• Journal of the Korean Chemical Society
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• v.54 no.1
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• pp.150-157
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• 2010

In this study, we investigated the differences of mapping understanding and the types of mapping errors by the levels of students' cognitive/affective variables and the relationships between mapping understanding and these variables in learning 'concentration and reaction rate' with analogy. After administering the tests regarding logical thinking ability, visual imagery ability, analogical reasoning ability, self efficacy, and need for cognition as pretests, students learned with analogy. Then, students' familiarity and mapping understanding were examined. Analyses of the results revealed that the scores of the mapping understanding for the students with higher levels of all cognitive/affective variables except visual imagery ability and familiarity were significantly higher than those for the students with lower levels. The differences in the types of the mapping errors such as overmapping, failure to map, impossible mapping, artificial mapping, mismapping, rash mapping, and retention of a base feature were also found by the levels of students' cognitive and affective variables. The scores of students' mapping understanding were positively correlated with those of all cognitive and affective variables. The results of multiple regression analysis indicated that students' science achievement, logical thinking ability, and familiarity were significant predictors of mapping understanding. Educational implications of these findings are discussed.

• Journal of Educational Research in Mathematics
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• v.27 no.1
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• pp.23-49
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• 2017

This study examined two current learning models for covariational reasoning(Carlson et al.(2002), Thompson, & Carlson(2017)), applied the models to teaching two $9^{th}$ grade students, and analyzed the results according to the types of graphs(a quantitative graph or qualitative graph). Results showed that the model of Thompson and Carlson(2017) was more useful than that of Carlson et al.(2002) in figuring out the students' levels in their quantitative graphing activities. Applying Carlson et al.(2002)'s model made it possible to classify levels of the students in their qualitative graphs. The results of this study suggest that not only quantitative understanding but also qualitative understanding is important in investigating students' covariational reasoning levels. The model of Thompson and Carlson(2017) reveals more various aspects in exploring students' levels of quantitative understanding, and the model of Carlson et al.(2002) revealing more of qualitative understanding.

• Research in Mathematical Education
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• v.12 no.1
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• pp.49-66
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• 2008

In this paper we present a cognitive developmental analysis of the arithmetic mean concept. This analysis leads us to a hierarchical classification at different levels of understanding of the responses of 227 students to a questionnaire which combines open-ended and multiple-choice questions. The SOLO theoretical framework is used for this analysis and we find five levels of students' responses. These responses confirm different types of difficulties encountered by students regarding their conceptualization of the arithmetic mean. Also we have observed that there are no significant differences between secondary school and university students' responses.

• Korean Journal of Child Studies
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• v.19 no.2
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• pp.133-146
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• 1998

This study was designed to assess the developmental sequence of children's understanding of social interaction and to test the effects of support conditions and behavioral domains on the understanding of social interaction. The subjects were one hundred 4- to 8-year-old children. The method was a doll play situation, composed of three different support conditions. Scalogram analysis was used to test the developmental sequence, and ANOVA and paired t-test were used to test the significance of differences in stages. The results of this study evidenced a sequential pattern in the 4- to 8-year-old children's understanding of social interaction. There were also significant differences between stages in the understanding of social interaction according to support conditions and behavioral domains. Higher levels of support produced higher stages of understanding and the understanding of positive social interactions were higher than those of negative social interactions at ages 4 and 5.

• Journal of Educational Research in Mathematics
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• v.18 no.1
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• pp.123-135
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• 2008

This study analysed the schemata which are requisite to understand and prove examples of mathematical induction, and examined students' construction of the schemata. We verified that the construction of implication-valued function schema and modus ponens schema needs function schema and proposition-valued function schema, and needs synthetic coordination for successive mathematical induction schema. Given this background, we establish $1{\sim}4$ levels for students' understanding of the mathematical induction. Further, we analysed cognitive difficulties of students who studying mathematical induction in connection with these understanding levels.

• Research in Mathematical Education
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• v.14 no.2
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• pp.143-172
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• 2010

In this paper, we present an analysis of how students understand some statistical terms, mainly from inferential statistics, which are taught at the high school level. We focus our analysis on those terms that present more difficulties and are persistent in spite of having been studied until the college level. This analysis leads us to a hierarchical classification of responses at different levels of understanding using the SOLO theoretical framework.

• The Research Journal of the Costume Culture
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• v.12 no.4
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• pp.547-565
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• 2004

The purpose of this study was to evaluate the level of SCM activities and the logistics performance by SCM of the three company types in fashion industry· fabric suppliers, apparel manufacturers, and retailers. The level of SCM activities was estimated through the examination of seven factors: commitment and leadership of a top management, flexibility of management, understanding of demand characteristics, integrated management organization, information system, cooperative partnership and communication and exchange of opinion. The logistics performance was measured by improvement in customer service(on time delivery ratio of products, returning rate, treat ratio for A/S, order fill rate, substitute providing capability for being out of stock) and delivery cost reduction. Through questionnaire survey, a total of 214 data for 108 companies of three company types were collected: 46 for 40 fabric suppliers, 123 for 64 apparel manufacturers and 45 for 4 retailers. The analysis of SCM activity levels showed that fabric suppliers had higher degrees in the factor of understanding of demand characteristics, and apparel manufacturers had higher degrees in the factor of information systems. For retailers, the factor of communication and exchange of opinion represented higher degrees. The study on relationship between the SCM activity levels and logistics performance showed that the SCM activity factor of understanding of demand characteristics greatly improved a substitute providing capability for being out of stock in fabric suppliers, and information system improved a substitute providing capability for being out of stock, on time delivery ratio of products and order fill rate in apparel manufacturers. In retailers, the SCM activity factor of understanding of demand characteristics decreased returning rate highly and improved on time delivery ratio of products. The study results showed that SCM activities in fashion industry brought more improvement in customer service levels rather than in delivery cost reduction.

• Journal of Educational Research in Mathematics
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• v.12 no.4
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• pp.557-579
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• 2002

The purpose of this study is to find out the problems which are caused when the limit concept of sequences is learned through an intuitive definition and to suggest a way of solving those problems. Students in Korea study the limit concept of sequences through an intuitive definition. They fail to apply the intuitive definition properly to the problems and they are apt to have misconception even though the Intuitive definition is applied properly. To solve these problems, this study examined the develop- mental process of the limit concept of sequences from the Intuitive definition to the formal definition, and looked into the way of students' internalization of the process through a field study. In this study, the levels of the limit concept of sequences possessed by the students at ZPD are as follows; level 0 : Students understand the limit concept of sequences through the intuitive definition. level 1 : Students understand the limit concept of sequences as 'The difference between $\alpha$$_{n}$ and $\alpha$ approaches 0' rather than 'The sequence approaches $\alpha$ infinitely.' level 2 : Students understand the limit concept of sequences through the formal definition. The levels of students' limit concept development were analysed by those criteria. Almost of the students who studied the limit concept of sequences through the intuitive defition stayed at level 0, whereas almost of the students who studied through the formal definition stayed at level 1. Through the study, I found that it was difficult for the students to develop the higher level of understanding for themselves but the teachers and peers could help the students to progress to the higher level. Students' learning ability was one of major factors that make the students progress to the higher level of understanding as the concept was developed hierarchically from Level 0 to Level 2. If you want to see your students get to the higher level of understanding in the limit concept, you need to facilitate them to fully develop understanding in lower levels through enough experiences so that they can be promoted to the highest level.

• BMB Reports
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• v.36 no.3
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• pp.312-318
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• 2003

The purpose of this study was to investigate the effects of altering relative intakes of fat and carbohydrates on serum lipid profiles, hepatic acyl-CoA synthetase (ACS), carnitine palmitoyltransferase-I (CPT-I), and the acetyl-CoA carboxlyase (ACC) mRNA level in Sprague-Dawley rats. For four weeks the rats were fed either an AIN-76 diet or one of its modified diets that were supplemented with 20% beef tallow (high-fat diet, HF) and 66.3% sucrose (highsucrose diet, HS). The HS group had significantly higher serum triglyceride and total cholesterol concentrations when compared with the other groups. Serum LDL-cholesterol concentrations in the HS and HF groups were significantly higher when compared to the normal diet (ND) group. Serum HDL-cholesterol levels of the ND and HS groups were significantly higher than those of the HF group. The hepatic total lipid level of the HF group was significantly higher than those of other groups; triglyceride levels of the HS and HF groups were significantly higher than those of the ND group. Hepatic ACS mRNA levels of the HF group were significantly higher than those of the ND group. Hepatic CPT-I mRNA levels were higher in the HF group than other groups. Also, ACC mRNA levels in the liver increased in the HF group. In conclusion, changes in the composition of dietary fat and carbohydrates could affect the hepatic ACS, CPT-I, and ACC mRNA levels. These results facilitate our understanding of the coordinated regulation of the ACS, CPT-I, and ACC mRNA levels and will serve to enhance our understanding of the molecular mechanisms that underlie the regulation of fatty acid metabolism.

• Journal of the East Asian Society of Dietary Life
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• v.18 no.2
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• pp.165-171
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• 2008

The purpose of this study was to measure tourists' preference for alternative restaurants with different combinations of attribute levels: grown area logo, origin description, traditional food, fusion food, national food, and price. A total of 210 questionnaires were completed. A conjoint experimental method was used to develop hypothetical restaurants, and an ordinal probit model was used to measure the effects of the attribute levels on tourists' preference. The ordinal probit model analysis results for the data indicated an excellent model fit. The effects of the attribute levels on tourists' preferences were statistically significant. As expected, estimates of the marginal willingness to pay were statistically significant Moreover, the tourists were more willing to pay for grown area logo as compared to the other attribute levels. The tourists also considered the grown area logo as a very important attribute. Withe regard to developing and testing conjoint models in the design of choice experiments involving multifactor alternatives, this study may approach a deeper understanding of the conjoint experiment. Greater understanding of the conjoint experiment can improve the managerial diagnoses of the problems as well as the opportunities for different marketing strategies including local branding programs and menu development and marketing communications.