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121.
Using the issue of genetically modified foods, this study examines how the Internet may affect the spiral of silence phenomenon in South Korea. More specifically, we explore whether the Internet has created a social environment, where people can exchange opinions more freely without being fearful of social isolation. Analyzing data from an online survey, we first examine whether the Internet can play a role as a source of information, from which people assess the climates of public opinion. Also examined is whether the opinions of netizens can comprise another form of opinion climate, exerting pressure on one's willingness to speak out. Finally, we explore whether expressing an opinion on the Internet is subject to the pressure of opinion climates. Findings suggest that the Internet may play an important role in shaping people's perceptions of opinion climates. Perceived opinion congruence with other people were significantly associated with one's willingness to participate in an online forum, indicating that expressing an opinion on the Internet may be subject to the spiral of silence effect. We conclude that the Internet in South Korea may not have helped to diminish the social pressure that keeps citizens from expressing a minority view. 相似文献
122.
Philip W. Scruggs Jonathan D. Mungen Yoonsin Oh 《Measurement in physical education and exercise science》2013,17(2):104-115
The primary objective of this research was to quantify the recommended minimum level (i.e., 50% of the class time) of moderate to vigorous physical activity within high school physical education via pedometry steps/min. A secondary objective was to explore the influence of lesson duration (i.e., traditional vs. block schedules) on quantifying moderate to vigorous physical activity via steps/min. Data (N = 218) were collected from 27 physical education classes taught by 10 certified physical educators in 6 schools. Physical activity measures were steps/min, percent of time engaged in moderate to vigorous physical activity (%MVPA), and time engaged in moderate to vigorous physical activity (MVPAtime, min.). Steps/min and %MVPA were strongly associated for all data and traditional and block schedules (r ≥ .94, p ≤ .01). Diagnostic statistics suggest that steps/min accurately discriminates between achievement and non-achievement of the 50% moderate to vigorous physical activity criterion. A steps/min interval of 82 to 83 was the most accurate indicator of the 50% criterion for all data. Steps/min and MVPAtime were strongly associated for traditional and block schedules independently (r ≥ .93, p ≤ .01) but not for all data combined (r ≥ .64, p ≤ .01). In conclusion, steps/min accurately quantifies the 50% moderate to vigorous physical activity criterion in high school physical education, and it is recommended as a physical education physical activity surveillance measure. 相似文献
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124.
Why school-based narrative inquiry in physical education research? An international perspective 总被引：1，自引：0，他引：1
While conducting a comparative research study in secondary Physical Education in South Korea and the United States, the question arose as to why the narrative inquiry research method we employed was chosen to study the experiences of teachers teaching the particular subject area to youth enrolled in four secondary schools (middle and high) in South Korea and the United States. This article takes up the query by probing the roots of school-based narrative inquiry and the tight connections between our specific research method and the teacher-as-curriculum-maker image of teaching. Six qualities of narrative inquiry are elaborated through the use of narrative fragments excerpted from our Korea Research Foundation-sponsored study. These characteristics include: (1) justification for inquiry, (2) research in the midst, (3) research on the boundaries, (4) knowing through relationship, and (5) narrative truth, and (6) following where the story leads. Finally, the article returns to the intimate relationship between our chosen version of narrative inquiry and the teacher-as-curriculum-maker image and the kinds of contributions that the union of these robust orientations can make to the study of Physical Education in classroom settings. 相似文献
125.
The study contributes to the work values literature as well as to the knowledge base of meaning of working in Asian economies.
It represents the results of an empirical study of Korean mid-level employees in diverse industries, investigating the effects
of different understandings of work and non-work dimensions on job satisfaction, career satisfaction, and organizational commitment.
With a sample size of some 420 responses from 16 different companies, age differences were found for overall meaning of work
and also for the effects of importance of working for global organizational commitment. Non-work related dimensions appeared
unrelated to work-related outcome variables. We conclude that to a limited degree, age related differentiation exist in relation
to work meanings and separation of work and non-work domains for work-related effects. The implications for theory and practice
of this research are also discussed. 相似文献
126.
Background: Kuhn’s model of science has been widely influential, but in this paper, it is argued that it is more appropriate to consider constructivist learning within science education as a research program in the sense used by Lakatos.
Purpose/Hypothesis: This study offers teaching strategies and their corresponding instructional sequences based on Lakatosian Methodology, and examines the effects of a Lakatosian Conflict Map using pre-service elementary teachers’ conceptual understandings of the causes of seasons.
Design/Method: The Lakatosian Conflict Map was applied to concepts of seasonal change held by pre-service elementary teachers.
Results: Most pre-service elementary teachers consistently protect their hard-core beliefs about seasonal change by offering auxiliary hypotheses related to earth’s elliptical orbit and the tilt of its rotational axis in response to activities designed to promote conceptual change around knowledge related to the cause of the seasons. Specifically, the critical event rather than the discrepant event in the Lakatosian Conflict Map was conducted in a Lakatosian conflict group and these students were allowed to explicitly express their representations about the phenomena derived from these events. The result of this study is that instruction using the new Lakatosian Conflict Map produced more favorable outcomes in terms of conceptual change than traditional instruction.
Conclusions: This research concludes that the Lakatosian Conflict Map can help science teachers and students resolve the conflicts between students’ existing ideas and target scientific concepts. 相似文献
127.
Third-year College Retention and Transfer: Effects of Academic Performance, Motivation, and Social Connectedness 总被引：1，自引：0，他引：1
Jeff Allen Steven B. Robbins Alex Casillas In-Sue Oh 《Research in higher education》2008,49(7):647-664
We studied the effects of academic performance, motivation, and social connectedness on third-year retention, transfer, and
dropout behavior. To accommodate the three outcome categories and nesting of data within institutions, we fit a hierarchical
multinomial logistic regression path model with first-year academic performance as a mediating effect. Our sample included
6,872 students representing 23 four-year universities and colleges. This work expands the current state of persistence research
by (1) considering the effects of motivation and social connectedness on college persistence beyond the first year of college,
(2) testing whether the effects of motivation and social connectedness on third-year retention and transfer are direct, indirect,
or both, and (3) testing whether the effects of academic performance, motivation, and social connectedness are different for
retention and transfer. We found that academic performance has large effects on likelihood of retention and transfer; academic
self-discipline, pre-college academic performance, and pre-college educational development have indirect effects on retention
and transfer; and college commitment and social connectedness have direct effects on retention. Academic self-discipline led
to greater first-year academic performance, which suppressed its effect on retention and transfer. Practical and theoretical
implications of these findings and directions for future research are discussed.
A previous version of this paper was presented at the 2nd Annual National Symposium on Student Retention, Albuquerque, New
Mexico, October 2006. 相似文献