• Journal of The Korean Association For Science Education
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• v.38 no.1
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• pp.11-26
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• 2018

The purpose of this study is to investigate teachers' responsive practices in whole class discussion after small group argumentation and the underlying epistemological framing. Three teachers and 84 students participated in this study by engaging in argumentation activities about the sensory system. We recorded both their discussions in the classes and our interviews with the teachers, which were transcribed for analysis. The results of the analysis showed that the teachers' responsive practices and the epistemological framing were categorized into four types. By framing the discussion as 'reaching the correct answer through discussion,' the teacher focused on whether students' ideas corresponded to scientific concepts and transferred scientific ideas to the students. By framing the discussion as 'eliciting appropriate conceptual resources and developing them into a scientific idea through critical evaluation,' the teacher engaged in the students' discussion as another participant, and considered the small groups' arguments as resources that could develop into scientific concepts. By framing the discussion as 'sharing small groups' arguments,' the teacher responded by asking for clarification of each group's argument, considering it as a valid argument in its own way. By framing the discussion as 'reaching a consented argument through critical evaluation,' the teacher negotiated students' critical evaluation and revision of the arguments. We explored the implications and limitations of each type of responsive practice and considered that the results of this study will contribute to developing teachers' responsive teaching strategies in argumentation activities.

• Cross-Cultural Studies
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• v.49
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• pp.127-150
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• 2017

The objective of this study is to classify the conversations in Chinese textbooks into four social units (speech community, speech situation, speech event, speech act) adopted by Dell Hymes (1972), and suggest application of the results involving the conversation to the curriculum of Chinese education. Towards this end, this study assumes every conversation in the Chinese textbooks as coordination of specific speech events and acts under specific situations. This study introduces the concept of social unit adopted by Dell Hymes (1972), and elucidates their role in conversation. Thus, this study reconsiders the conversations recorded in the textbooks not from a morphological or syntactic viewpoint but from a speech perspective. Finally, this study suggests effective use of the results in the Chinese conversation classes.

• The Journal of the Korea Contents Association
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• v.18 no.2
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• pp.553-568
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• 2018

Popular music is a spce where intrinsic desires and values of young people are well exposed in its process of production and consumption. Previous discussions of Korean youth and youth culture have been proceeding mainly in the sense of their resistances to older generation. However, this is limited in that it neglects the inherent microscopic characteristics of youth culture. The purpose of this study is to investigate what the signs and discourses of youth generation make and share in popular music, and how it relates to social context through the 'Mimesis' theory. As a result, the songs of the 1990s remarkably showed the resistance to the old generation in its narrative structure and have signs which expresses repression and uniformity. On the other hand, the songs of the 2010s have many fragmented signs which has been reconstructed into individualized discourse structure. It is assumed that the songs have been able to gain a lot of empathy and popularity from the young generation by visualizing emotions and desires experienced by themselves in the social context. Through this study, it suggests to pay attention to the sensitivity, desire and creativity of young people in music in the social and cultural context of the time.

• The Journal of the Korea Contents Association
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• v.18 no.3
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• pp.265-278
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• 2018

This study aims to understand how a global corporation's storytelling-based curriculum is developed for improving English proficiency. Little research has been done from the perspectives of global corporation, and a curriculum of storytelling on Stein and Glenn (1979)'s model was implemented inside English Language Education Program of Samsung Display. 10 participants employed at the global corporation were taught by two instructors during the first semester of 2017 language learning program. The curriculum consisted of three modules: event focused, structure focused, character focused. Storytelling elements of each module were explicitly planned and taught by two instructors. All classes were audio-recorded and observed by the other researchers. It was found that there is a need for improving storytelling proficiency in the global corporation, and that storytelling skills can be teachable, learnable, and assessable.

• 한국정보교육학회:학술대회논문집
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• 2010.01a
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• pp.109-116
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• 2010

발달장애 아동의 특성상 교육활동의 효율성을 극대화하기 위하여 구체적인 자료 지원과 실제적인 학습이 가능한 현장체험학습 활동이 요구된다. 그러나 많은 장애요인 및 위험요소로 인해 장애아동의 체험학습이 이루어지기 어렵고, 이미 교실에서 학습된 지식이라 하더라도 실생활의 문제 상황에 적용하는데 어려움을 겪는다. 따라서 본 연구에서는 주어진 상황과 맥락 하에서 스스로 지식을 구성하고 적용하는 상황학습 이론을 기반으로 발달장애 아동의 기초학습 능력 및 사회성 향상을 위한 모바일 현장체험학습 지원 시스템을 설계하였다. 본 모바일 현장체험학습 지원 시스템의 특징은 다음과 같다. 첫째, 발달장애 아동의 구체적이고 실제적인 학습을 위해 현장 체험학습을 활성화 시키고 보다 효과적으로 운영 지원할 수 있다. 둘째, 상황학습 이론을 적용하여 단순한 지식의 습득 차원에서 머무르는 것이 아니라 실제적인 문제 상황에서 지식을 적용할 수 있는 능력을 키울 수 있다. 셋째, 시스템 설계시 장애인의 웹접근성 및 모바일 환경에서의 인터페이스의 특징을 고려하여 설계함으로써 장애아동이 학습 공간에 보다 쉽게 접근할 수 있다. 넷째, 학습 모듈별 반복 학습이 가능하여 발달장애 아동의 기초학습 능력 뿐 아니라 사회적 기능 향상에도 긍정적인 영향을 제공한다.

• School Mathematics
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• v.10 no.4
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• pp.515-535
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• 2008

As part of developmental research of a student-teaching practicum program, this research analyzed a mathematics preservice teacher's questioning. The practicum program is based on the model of reflective practice in a collaborative inquiry community for learning-to-teach. This paper describes how a preservice teacher's questioning pattern had changed on the program participation and explain how the change in discourse can be considered as an indicator for the pre service teacher's professional development. Suggestions for the future program development are discussed.

• Clinical Pain
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• v.20 no.1
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• pp.39-42
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• 2021

A 29-year-old woman had 1-month history of back pain radiating into lower extremities, motor weakness, and sensory abnormalities in both lower extremities. Contrast-enhanced spinal magnetic resonance imaging (MRI) revealed a homogeneously enhancing mass at the T12~L1 and several intradural enhancing nodular lesions at L2~S1. Tumor resection surgery was performed and following histological examination showed that the tumor satisfied the diagnostic criteria for atypical choroid plexus papilloma (CPP). To find primary tumor sites, contrast-enhanced brain MRI, whole spine MRI, and PET-CT were carried out and additional lesions were detected at the fourth ventricle, right cerebellum, and upper thoracic spinal cord. This is a very rare case of metastatic atypical CPP that involves brain, upper thoracic spinal cord, and cauda equina with initial manifestation of radicular symptoms without clinical signs of primary brain lesion.

• Journal of The Korean Association For Science Education
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• v.36 no.3
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• pp.471-483
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• 2016

The purpose of this study is to explore how students' epistemological framing and positional framing affect the role of wonderment questions related to the activation of conceptual resources and to investigate what contexts affect students' framings during scientific model construction. Four students were selected as focus group and they participated in collaborative scientific model construction of mechanisms relating to urination. According to the results, one student whose framings were "understanding phenomena" and "facilitator" asked wonderment questions, but the others whose framings were "classroom game" and "non-respondent" were not able to activate their conceptual resources. However, they were able to activate their conceptual resources when they shared the epistemological framing of "understanding phenomena" and shifted between the positional framings of "facilitator" and "respondent." Although they were able to activate their conceptual resources, these activated resources were not able to contribute to their model when they shifted to the framings of "classroom game" and "receiver." In contrast, when students constantly shared an "understanding phenomena" framing and dynamically shifted between the framings of "facilitator" and "respondent," they were able to activate various conceptual resources and develop their group model. The students' framings were affected by the contexts. These included: when students were confronted with cognitive difficulties and were not provided proper scaffolding; when the teacher played the role of answer provider and guided the activity with correctness; when there were several possible explanatory models that students could choose from; and when the teacher played the role of thought facilitator. This study contributes to supporting teaching and learning environments for productive scientific model construction.

• Journal of The Korean Association For Science Education
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• v.32 no.2
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• pp.372-387
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• 2012

This study aims to identify unique small group norms and their influence on the process of constructing a scientific model. We developed instructional materials for the construction of a model of blood flow in the heart and conducted research on eighth-grade students from one middle school. We randomly selected 10 small groups, and videotaped and recorded their dialogues and behaviors. The data was categorized according to the types of interaction and then analyzed to investigate the characteristics of group norms and models in one or two representative groups for each type. The results show that the types of interaction, the quality of the group models, and the group norms were different in each group. Even though one teacher guided students through the same task in the inquiry context, each group revealed different patterns of discourse and behavior, which were based on norms of cognitive responsibility, the need for justification, participation, and membership. With the exception of one group, there was little cognitive responsibility and justification for students' opinions. Ultimately, these norms influenced the model construction of small groups. A group that forms norms to encourage the active participation and justify members' opinions with cognitive responsibility was encouraged to do inferential thinking and construct a group model close to the target model. This study has instructional implications for the establishment of a classroom environment that facilitates learning through small group activities.

• Journal of the Korean School Mathematics Society
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• v.12 no.2
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• pp.309-325
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• 2009

The purpose of the study was to investigate the differences between Korean mathematics textbooks and CPMP textbooks in the view of conceptual network, structure of mathematical contents, instructional design, and teaching and learning environment to explore the implications for mathematics education in Korea. According to the results, Korean textbooks emphasized the mathematical structures and conceptual network, on the other hand, CPMP textbooks focused on making connections between mathematical concepts and corresponding real life situations as well as mathematical structures. And generalizing mathematical concepts at the symbolic level was very important objective in Korean textbooks, but in the CPMP textbooks, investigating mathematical ideas and solving problems in diverse contexts including real- life situations were considered very important. Teachers using Korean textbooks preferred an explanatory teaching method with the use of concrete manipulatives and student worksheet, however, teachers using CPMP textbooks emphasized collaborative group activities to communicate mathematical ideas and encouraged students to use graphing calculators when they explore mathematical concepts and solve problems.