• Communications of Mathematical Education
• /
• v.36 no.4
• /
• pp.487-509
• /
• 2022

The purpose of this study is to analyze classroom discourse in the math classroom of middle school in China, which has a unique math classroom background of entrance examination for high school. To this end, this study analyzed teacher question statistics and episodes by teacher question type as starting speech in mathematics classroom discourse, and five IRF subtypes were especially identified by class discourse structure analysis. The data were analyzed focusing on a total of 15 transcripts of math classes recorded by three math teachers at H School in Guiyang, Guizhou Province, China, and written interviews of teachers. According to the results of this study, an average of 20 teacher questions were observed for each class, and the teacher question type was classified into confirmation question (understanding confirmation question, explanation request question, and double check question) and information question (information presentation question). In addition, according to classroom discourse analysis, the IRF discourse structure was divided into fragmentary evaluation, evaluation+reason, evidence of explanation, evaluation+student response re-statement, guidance on other thoughts or solutions, and student answer correction or teacher opinion presentation.

• KIEAE Journal
• /
• v.12 no.6
• /
• pp.69-75
• /
• 2012

Because the demand or sensitivity of users of space has an important influence on the direction of design concerning indoor greening, this study examined the customers' preferences and trends for use in this field. By analyzing the results, types of space for indoor greening that can be utilized as indoor greening design such as vegetation selection, space positioning, design types, etc. were derived. The research and analysis was set for living space, business space, commercial space and public space. For each space, there were vegetations in over 50% of the space, and in all the spaces, the majority of people were of the positive opinion. As the desired space for the introduction of indoor greening, high levels of preference were seen in the following areas: 'veranda' and 'living room' for the residential space; 'main work space' and 'resting space' for the office space; and 'rest area,' 'entrance area' and 'lobby area' for the public space and commercial space. The preference of each of the spaces displayed slightly different trends in accordance with the characteristics of space and users. If indoor greening space were to be designed for these spaces according to the types, which are derived from the preference levels examined in this study, it is deemed that the satisfaction levels of users of the spaces could be increased.

• Communications of Mathematical Education
• /
• v.19 no.1 s.21
• /
• pp.191-213
• /
• 2005

이 연구는 수학교사가 자기수업 관찰을 바탕으로 수업반성의 과정에서 발문을 어떻게 반성하는지, 반성을 통해 수업에서 발문을 어떻게 변화시키며, 교사와 학생 사이의 상호작용에 어떤 변화가 나타나는지를 분석하기 위한 것이다. 두 중학교 수학 교사를 대상으로 일주일에 1회씩 총 5회의 수업관찰과 수업반성의 순환과정을 통해 얻어진 관찰자료, 녹화자료, 면담자료로 분석한 결과는 다음과 같다. 첫째, 교사의 수업반성 결과 학생들로 하여금 수업에 더 많이 참여하고 학생 자신의 생각을 표현할 수 있도록 유도하기위한 효과적인 발문을 고안하였고, 교사 자신의 수업을 자발적으로 평가하는 경향을 보였다. 둘째, 발문의 변화 면에서 반성 초기의 수업보다 반성 후기의 수업에서 설명을 요구하는 발문유형의 빈도가 높게 나타났으며, 판단을 요구하는 발문을 하고 나서 그 판단에 대하여 설명하도록 요구하는 발문을 함으로써 학생들로 하여금 자신의 생각과 아이디어를 표현할 수 있도록 하는 것으로 나타났다. 그리고, 문제해결과정에 학생들의 참여의 기회가 늘어나도록 발문을 하는 것으로 나타났다. 셋째, 상호작용 측면에서 교사와 학생간의 상호작용이 학생과 학생들 간의 상호작용 패턴으로 변화하였고, 교사의 판서가 의사소통을 단절시키던 것에서 교사와 학생의 의사소통의 방향을 안내하는 역할을 하는 것으로 나타났다.

• Journal of the Korean Society of Environmental Restoration Technology
• /
• v.5 no.5
• /
• pp.22-29
• /
• 2002

This study was conducted to suggest develop revegetation methods and to classification of cutting-rock slopes revegetation type. The data was collected from pre-experienced data, reports and journal. Also research result was reflected from field research for the conditions of construction, vegetation types and field conditions. As the result of analyze, the factors affecting the plant coverage rates of cutting-rock slopes were period of construction, revegetation methods, slope gradient and slope length. Classification of cutting-rock slopes revegetation type was fourth from material of revegetation measures and spray type. It is recommended to adjust the proposed factor as environment, field condition and characteristic related with revegetation measures on slopes for the presentation of revegetation standard.

• Journal of The Korean Association For Science Education
• /
• v.27 no.4
• /
• pp.297-308
• /
• 2007

Inspired by the idea that classroom instruction proceeds through knowledge-sharing, this study examined different modes of knowledge-sharing that were realized in discursive practices in Korean secondary science classrooms. Data came from 9 science teachers. An interpretative strategy was employed to analyze the video-recording of the teachers' own science classrooms and transcriptions. The results showed four different modes of knowledge-sharing, including 'retrieving subject matter knowledge', 'reformulating subject matter knowledge', 'expansion and elaboration of understanding', and 'negotiation of meaning'. It was also revealed that there was a tie between an active mode of knowledge-sharing and scaffolding: the former allowed students to take active roles in discourses and the latter was one of the desired patterns of classroom interaction. It was suggested that further studies should be conducted to understand science instruction from more varied perspectives and to examine and utilize the detailed features of desired classroom practices like scaffolding.

• Journal of the Korean GEO-environmental Society
• /
• v.20 no.1
• /
• pp.27-33
• /
• 2019

Research was initiated to find out acid drainage neutralizing techniques for ecological vegetative growth on the acid drainage slope. Four different acid drainage neutralizing techniques [no treatment, limestone layer treatment, phosphate treatment, and limestone layer + phosphate treatment] were treated on the acid drainage slope. There was a significant difference observed in treated acid neutralizing techniques for acidity, surface coverage rate, death rate and plant root status. Treated acid neutralizing techniques were effective for neutralizing acidity and vegetative growth in order of [first: limestone layer + phosphate treatment, second: phosphate treatment, third: limestone layer treatment and fourth: no treatment]. The limestone layer and the phosphate treatments were effective for neutralizing acidity and vegetative growth, respectively. However, the phosphate treatment was more effective compared to the limestone layer treatment on the acid drainage slope. We figured out that the phosphate treatment is more effective for neutralizing acidity and vegetative growth because of coating effect of sulfides.

• Journal of Korean Society of Forest Science
• /
• v.100 no.2
• /
• pp.283-291
• /
• 2011

The purpose of this study was to identify the public's preferences of different types of debris barriers and the impacts of construction materials, design, size, and planting on landscape preferences. On-site survey was carried out in Mt. Palgong during on December, 2009 and a total 122 visitors' data were analyzed. A total of 82 students Yeungnam and Donga University were also questioned in the classes during on December, 2009. Survey results showed that the debris barrier constructed with natural materials such as stone were more preferred and the level of planting around the debris barrier impacted most on the landscape preferences. The results imply that the importance of eco-friendly construction materials and methods has been increased in term of not only environmental conservation but also people's preferences. Therefore, the factors for enhancing landscape of debris barrier should be considered synthetically in terms of construction material, design, size, and planting level.

• Journal of The Korean Association For Science Education
• /
• v.38 no.5
• /
• pp.739-751
• /
• 2018

The purpose of this study is to identify the differences of argumentation discourses for Socio-Scientific Issues in the types of decision-making and personality traits of pre-service biology teachers. For this study, SSI discussion topics were selected according to four types of decision making: logical reasoning, suggestion of complement, emotional base, and internal conflict. Three groups were constructed based on personality traits such as extroversion, acceptability, and integrity. Each three group used the workbook specially developed and freely used the smart device for discussion. A recorder and a camcorder were used to record each group, their behavior was recorded and the written materials during the discussion were collected for the results. Using Walton's analysis framework, the collected data analyzed in terms of the source of utterance, the process of dialogue shift, and the critical movements that can judge the reasoning of utterance. As a result of the study, it was confirmed that the decision-making type of SSI topics and learners' personalities were influential in the decision-making process of SSI small group discussions. This research shows that there is a need to develop instructional materials considering decision-making types and learners' personality types of students as well as pre-service teachers for SSI discussion.

• Journal of Practical Agriculture & Fisheries Research
• /
• v.23 no.1
• /
• pp.13-26
• /
• 2021

This study was conducted to identify various types of activities of payment contract for ecosystem services. As supporting services, 12 types of activities were derived: fallow, eco-friendly crop cultivation, shelter creation management, etc. As regulating services, 5 types of activities were derived: stream environment purification, creation and management of riparian vegetation, creation and management of forests for responding to climate change, etc. As cultural services, five types of activities were derived: creation and management of landscape forests, creation and management of ecological trails, managing ecosystem conservation, etc.

• Journal of The Korean Association For Science Education
• /
• v.33 no.2
• /
• pp.284-309
• /
• 2013

This study aims to explore how to characterize high school science inquiry. For this research, data were collected from fifteen science classes (18 hours), through observation and videotaping, interviews with a few students and their teacher, and documents such as lesson plan or activity sheet in 13 Science Core High Schools. All the data were transcribed and analyzed. Analyses of these transcripts were proceeded in three steps: first, classroom cases showing active interactions between teacher-students and among students were selected; second, according to cognitive process of inquiry (Chinn & Malhotra, 2002), each segment was analyzed and interpreted; lastly, distinctive cases were determined to show essential features of school science inquiry. Based on the analyses, we characterize high school science inquiry in terms of features of variables controlling-device improvement, design studies, evidence-explanation transformation, and reasoning to formulate explanations from evidence. Teachers' role and educational support were discussed as well as the practical characters or features of school science inquiry.