• Korean Journal of Human Ecology
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• v.16 no.2
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• pp.227-235
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• 2007

This study investigated 4- and 5-year-olds' social knowledge and interpersonal problem solving strategies according to their sex, age, and hypothetical situation, and the relationships among them. Subjects were 116 preschoolers (73 boys and 43 girls; 68 four and 48 five-year-olds). Results showed that preschoolers had the higher scores of freindliness in potential entry situations than in support situations. Also, 4-year-old children were higher in forceful problem solving strategies than 5-year-olds. Furthermore, children's social knowledge assertiveness scores were positively related to their relevant problem solving strategies in conflict situations, while children's social knowledge friendliness scores were negatively related to their forceful problem solving strategies in conflict and potential entry situations.

• Korean Journal of Child Studies
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• v.29 no.3
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• pp.339-356
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• 2008

Participants in this study on preschool children's ability to delay gratification were 132 4- to 5 year-old children and their mothers from 6 daycare centers. Mothers completed questionnaires reporting their parenting style, their child's ability to delay gratification, and child's temperament. Children participated in the real and hypothetical settings of the delay of gratification experiment. Data was analyzed by t-test, F-test, correlation and discrimination analysis. Results were that (1) 43% of preschoolers passed the delay of gratification experiment. (2) Older children were more able to delay gratification than younger children. (3) Children's rewards choices in the real setting correlated with their rewards choices in the hypothetical situation of delay of gratification. (4) Children's ability to delay gratification was influenced by their motor intelligence.

• Journal of The Korean Association For Science Education
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• v.23 no.5
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• pp.458-469
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• 2003

Hypothesis is defined as a proposition intended as a possible explanation for an observed phenomenon. The purpose of this study was to generate a grounded theory on the process of undergraduate students' generating hypothesis-knowledge about scientific episodes. Three hypothesis-generating tasks were administered to four college students majored in science education. The present study showed that college students represented five types of intermediate knowledge in the process of hypothesis generation, such as question situation, hypothetical explicans, experienced situation, causal explicans, and final hypothetical knowledge. Furthermore, students used six types of thinking methods, such as searching knowledges, comparing a question situation and an experienced situation, borrowing explicans, combining explicans, selecting an explican, and confirming explicans. In addition, hypothesis-generating process involves inductive and deductive reasoning as well as abductive reasoning. This study also discusses the implications of these findings for teaching and evaluating in science education.

• Journal of Korean Academy of Nursing
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• v.45 no.6
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• pp.846-856
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• 2015

Purpose: The focus of this study was on symptom management to predict quality of life among individuals with heart failure. The theoretical model was constructed based on situation-specific theory of heart failure self-care and literature review. Methods: For participants, 241 outpatients at a university hospital were invited to the study from May 19 to July 30, 2014. Data were collected with structured questionnaires and analyzed using SPSSWIN and AMOS 20.0. Results: The goodness of fit index for the hypothetical model was .93, incremental fit index, .90, and comparative fit index, .90. As the outcomes satisfied the recommended level, the hypothetical model appeared to fit the data. Seven of the eight hypotheses selected for the hypothetical model were statistically significant. The predictors of symptom management, symptom management confidence and social support together explained 32% of the variance in quality of life. The 28% of variance in symptom management was explained by symptom recognition, heart failure knowledge and symptom management confidence. The 4% of variance in symptom management confidence was explained by social support. Conclusion: The hypothetical model of this study was confirmed to be adequate in explaining and predicting quality of life among patients with heart failure through symptom management. Effective strategies to improve quality of life among patients with heart failure should focus on symptom management. Symptom management can be enhanced by providing educational programs, encouraging social support and confidence, consequently improving quality of life among this population.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.617-628
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• 2016

This study aims to explore pre-service biology teachers' value orientation in terms of scientific observation and representation in plant cell microscope observation experiment. This study focuses on the pre-service teachers' value orientation in relation to objectivity. To achieve this aim, we used a hypothetical situation that pre-service teachers should teach tacit knowledge related to observation and representation during the cell observation class. We presented a hypothetical situation to fifty pre-service biology teachers and collected their answer about that hypothetical situation. These answers were categorized inductively based on constant comparative analysis. The result shows that four types of pre-service teachers' value orientation, 'presence confirmation', 'mechanical objectivity', 'students' subjectivity', and 'trained judgement', are confirmed. This result also shows that various value orientation could be reflected on teaching an experiment and tacit knowledge related to the experiment. Also, many pre-service teachers value 'mechanical objectivity' in observation and image representation. Also, pre-service teachers' value orientation and perception of objectivity in scientific practice could have an influence in teaching science, this result could give provide suggestions on science teachers' education in terms of scientific practice.

• Proceedings of KOSOMES biannual meeting
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• 2017.11a
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• pp.212-212
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• 2017

• Proceedings of the Korean Institute of Intelligent Systems Conference
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• 1993.06a
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• pp.1238-1241
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• 1993

A fuzzy mathematical model is presented that can be applied to support the inspection of organizations by an internal or external evaluation group. The model offers the opportunity to deal with the situation of common practice in which such evaluations are considered as a time series rather than single events. A hypothetical but realistic example is given to illustrate the computational procedure involved.

• The Korean Journal of Emergency Medical Services
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• v.16 no.3
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• pp.63-75
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• 2012

Purpose : This study was attempted to explore the paramedic student's experience on simulation education. Methods : Data were collected through in-depth interviews from 15 paramedic students. The study was analyzed by phenomenological method, specifically Colaizzi's method. From the protocol, significant statements were organized into formulated meanings. Results : The formulated meanings were identified 35 themes, 12 theme clusters, and 6 categories. The 6 categories include burden of demonstration, role experience as a paramedic, confidence in field treatment, sense of disjunction caused by difference from real situation, realization and learning by oneself, and sense of stability from hypothetical situation. Conclusion : This study suggested that, even though some negative perceptions were observed, simulation education will fit as a replacement for the field practice of paramedic's students given that more field-like practice environment and repetitive simulation education are present.

• Journal of Korean Society of Transportation
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• v.13 no.4
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• pp.31-45
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• 1995

In recent year, especially in the mode choice analysis, it has been perceived that the importance of individual performance data using stated preference(SP) experiments as well as revealed preference data . Since SP experiments present respondent with various hypothetical alternatives, which are produced by a combination of a number of different attribute levels, and ask them to indicate a preference, it is possible to analyze travel behavior under a situation of potential environment change such as proposed alternative mode of transportation. The basic problems, however, remains that SP are not consistent with the actual travel behaviors and the research reports for stability of mode choice model using SP data has not been sufficient. Under this background, this study is to examine the characteristics of mode choice model using the SP data by the following items. $\circled1$ Analysis of factors affecting the mode choice behavior by the variance analysis of orthogonal-arrays-table $\circled2$ The reliability of SP data by transfer intention data $\circled3$ The stability of SP responses obtained from repetitive question by the comparison of model coefficient specified by each repetitive data. $\circled4$ The stability of ranking data in mode choice model For the analysis, we assumed subway operations in the Gwang-Ju , and set up a choice-set of hypothetical options based on Experimental Design Method.

• Journal of The Korean Association For Science Education
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• v.32 no.8
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• pp.1269-1280
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• 2012

The purpose of this study is to analyze the verbal interaction during elementary students' hypothesis generation learning. For this study, 32 6th graders were selected and were assorted into heterogeneous small-groups by achievement levels. The topics of hypothesis generation learning were developed by analyzing the current elementary school curriculum. Each group's verbal interactions were audio/video taped and transcribed. After coding the protocol and having student retrospective interview, types and frequency of verbal interaction were analyzed. The frequency of verbal interaction during observation was highest and that of questioning situation identification was lowest. Regarding to the quality of verbal interactions, low level interactions were significantly frequent during observation. On the other hand, hypothetical explicans generation revealed high frequency of high level interactions. The results revealed that elementary students can make high level verbal interactions through hypothesis generation learning.