' dimension based on Bloom's Revised Taxonomy of Educational Objectives. Major activity subjects presented in the 7th and the revised Wise Life 2007 were dominantly the basic inquiry activity types. It was found from this research that the 'factual' knowledge of the 'knowledge' dimension and the 'understand' of the 'cognitive process' dimension took a large proportion of the revised Wise Life 2007 objectives. The 'meta-cognitive' knowledge was increased. 'Remember' of the 'cognitive process' dimension was decreased and the high level objectives as 'analyze' and 'create', in the 'cognitive process' dimension was increased from the 7th to the revised curriculum. The 'factual' knowledge, 'conceptual' knowledge and 'metacognitive' knowledge were engaged with 'understand' and the 'procedural' knowledge were engaged with 'apply'. The 'meta- cognitive' were engaged with 'create' is the 'procedural' knowledge in the revised Wise Life 2007. 'Remember' was decreased. 'Create' was increased in the basic inquiry activities. It was analysed in zero percent of 'Observing', 'Investigating and Presenting', and 'Making'.

Classifications of Instructional Objectives of Elementary Science based on Bloom's Revised Taxonomy of Educational Objectives (Bloom의 신 교육목표분류학에 기초한 초등학교 과학과 수업 목표 분석)

  • Kim, Young-Shin;Lee, Hae-Sook;Shin, Ae-Kyung
    • Journal of Korean Elementary Science Education
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    • v.26 no.5
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    • pp.570-579
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    • 2007
  • Instructional objectives clearly show what teachers should teach in the class and how they lead the class, focusing on a certain activity for their students in the class. Clear instructional objectives are a prerequisite for teachers to accomplish effectively their curriculum. The revised Bloom's taxonomy table of educational objectives has been introduced in 50 years since the publication of his original taxonomy table in 1956. Bloom's revised taxonomy table of educational objectives has two-dimensions, the "cognitive process" dimension and the "knowledge" dimension, and it classifies class objectives more elaborately and clearly. This study was designed to classify instructional objectives stated in elementary science guidebooks for teachers into Bloom's revised taxonomy table, and see how the objectives of elementary science classes were categorized by grade level and areas. In addition, this study examined how the objectives of elementary science classes by study area were classified into the new taxonomy table. This study classified 618 elementary science instructional objectives of third- to sixth-grade science guidebooks for teachers into Bloom's revised taxonomy table. The results showed that the objectives of elementary science classes emphasized disproportionately some of the knowledge and cognitive process dimensions. In the area of subjects while the percentages of factual knowledge were very high, those of meta-cognitive knowledge were low.

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Effects of Lay Rationalism, Attitude Dimension and Involvement Type on Intent to Purchase Hedonic Product

  • CHOI, Nak-Hwan;CAI, Yunwei;LI, Zhonghua
    • Journal of Distribution Science
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    • v.17 no.8
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    • pp.45-56
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    • 2019
  • Purpose - This study aimed at investigating the mediation roles of attitude dimensions in the effects of involvement type on hedonic product purchase intention and moderation role of lay rationalism in the effects of involvement type on attitude dimensions. Research design, data, and Methodology - "Wenjuanxing" was used online to make questionnaire, which was loaded on Wechat and QQ. 125 data were collected online in China. The Process macro model 58 including moderation of the two paths in the causal sequence was used to verify hypotheses. Results and Conclusions - First, cognitive (affective) involvement had positive effect on the utilitarian (hedonic) dimension of consumer attitude and the purchase intention. Second, hedonic dimension of attitude had positive effects on purchase intention, but utilitarian dimension of attitude had not significant positive effects on purchase intention. Third, Lay rationalism did decrease (did not increase) the positive effects of affective (cognitive) involvement on hedonic (utilitarian) dimension of attitude. Therefore Marketing managers should understand the differences between the cognitive involvement and affective involvement, and develop the ways by which they attract consumers to choose their hedonic product. And they should give affective (cognitive) information to the customers with low (high) rationalism consumers when they do marketing for their hedonic product.

Interaction Patterns in Distance Only Mode e-Learning

  • SUNG, Eunmo
    • Educational Technology International
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    • v.10 no.2
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    • pp.127-143
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    • 2009
  • The purpose of this study was to identify the interaction patterns in distance only mode e-Learning. In order to investigate this study, messages shown in the electronic notice board were analyzed to see how interaction occurs between teacher and learner or learner and learner under the e-learning of cyber university. To analyze messages was applied according to the framework by Henri's contents analysis model. As a result of contents analysis on electronic board, the participative dimension was 399 messages. A learner put on 7~8 messages a day. The number of messages was low compared to the number of learners, but the number of inquiries was about 140. That means that each learner contacts and checks messages at least once a day. The meaning dimension was 600 units. The main interaction patterns were Interactive-social-cognitive-metacognitive. This means that e-Learning in distance only mode leads a positive attitude of learners as a self-directed learning, and needs teacher's well-structured instructional strategies for increasing interaction. In conclusion, social dimension and interactive dimension of messages support learners psychologically in the process of learning though they directly guide learning under the circumstances of e-learning lacking face-to-face element. It can be interpreted that the teacher's role is significantly important in order to attract learners' positive participation and cognitive and meta-cognitive dimension of messages and activities

The Aesthetic Evaluative Response of Eating and Drinking Space Design -Focused on the Relationships between Aesthetic Variables and Preference by Perceptual-Cognitive and Affective Judgment- (식음 공간 디자인의 심미적 평가 반응 -지각적.감정적 판단에 따른 미적 변수와 선호도의 관계를 중심으로-)

  • Choi, Eun-Hee;Kwon, Young-Gull
    • Archives of design research
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    • v.20 no.1 s.69
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    • pp.21-32
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    • 2007
  • To quantitatively measure or evaluate aesthetic factors is not easy in comparison with physical, functional, behavioral or economic factors. Yet aesthetic factors essentially play an important role in design modeling process. Despite its importance, research on aesthetic assessment or the interaction of aesthetic influential elements is insufficient. Therefore, this study is intended to find the relationships between visual preference and aesthetic variables of perceptual-cognitive dimension and affective dimension in commercial space design. According to the result of this substantiation research, aesthetic variables that give a positive effect on the preference of commercial space design are unity, order, and clarity in perceptual-cognitive dimension and 'pleasant', 'relaxing' in affective dimension. On the other side, aesthetic variables that give a negative effect on the preference are contrast, complexity, and ambiguity that is a contrary concept of clarity in perceptual-cognitive dimension and 'exciting', 'arousing' in affective dimension.

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A Study on the Impact of Visual Merchandising Cognitive Dimension of Food & Beverage Stores on Consumer Behavior Intention: Focusing on the Mediating Effect of Emotional Response (외식음료매장의 비주얼머천다이징 인지차원이 소비자 행동의도에 미치는 영향: 감정반응 매개효과를 중심으로)

  • Park, Hyoung Kuk;Yang, Dong Woo
    • Asia-Pacific Journal of Business Venturing and Entrepreneurship
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    • v.13 no.5
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    • pp.103-118
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    • 2018
  • This study would provide the basic data informative for establishing a VMD strategy, covering design and marketing for business owners and prospective entrepreneurs, including the persons concerned with the food and beverage industries by investigating the relationships of the impacts of several factors in the cognitive dimension factors of VMD in food and beverage stores on consumers' emotional response and behavior intention and the mediating effect of emotional responses, applying the concept of VMD to the food and beverage industries. To check this research purpose, data were collected through a survey, conducted with various consumers in their 20s through 60s who have experienced the use of food and beverage stores. The period of the survey was from September 20 through October 10, 2017, 202 copies of questionnaires were collected without missing values and used as data for the final analysis. As for the analysis of the data, using SPSS statistical software, frequency analysis and descriptive statistics, analysis of reliability and validity, correlation analysis, single and multiple regression analysis were conducted. According to the results of this study, first, the relationship of the impact between the VMD cognitive dimension of food and beverage stores and customers' emotional responses was statistically significant. In concrete, all factors of VMD cognitive dimension, including the factors of suitability and daily escape had positive (+) impacts on positive emotions. Second, as a result of an analysis of the impact of emotional responses felt in the process of visiting the food and beverage stores on customers' behavior intention, it turned out that positive emotions had a positive (+) impacts on visit intention and recommendation intention while negative emotions did not have any impacts on visit intention and recommendation intention. Third, as a result of an analysis of the impact of VMD cognitive dimension on behavior intention, the suitability and balance of the VMD cognitive dimension had positive (+) impacts on visit intention while daily escape and functionality had positive (+) impacts on recommendation intention. Fourth, as a result of checking if emotional responses had a mediating effect in the relationship between the VMD cognitive dimension and behavior intention, positive emotions had a full mediating effect while there was no mediating effect of negative emotions between the VMD cognitive dimension and behavior intention. In conclusion, this study found that the VMD cognitive dimension of food and beverage stores affected consumers' emotional responses and that emotional responses were a factor affecting behavior intention and proved that consumers' emotional responses differed depending on the factors in the cognitive dimension. Thus, in food and beverage stores, it would be necessary to make effective designs of the stores and differentiate the presentation of them through utilizing detailed factors of the cognitive dimension of VMD. Also, the results of this study could be utilized as the appropriate marketing tools for customers in food and beverage stores and as the basic data for establishing the strategy.

Analysis of Instructional Objectives in a Teaching-Learning Material for Gifted Elementary Students in Science by Bloom's Revised Taxonomy of Educational Objectives (Bloom의 신 교육목표 분류학에 의한 초등 과학 영재교육 자료의 수업목표 사례 분석)

  • Ha, So-Hyun;Kwack, Dae-Oh
    • Journal of Gifted/Talented Education
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    • v.18 no.3
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    • pp.591-612
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    • 2008
  • In order to investigate the composition and characteristics of instructional objectives in a teaching-learning material for gifted elementary students in science, 217 instructional objectives across 13 themes in 4 areas of 'energy','materials', 'life' and 'earth' were analyzed by Bloom's revised taxonomy of educational objectives. Four types of factual, conceptual, procedural and meta-cognitive knowledge in knowledge dimension were all comprised in the objectives. Conceptual knowledge was primary constituent of the objectives and the proportion of factual knowledge was the least. On the other hand, all 6 categories of 'remember', 'understand', 'apply', 'analyze', 'evaluate' and 'create' in cognitive process dimension were also comprised in the objectives. The category of 'understand' was primary constituent and that of 'remember' was the least one. While conceptual knowledge in knowledge dimension was primary constituent of the objectives in 'energy', 'materials' and 'earth' areas, procedural knowledge was the most objectives in 'life' area. The least type of knowledge was factual knowledge in all 4 areas. In cognitive process dimension, the category of 'understand' was primary constituent and that of 'remember' was the least one in all 4 areas. In conclusion, it was showed that the instructional objectives in the teaching-learning material reflected the characteristics of educational objectives for gifted students in science.

Structural Relationship among Professional Service Satisfaction, Commitment and Loyalty (전문서비스의 만족과 몰입, 로열티의 구조적 관계)

  • Chun, Myung-Hwan
    • The Journal of the Korea Contents Association
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    • v.10 no.10
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    • pp.318-325
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    • 2010
  • This study is to examine loyalty building model which reflected differentiated traits of professional service to establish strong loyalty for gaining competitive edge. Professional service is where consumer can not easily predict the result of service as well as other common traits. It also has trait that is difficult to evaluate service satisfaction and quality even after using the service because knowledge imbalance between service provider and user is great. Therefore, in professional service, satisfaction and emotion that consumer perceives in the service use process will play critical role in loyalty formation. As a result, the model of this study divided dimension into responsiveness satisfaction which is satisfaction dimension of professional service use process, interaction satisfaction, technical satisfaction and structurally examined the relationship between emotional commitment and cognitive commitment and the relationship between dimension of commitment and loyalty. The analysis result show that dimension of satisfaction which perceived in professional service use process increases both emotional commitment and cognitive commitment and these commitments effect to loyalty formation.

A Comparative Analysis of Achievement Standards of the 2007 & 2009 Revised Elementary Science Curriculum with Next Generation Science Standards in US based on Bloom's Revised Taxonomy (Bloom의 신교육목표분류체계에 기초한 2007 및 2009 개정 초등학교 과학과 교육과정과 미국의 차세대 과학 표준(Next Generation Science Standards)의 성취기준 비교 분석)

  • Choi, Jung In;Paik, Seoung Hye
    • Journal of The Korean Association For Science Education
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    • v.35 no.2
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    • pp.277-288
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    • 2015
  • The purpose of this study is to find the point for improvement through the comparative analysis of the 2007 & 2009 revised science curriculum, and the NGSS of the United States with Bloom's revised taxonomy. The results of the analysis confirmed that the revised curriculum in 2009 compared to the revised curriculum in 2007 has expanded the type of cognitive process and knowledge, which promote a higher level thinking. However, the revised curriculum in 2009 has been biased to the type of specific cognitive process and knowledge in cognitive process dimension and knowledge dimension as compared to the NGSS of the United States. In the revised curriculum in 2009, the type of cognitive process such as 'analyze,' 'evaluate,' 'create,' and the type of knowledge such as 'meta-cognitive knowledge' have been treated inattentively. In addition, through comparative analysis, it was identified that the type of cognitive process and knowledge that were neglected in achievement standards were not dealt with in the learning objective of teachers' guides, either. The revised curriculum should consist of achievement standards in comparison to the previous curriculum to reflect better the goals of science education. Therefore, it is necessary to create an achievement standards including various types of cognitive processes and knowledge by improving the method of statement of achievement standards of science curriculum.

A Study on the Dimensions of Object-oriented Systems Modeling : Theory and an Exploratory Evaluation (객체지향 시스템 모델링 차원 : 이론 및 탐색적 평가)

  • 안준모
    • The Journal of Information Technology and Database
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    • v.8 no.1
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    • pp.41-65
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    • 2001
  • This study proposes evaluation dimensions of object-oriented systems modelling tools and activities available in object-oriented systems development practices. The dimensions ale developed based on previous research in cognitive psychology, information systems modeling study, and object-oriented systems analysis arid design areas. The proposed dimension is composed of two dimensions. The one dimension includes abstraction levels of modelling and the other includes process and representation in modeling activities. Experts on object-oriented modeling were selected to evaluate the practical validity of the proposed dimensions and applications of major object-oriented modeling tools during systems development project. Most of the tools were observed to be used for representing objects rather than for modeling the process of related objects. The proposed modeling dimension will be evaluated for acquiring general validity in future empirical research.

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