• Journal of Gifted/Talented Education
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• v.24 no.1
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• pp.149-164
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• 2014

The purpose of this study was to compare scientific communication skills between the gifted students and the general students. Subjects were 60 gifted students of the Institute for The Gifted Education and 69 general elementary school students. Scientific communication skills were classified into two types - scientific explanation and opinion, and four forms - letter, number, table, and figure. The results of this study were as follows: Gifted students' Scientific Communication Skills is better than ordinary students'. Detailed findings are following. Independent sample t-test performed on type and form of Scientific Communication Skills used by students showed significant difference between two groups. This result gave important information about tendency of each group.

• Journal of The Korean Association For Science Education
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• v.34 no.7
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• pp.647-655
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• 2014

The purpose of this study is to acquire teaching insights for improving scientific literacy by analyzing the effects of scientific communication skills, science process skills, and logical thinking skills of elementary school students on academic achievement level. The participants are 64, sixth grade elementary school students. Survey materials include the results of Scientific Communication Skill Test (SCST), Test of Science Process Skills (TSPS), Group Assessment of Logical Thinking (GALT), multiple choice test & short answer test, descriptive answer test on science, and academic achievement level test on all subjects. Based on these data, the study analyzed the relationships of science process skills, logical thinking skills, and scientific communication skills, and each category's effect on academic achievement level. Furthermore, under the assumption that scientific communication skills are affected by science process skills and logical thinking skills and directly influence the academic level, the research discovered three types of correlations as a structural model. The results show that there are considerable correlations in scientific communication skills, science process skills, and logical thinking skills. Also, these three abilities have meaningful correlations with learner's writing and descriptive question level on science curriculum and overall academic achievement level; the level of correlation differ a bit by subcategory factors. In conclusion, setting the model, science process skills and logical thinking skills influence scientific communication skill, and the skill directly influences the learner's academic level. Further analysis of the results show that scientific communication skill influences the academic achievement level of all subjects the most.

• Journal of the Korean earth science society
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• v.41 no.3
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• pp.307-319
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• 2020

The purpose of this study was to determine whether there are differences in the verbal interactions of earth science gifted depending on their communications structures and group status in small group activities. To this end, a small group activity was conducted to measure the density of the earth, and 8 small groups were selected, including 4 co-ownership type and 4 monopolistics type groups with different communication structures. And then, the framework was developed for analyzing verbal interactions to compare the differences in characteristics between small groups. The results are as follows. First, regardless of the communication structures, there were showing a simple pingpong-type communication structures for all small groups. Second, negative interactions such as 'restraint', 'command', 'complaint', and 'lack of confidence' predominantly appeared in all small groups. Third, the students in the status of out-lookers in small groups were mainly verbal interactions, such as instructing the other person, acting against the other person's actions, and expressing dissatisfaction with the attitudes and abilities of members. Therefore, teachers should guide students to use higher-level verbal interactions in their group activities in small group activities, and engage in students communication to prevent negative interactions from occurring. The teachers also need to check the level of achievement for students in the status of out-lookers in advance and guide them to participate more actively in small group activities. This study is meaningful in that it can be sued to design teaching and learning to improve students' problem solving and communication skills.

• Journal of the Korean Chemical Society
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• v.63 no.3
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• pp.196-208
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• 2019

This study analyzed achievement standards in the 2015 revised Science Education Standards as well as activities and assessment items in grade 7 science textbooks using science core competencies and subcomponents. Scientific participation and lifelong learning capacity was not involved in the achievement standards. Logical thinking of scientific thinking capacity, planning and carrying out investigation, analyzing and interpreting data, developing and using models, and constructing explanation of scientific inquiry capacity, collecting and selecting information of scientific problem solving capacity, and using various communication methods of scientific communication capacity were involved in the achievement standards. All five scientific core competencies including all subcomponents except rational decision making of scientific problem solving capacity and understanding and coordinating diverse thoughts of scientific communication capacity were involved in activities of science textbooks. All five scientific core competencies were involved in assessment items of science textbooks. Logical thinking and creative thinking of scientific thinking capacity, planning and carrying out investigation and constructing explanation of scientific inquiry capacity, identifying problems, collecting and selecting information, suggesting solutions, and performing of scientific problem solving capacity, using various communication methods, arguing based on evidence of scientific communication capacity, and being interested in science technology and society issues of scientific participation and lifelong learning capacity.

• Journal of Science Education
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• v.42 no.1
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• pp.12-26
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• 2018

This study examined the effects of SSI argumentation program on the preservice biology teachers' decision-making types and communication ability. The SSI argumentation program was developed based on 'Social Decision-Making & Problem-Solving strategy' and Toulmin's argumentation pattern. The preservice teachers had opportunities of SSI argumentation through small group discussions. They were asked to identify the issues regarding SSI, think of solutions, and make a decision along with claims, warrants, data, and rebuttals. The preservice biology teachers experienced four SSI topics of abortion, euthanasia, gene manipulation, artificial intelligence. The results indicated that the preservice biology teachers significantly improved the communication ability after the intervention, but they did not change their types of decision-making. In addition, after the intervention, the Pearson correlation results indicated that 'the logical type' of decision-making significantly relates to the communication ability(p<.01). The preservice biology teachers mentioned that they improved their ability of considering warrants, data, background information, context, and rebuttals. Further, the preserivce biology teachers mentioned that they became take an interest in socioscientific issues and improved their ability of accepting criticism from others as well as caring about others when they argue each other. This study implicated that the SSI argumentation program has effects on improving personality education in school science.

• KIISE Transactions on Computing Practices
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• v.21 no.5
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• pp.365-372
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• 2015

Augmentative and Alternative Communication(AAC) is the widespread supporting plan to solve the communication problem of the people with communication disorder. AAC means various types of non-verbal communication methods that are used to augment or substitute the communications of using speech. With the increasing number of potential Korean AAC users, the demands for AAC are also increasing. In spite of the increasing demands, AAC is not being actively and practically used. In this paper, we implemented a web-based AAC board making system, where the board-makers (special educators and speech therapists) can create and share the customized boards to help the board-users (people with communication disorder). The web-based AAC board making system contributes to the application of AAC in many societies, such as hospitals, schools, companies, or anywhere the AAC intervention is needed.

• Journal of the Korean Applied Science and Technology
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• v.40 no.5
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• pp.1022-1032
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• 2023

The purpose of this study was to identify the relationship between communication, leadership, and ethical nursing competency for nursing students and to identify factors that affect the ethical nursing competency of nursing students. The subjects who participated in this study were 328 people, and data were collected using questionnaires after obtaining research consent. The collected data was statistically analyzed using the SPSS/WIN 28.0 program. As a result of this study, ethical nursing competency and communication (r=.67, p<.001) and leadership (r=.56, p<.001) showed a significant positive correlation. The factors that affect the ethical nursing competency of nursing students are communication (𝛽=.52, p<.001) and leadership (𝛽=.23, p<.001) has been identified. The regression model of this study was significant (F=155.74, p<.001). The explanatory power of the model was 48%. Therefore, it should include improving communication skills and leadership when developing a program to inhance the ethical nursing competency of nursing students.

• 한국체육학회지인문사회과학편
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• v.58 no.3
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• pp.67-78
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• 2019

The purpose of this study was to examine the mediating effects of adaptive-maladaptive cognitive emotion regulation strategies in relationship between communication competence and problem-solving capacity. Subjects were 189 male collegiate athletes. The results were as follows: Their communication competence had a positive influence on their problem-solving capacity, and their adaptive emotion regulation strategies had a partial mediating effect on the relationship between communication competence and problem-solving capacity. But the maladaptive emotion regulation strategy did not have a statistically significant relationship with communication competence or problem-solving capacity. This result suggests that the communication competence and customized adaptive emotion regulation strategies are necessary to improve the problem-solving capacity of collegiate athletes.

• Journal of the Korean Applied Science and Technology
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• v.38 no.4
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• pp.1129-1142
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• 2021

This study was conducted to identify the impact factors of SBAR reporting education applied during clinical practice of nursing students on communication clarity, communication satisfaction, reporting confidence, and communication competency. Data collection period was from December 1st, 2019 to December 20th, 2019 and two nursing universities extracted conveniently for third graders who completed clinical practice for more than six weeks. The number of eligible applicants is 103 who received SBAR reporting and training and 113 who did not receive training. Data were analyzed by t-tests, one-way ANOVA, Pearson's correlation coefficient analysis using the SPSS 21.0 program. Positive correlation were between communication clarity and communication competency(r=.52, p<.001), and between reporting confidence and communication satisfaction(r=.53, p<.001), communication competency and reporting confidence(r=.46, p<.001). communication competency was a significant influence factor with communication clarity(𝛽=.28, p<.001), communication satisfaction(𝛽=.43, p<.001), and reporting confidence(𝛽=.15, p=.009) 49.0% explanatory power. In conclusion, it is necessary for nursing students to develop educational systems and teaching methods to strengthen the reporting system by identifying practical skills during clinical practice.

• Journal of the Korean earth science society
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• v.29 no.2
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• pp.189-203
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• 2008

Microcomputer Based Laboratory (MBL), by offering accurate and effective data collection and real-time graphs, enables students to reduce experiment time and, thereby, have deeper discussions concerning experimental results. This helps to emphasis the essential aspect of scientific inquiry; the process communication. Therefore, this study examined secondary school earth science MBL lessons with regards to the five basic aspects of scientific inquiry: "Asking", "Evidencing", "Explaining", "Evaluating" and "Communicating". It then investigated the level of argumentative communication between the students and teachers and also among the students themselves. For this study, three classroom activities were observed and videotaped, and teaching materials, textbooks and students' notes were collected. The transcribed data were analyzed from the perspective of scientific inquiry level and argument frames. The results showed that the scientific inquiry levels of the three classes were similar, except for the "Communicating" aspect, which appeared in only one episode. "Asking" was carried out by the teacher and then students were directed to collect certain data in the "Evidencing" stage. Furthermore, students were given possible ways to use evidence to formulate explanations and connections through the "Explaining" and "Evaluating" stages. In the argumentation analysis, most argumentative communication was identified as being associated with a given procedure, rather than with any scientific phenomena. In only one episode, did "Communicating" relate directly to any scientific phenomena. It can be concluded, that although MEL places emphasis on communication for authentic scientific inquiry, the environment required for such inquiry and argumentative communication can not be easily created in the classroom. Therefore, in order for authentic inquiry to take place in the MBL classroom, teachers should provide students with the opportunity to develop meaningful argumentation and scaffolding abilities.