• Journal of Korean Elementary Science Education
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• v.34 no.3
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• pp.346-356
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• 2015

The purpose of this study was to explore the characteristics of elementary science gifted students' modification of scientific explanations based on evidences. For this study, sixteen $6^{th}$ elementary students were participated. The subjects of this study were enrolled in the program for the science gifted. Students were asked to generate initial hypotheses before experiment, and to modify and revise their scientific explanations based on the experiments about water rising in burning candle(s). All the processes of small group discussion during the inquiry were audio-recorded. Students' modification of their scientific explanations were appeared in three types: 1) appropriate connections among evidences, reasoning, and claims, 2) disconnections among evidences, reasoning, and claims and/or use of inappropriate reasoning, 3) scientific explanations without their own understanding. Other problems that students encountered in the processes of modification of their explanations were also discussed.

• Journal of the Korean Society of Clothing and Textiles
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• v.35 no.7
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• pp.841-855
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• 2011

This study examines the structured model of building fashion customer loyalty by service recovery and scrutinizes the effect of explanations on perceived justice and the proposed model. The data of a total of 300 women were collected through an online survey. Employing structural equation modeling, this study demonstrated that both distributive and interactional justice had a positive impact on customers' satisfaction with service encounter that subsequently led to overall satisfaction with the brand. Overall satisfaction influenced the attitudinal loyalty of customers that induced their behavioral loyalty. To examine the effect of explanations on perceived justice and the process of building fashion customer loyalty by service recovery, t-test and multi-group SEM were employed. The result displayed that the group who received explanations after service failure perceived higher level of justice than the one who did not. There was a significant difference between two groups on the direct path from interactional justice to overall satisfaction with the brand. This study clarifies how perceived justice influences fashion customer loyalty mediating by satisfaction in and confirms the critical role of explanations in service recovery context. By implying the understanding of the important role of explanations in service recovery context, this study provides fashion marketers with insight for delivering more successful service recovery strategies that enhance customer loyalty.

• International Journal of Advanced Culture Technology
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• v.7 no.3
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• pp.158-165
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• 2019

Knowledge based system includes tools for constructing, testing, validating and refining the system along with user interfaces. An important issue in the design of a complete knowledge based system is the ability to produce explanations. Explanations are not just a series of rules involved in reasoning track. More detailed and explicit form of explanations is required not only for reliable reasoning but also for maintainability of the knowledge based system. This requires the explanation mechanisms to extend from knowledge oriented analysis to task oriented explanations. The explicit modeling of problem solving structures is suggested for explanation generation as well as for efficient and effective reasoning. Unlike other explanation scheme such as feedback explanation, the detailed, smaller and explicit representation of problem solving constructs can provide the system with capability of quality explanation. As a key step to development for explanation scheme, the problem solving methods are broken down into a finer grained problem solving primitives. The system records all the steps with problem solving primitives and knowledge involved in the reasoning. These are used to validate the conclusion of the consultation through explanations. The system provides user interfaces and uses specific templates for generating explanation text.

• Journal of The Korean Association For Science Education
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• v.27 no.6
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• pp.465-476
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• 2007

Whether and when naturalistic or supernaturalistic explanations of the origins of sun and earth, humans, life and species change with development was explored in a questionnaire and interviews with 32 first graders and 32 second graders, and in a questionnaire with 34 third graders, 32 sixth graders and 38 eighth graders. Participants were also asked about factors affecting their explanations in the questionnaires. Even the first and second graders could consistently provide supernaturalistic or naturalistic explanations on both the origins of sun and earth, and of humans. There was an age-related developmental shift from supernaturalistic to naturalistic explanation. As for origins of species, most of the first and second graders held the spontaneous generationist explanation, and after the third grade their views divided into evolutionist and creationist explanations. Students' explanations of species origins were established by the sixth grade through a transitional stage in the third grade. At the first and second grade levels, books and the children's own reasoning mainly influenced the views of origins, whereas parents and school were not perceived as being important. For the third graders and higher-grade levels, several factors, including parents and religion, were perceived as being important. These results show that explanations of origins start to develop earlier than or during the first grade, and are established by the sixth grade; moreover, the formation of these views is affected by several factors in addition to development.

• Journal of The Korean Association For Science Education
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• v.27 no.1
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• pp.37-49
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• 2007

The purpose of this study was to classify the logical forms of scientific explanations provided by teachers in secondary earth science classrooms, to examine the characteristics of the scientific explanations in different forms, and to identify the roles of the teacher and students in discursive practices for scientific explanations. Data came from the earth science teachers who participated in overseas teacher in-service programs in the years 2003 and 2004. A total of 18 video-taped lessons and their verbatim transcriptions were analyzed. The result showed that deductive-nomological explanations occurred most frequently in earth science classrooms and that the deductive-nomological model was well-suited to those problems for which there existed firmly established scientific laws or principles to construct scientific explanations. However, abductive explanations were presented when the classes dealt with retrodictive tasks of earth science. The statistical-probabilistic and statistical-relevance models were also employed in explaining weather proverbs and unusual changes of weather, respectively. Most of the scientific explanations were completed through the teachers' monologic utterances, and students assumed passive roles in discursive practices for developing scientific explanations. Implications for science lessons and science education research were discussed.

• Child Health Nursing Research
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• v.28 no.3
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• pp.187-196
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• 2022

Purpose: This study aimed to clarify the factors related to mothers' decisions to provide disease explanations to their children, investigate the associations between those factors and social adaptive skills, and examine support relative to children's growth and development. Methods: Data were collected from anonymous, self-administered questionnaires answered by 71 mothers of outpatient school-aged children with congenital heart disease. The questionnaire items included characteristics of mothers and children, decision factors for providing disease explanations, and children's social adaptive skills (Asahide-Shiki social adaptive skills test). Factor analysis was performed on the decision factors, and multiple regression analysis was performed to examine the association between the identified factors and each social adaptive skill. Results: The decision factors for providing disease explanations were the mother's explanation ability, the receptive capability of the child, and the child's interest and literacy regarding the explanation. Multiple regression analysis showed that language and social life skills were significantly associated with the child's receptive capability, and language and daily life skills were significantly associated with the child's interest and literacy regarding the explanation. Conclusion: Improving children's language, social life, and daily life skills may enhance their receptive capability and literacy regarding explanations of their disease.

• Educational Technology International
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• v.12 no.2
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• pp.19-46
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• 2011

The purpose of the study was to identify the characteristics of classroom inquiry features exhibited on a web-based discussion board, which is called the Message Board. Approximately 4,000 students from 80 schools with 60 on-line scientists were participated in the study. During the study, a total of 639 messages in the selected cluster and several patterns were identified and analyzed. Three main features of the classroom inquiry were analyzed in terms of: 1) learner gives priority to evidence in responding to questions; 2) learner formulates explanations from evidence; 3) learner communicates and justifies explanations. The results are as follow. First, once learners identified and understood the questions posed by the curriculum, they needed to collect evidence or information in responding to the questions. Depending on the question that students were given, types of evidence/data students needed to collect and how to collect the data could vary. Second, students' formulated descriptions, explanations, and predictions after summarizing evidence were observed on the Message Board. However, the extent to which students summarized evidence for descriptions, explanations, and predictions varied. In addition, students were able to make a better use of evidence over time when they formulate descriptions and explanations. Third, the Message Board was designed to allow the great amount of learner self-direction. Classroom teachers and on-line scientists played an important role in providing guidance in developing inquiry. At the same time, development of content understanding also contributed to inquiry development.

• The Journal of Information Technology and Database
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• v.8 no.1
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• pp.81-94
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• 2001

Providing explanations about recommending actions is one of the most important capabilities of expert systems. In fact, there exist many approaches incorporating this explanation facility into the system. Here we present briefly a new approach to generating these explanations and further attempt to investigate the impact of system explanations on user behaviors toward system-generated recommendations. For this experiment we designed a stock investment decision supporting system which, given a set of market situations, suggests an investment recommendation with explanations about the recommending action. Twenty-nine bank employees evaluated the output of the system in a laboratory setting. The results indicate that explanation facilities can make systems-generated advice more confident to users but cannot increase users'acceptance for the system conclusion.

• Journal of the Korean Chemical Society
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• v.54 no.5
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• pp.611-620
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• 2010

The purpose of this study was to explore the structure and content of chemistry teacher's explanations from the perspective of 'persuasion'. Especially, this study was to explore how the argument structure and the conceptual change constructs in chemistry teachers' explanations were established and interacted. Data were collected from chemistryI classes considering the gas unit which includes kinetic theory of gas, Graham's law, Boyle's law, and Charles' law. The classes were vediotaped and transcribed. The transcriptions were analyzed with Toulmin's argument frame and the two constructs of conceptual change model; the conceptual ecology and the status of a conception to interpret the persuasive structure and content of the teacher's explanations. As the results of this study, four explanatory discourses which show various persuasive explanations in chemistry classes. Based on this results, discussion and implications for effective teachers' explanations in chemistry classes were presented.

• Korean Journal of Clinical Pharmacy
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• v.34 no.2
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• pp.126-133
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• 2024

Background: Medication's benefits and harms require careful management. Laws mandate pharmacists to provide essential medication details since inadequate counseling may pose risks. This study explores public expectations for pharmacist-provided side effect information to enhance safety. Methods: A self-developed questionnaire was created for participant to self-report, refined through pilot surveys with experts and laypersons. Nineteen items were categorized into four sections, using closed-ended questions. Adults over 20, having obtained prescription medications within the past year, were surveyed via convenience sampling. Data analysis employed descriptive statistics and T-tests using IBM SPSS Statistics 21 and Microsoft Excel. Results: The study involved 189 participants, with a slightly higher proportion of females (59.3%) than males (40.7%), predominantly in their 20s (45.0%) and college graduates (57.1%). Health professionals represented 76.2% of respondents. Over half visited pharmacies at least 5 times yearly for prescriptions. Indirect experience with side effects was more common (30.2%) than direct experience (17.5%). Most (82.0%) showed interest in media-reported side effect events. Satisfaction with pharmacist-provided side effect explanations was low (59.7%), but importance was high (98.9%). Preferences favored combined verbal and written explanations (65.1%), with a majority desiring explanations for common but less serious side effects (82.5%). Healthcare professionals found explanations significantly more sufficient than non-professionals did. Older individuals, those living with elderly, and frequent pharmacy visitors attributed greater importance to pharmacist-provided explanations. Conclusion: Koreans view pharmacist-provided medication side effect explanations as vital but find current services lacking. Enhancements in content and delivery methods are needed in pharmacy counseling to meet public expectations.