• Phonetics and Speech Sciences
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• v.15 no.4
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• pp.45-51
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• 2023

Voice issues such as voice weakness that arise with age can have social and emotional impacts, potentially leading to feelings of isolation and depression. This study aimed to investigate the changes in acoustic characteristics resulting from aging, focusing on voice quality and spoken fluency. To this end, tasks involving sustained vowel phonation and paragraph reading were recorded for 20 elderly and 20 young participants. Voice-quality-related variables, including F0, jitter, shimmer, and Cepstral Peak Prominence (CPP) values, were analyzed along with speech-fluency-related variables, such as average syllable duration (ASD), articulation rate (AR), and speech rate (SR). The results showed that in voice quality-related measurements, F0 was higher for the elderly and voice quality was diminished, as indicated by increased jitter, shimmer, and lower CPP levels. Speech fluency analysis also demonstrated that the elderly spoke more slowly, as indicated by all ASD, AR, and SR measurements. Correlation analysis between voice quality and speech fluency showed a significant relationship between shimmer and CPP values and between ASD and SR values. This suggests that changes in spoken fluency can be identified early by measuring the variations in voice quality. This study further highlights the reciprocal relationship between voice quality and spoken fluency, emphasizing that deterioration in one can affect the other.

• Journal of Korean Elementary Science Education
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• v.43 no.1
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• pp.185-200
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• 2024

This study explored the changes in the elementary science teaching expertise of teachers who participated in an in-school professional learning community for elementary science instructional research. Six elementary school teachers from grades 4, 5, and 6 at an 18-class S elementary school in a medium-sized city in Chungcheongbuk-do conducted collaborative instructional research on elementary science lessons as part of an in-school professional learning community, which was held 26 times over 7 months in 2020. During the professional learning community, video and audio recordings of the activities, research lessons, course materials, and professional learning community reflection activities were collected for analysis. The collected data were analyzed using qualitative research methods; data processing, reading, note-taking, description, classification, interpretation, reporting, and visualization; and the instructional professionalism elements were extracted based on the instructional professionalism framework. In the early professional learning community activity stages, the participating teachers first discussed their teaching perspectives, their experiences, and their goals for teaching science, which resulted in a selection of research questions. The teachers then collaboratively designed and implemented research lessons for each grade level, after which lesson reflections were conducted. The teachers' abilities to engage in qualitative reflection on the research questions improved after each reflection iteration. It was found that this professional learning community collaborative lesson study experience positively contributed to teaching expertise development. Based on the study findings, the implications for using professional learning communities to improve elementary teachers' science teaching expertise are given.

• Journal of The Korean Association For Science Education
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• v.26 no.6
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• pp.691-702
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• 2006

The purposes of the study are to portray Korean beginning secondary science teachers' ways of arranging science content, sense-making strategy, and factors contributing to the tensions between teachers' intentions and actual practice. Six beginning secondary science teachers participated in this study. Science classes taught by the participating teachers were observed and videotaped. Semi-structured interviews were conducted for science teachers participated in this study after science classes were observed. Instructional materials were also collected for each science class. Video- and audio-taped data were transcribed and analyzed using conceptual framework developed by the Michigan State University. The findings of this study produce the following conclusions: (1) beginning teachers' science classes are arranged in ways compatible to traditional school science, (2) frequently used sense-making strategies are procedural display and narrative reasoning, (3) tensions between beginning teachers' intentions and practice arise from two factors such as assessment and differences in educational views with peer teachers, and (4) learning experiences, lack of perceptions and preparations on reform science teaching, and the absence of systematic program for professional development programs for beginning science teachers are major obstacles to reform science teaching for beginning teachers.

• Journal of The Korean Association For Science Education
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• v.29 no.5
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• pp.564-579
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• 2009

The purpose of this study was to examine the change in the classes of the beginning science teachers through a cooperative mentoring program that induces the practice of reflective thinking. Participants in this study included three mentor-teachers, two teachers in doctorate or masters courses, one university professor, and three mentee-teachers who had less than four years of teaching experience. We collected data such as video recordings of mentee-teachers' classes and transcription, lesson plans, recording of one-on-one mentoring and transcription, mentor's and mentee's journals, and RTOP class observation reports. RTOP was used for the class analysis, and the cognition and changes in mentee-teachers' classes were determined from their journal entries and one-on-one mentoring interview materials. According to mentee-teachers' recognition of changes in their classes during the mentoring program, they themselves recognized their teacher-centered teaching styles, misconception, and lack of content knowledge. Furthermore, there were changes in the mentee-teachers' classes through their reflective practice and improvement. Based on the result of this study, however, the teachers' reflection was not all accompanied with reflective practice even if the beginner science teachers made some partial changes in reflective practice by reflection. This means that it is hard to instill a reflective practice in mentee-teachers through mentoring in a short period. Therefore, we consider that more systematic and long-term mentoring is necessary for beginner science teachers.

• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.793-811
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• 2009

The purpose of this study is to understand how a teacher's teaching can be changed while he or she teaches the same contents in different classes. The qualitative research method was used in this study. Data were collected from classroom observations, several in-depth interviews, and stimulated-recall interviews after each class. All the data were transcribed and analyzed interpretively, and then, the results of the analysis were checked by each participating teacher. The results are as follows: First, changes appeared in each class in terms of the teaching items, tools, sequence, and time, even though the same teacher taught the same contents. It showed that the teacher's teaching practice changed immediately and intuitively in class. Second, teachers tried to implement "exploratory teaching" or "move-testing teaching" to address the emerging problems during their teaching. They then reflected on and modified their own teaching. This type of change, which happened during the teaching practice, can be an example of "Reflection-in-practice." Thus, the results of this study can provide helpful insights into how teachers might adapt and reflect in their teaching. It suggests that teachers need to recognize their subconscious teaching changes and learn "Reflection-in-practice."

• Journal of The Korean Association For Science Education
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• v.27 no.9
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• pp.854-869
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• 2007

In this study, we investigated secondary science teachers' internalization of constructivistic science teaching who participated in a collaborative program between teachers and researchers designed by researchers according to constructivist views. The program consisted of lecture, workshop, and small group activities. New trends in science education and framework for science teaching were introduced during lectures, and understanding about the framework were deepened by analyzing school science classes recorded during workshops. In small group activities, participating teachers and researchers cooperated to design science lesson plans using science teaching frameworks. Five secondary science teachers participated in collaborative workshops. Collaborative programs were video-taped. Semi-structured interviews were conducted before and after workshops. All data recorded were transcribed and analyzed. In the process of internalization, participating teachers attended on different parts. Various and discernable factors such as there own background, beliefs, values, and school context produced tensions with or facilitated internalization of constructivistic science teaching. Teaching experiences and student understanding affected teachers' lesson planning activities. Teachers also showed different understandings on inquiry, application, and model from the framework, and they interpret those concepts in the framework based on their prior understanding. They perceived that too much content should be dealt within relatively limited time. Therefore, they tended to separate science class into two parts when developing science lessons: explaining science content by lecture and science laboratory as a constructivistic activity. The results of the study provide meaningful implications to the constructivist teacher education and professional development.

• Journal of The Korean Association For Science Education
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• v.29 no.4
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• pp.373-387
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• 2009

The purpose of the study was to investigate the roles of parents in science learning at the Everyday Science Classroom (ESC). Discourses of 20 parent-child dyads were analyzed to identify the roles of the parents and their significance. Data were also gathered through questionnaires that were made to survey the perception of parents and students of the Everyday Science Classroom (ESC) in Gwanak-gu. The results showed that parents played the role of Guide as well as Learner. Parents as the Guide showed roles of Process guide, Cognitive facilitator, Participation inducer, and Authoritative manager. Parents helped their children to accomplish the experiment successfully (34.5%) and offered cognitive scaffolds (21.3%) and affective scaffolds (8.7%) for children to reach a level of understanding that they could not reach by themselves. However, parents who helped their own children without considering their needs repressed children's autonomous learning (1.6%). The roles of parents as the Learner were categorized into Active learner (16.1%), Collaborative fellow learner (15.1%), and Authoritative leading learner (2.7%). The multiple roles of parents can influence the children's understanding of science in both positive and negative ways. This study can provide basic information on the roles of parents and their interaction with their children. Reflection on positive aspects of parent participation in program development will promote the understanding of science in both parents and children.

• Journal of The Korean Association For Science Education
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• v.29 no.4
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• pp.359-372
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• 2009

The purpose of this study was to develop the FPHER (problem finding, prediction & discussion, hands-on & experiment, explanation & arrangement, enrichment) instructional model emphasizing the social interactions, and as applied, characteristics of verbal interactions were examined overall and with each step. For this study, this model was applied to the students in 10th grade chemistry classes in a science high school, and their group verbal interactions were recorded and analyzed. The results of this study show that most verbal interactions were classified as on-task interactions in the FPHER instructional model, where suggestions were predominant to the acceptance of opinions. There were a few interactions in the F step, and there were many suggestions relating to the solutions and lacking in confidence in the P step. There were many suggestions relating to the process and orders in the H step. Also, there were many questions, some explanation and dissatisfaction, as well as a lack of confidence in the E step. There were many high-level interactions in the R step, and mainly interactions with worksheets showing high-level problem-solving abilities. More in-depth research is needed to develop the teaching strategies that can activate student-to-student interaction and student-teacher interaction with regard to instructions, enhancing thought as counter-argument, justification or sophistication, based on the instructional model in this study.

• Journal of The Korean Association For Science Education
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• v.28 no.8
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• pp.901-921
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• 2008

The purpose of this study was to investigate elementary teachers' views on the barriers in implementing inquiry-based instruction in science education. For this, semi-structured in-depth interviews were performed with 22 elementary school teachers who have served for more than five years in the Gyeonggi province. The interview questions were developed through triangulation of Seidman's phase to achieve reliability in the interview data, then interview questions were modified and completed through an analytic induction method in pre-interviews. In-depth interviews were performed individually and all the interviews were recorded. The data of teachers' views on the barriers were categorized and analyzed into external and internal factors of teachers. The study found that the external factors referred by teachers included the following; the lack of a unit time, lack of materials and equipments, too many students in a class, problems in science curriculum management, difficulty in the assessment of students' inquiry activities, the students' learning, lack of opportunities for teaching inquiry activities, harmfulness of accidents, and so on. Internal factors included the following; lack of preparation for inquiry activities, lack of self-confidence, lack of patience, and so on. The various barriers presented and their causes were analyzed in detail, and possible efforts in activating inquiry activities in elementary science education were suggested.

• The Journal of the Acoustical Society of Korea
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• v.28 no.3
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• pp.229-238
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• 2009

This paper describes a sound engine of Korean traditional instruments, which are the Gayageum and Taepyeongso, by using a TMS320F2812. The Gayageum and Taepyeongso models based on commuted waveguide synthesis (CWS) are required to synthesize each sound. There is an instrument selection button to choose one of instruments in the proposed sound engine, and thus a corresponding sound is produced by the relative model at every certain time. Every synthesized sound sample is transmitted to a DAC (TLV5638) using SPI communication, and it is played through a speaker via an audio interface. The length of the delay line determines a fundamental frequency of a desired sound. In order to determine the length of the delay line, it is needed that the time for synthesizing a sound sample should be checked by using a GPIO. It takes $28.6{\mu}s$ for the Gayageum and $21{\mu}s$ for the Taepyeongso, respectively. It happens that each sound sample is synthesized and transferred to the DAC in an interrupt service routine (ISR) of the proposed sound engine. A timer of the TMS320F2812 has four events for generating interrupts. In this paper, the interrupt is happened by using the period matching event of it, and the ISR is called whenever the interrupt happens, $60{\mu}s$. Compared to original sounds with their spectra, the results are good enough to represent timbres of instruments except 'Mu, Hwang, Tae, Joong' of the Taepyeongso. Moreover, only one sound is produced when playing the Taepyeongso and it takes $21{\mu}s$ for the real-time playing. In the case of the Gayageum, players usually use their two fingers (thumb and middle finger or thumb and index finger), so it takes $57.2{\mu}s$ for the real-time playing.