• Journal of The Korean Association For Science Education
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• v.38 no.2
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• pp.259-271
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• 2018

This study examined the effect of the SSI argumentation program based on social and emotional learning(SEL). The program consisted of 3 stages: (1) express their own feelings about SSI, identify the issues of SSI, and define a goal; (2) think of many possible solutions and envision results through argumentation; (3) select the best solution and make a decision based on warrants, data, and rebuttals. In each stage, the social-emotional strategies of self-awareness, self-management, social-awareness, relationship-management, and responsible decision making were used. Seventeen preservice biology teachers participated in this study during one semester dealing with four socioscientific issues. The results indicated that the preservice teachers, as time went on, became accustomed to expressing identifiable rebuttals, dispute talk, and asking questions. At the first SSI argumentation, argumentation mainly consisted of cumulative talk with no rebuttals, representing level 2 argumentation. Level 3 argumentation represented rebuttals that were implicit and weak, with cumulative talk. In level 2 and 3 argumentation, the preservice teachers represented understanding of others and compassion for self and others. Level 4 argumentation had rebuttals that were explicit, asking critical questions of the opposite sides. In addition, level 5 argumentation represented more than two controversial points with several instances of dispute talk. In levels 4 and 5, the preservice teachers became actively engaged in communication, inquiry self with others, managing vulnerability and negotiation.

• Journal of The Korean Association For Science Education
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• v.32 no.7
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• pp.1251-1268
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• 2012

This study investigated several cases of interactive learning mediated by exhibits in a natural history hall during visits by middle school students. Five visiting cases were selected, in which visitors engaged actively in the interactions between them. Each visiting case was analyzed in terms of visiting discourse register and the modes of interaction in order to understand both visitors' meaning-making processes through the discourse flow and the characteristics of visiting discourse according to the features of exhibits. Results were as follows. The information provided in the exhibits was used as THEMEs in visitors' discourse and the visitors presented their information on the THEMEs as RHEMEs. The visitors made their own meaning for the exhibits by exchanging their information with each other. Interrogative sentences on the exhibit panels allowed visitors to make arguments. Similar exhibits displayed together helped visitors to compare those exhibits. These two features of the exhibits facilitated visitors' meaning-making processes in the natural history hall. The modes of interaction between visitors mediated by the exhibits showed that the information itself from the exhibits as well as visitors' opinion on the exhibits were frequently used as the elements for in-depth cognitive social interactions that allowed the visitors to construct meaning. Based on these results, we discussed that understanding in detail how visitors choose information from exhibits and construct visiting discourse is very important to improve visitors' collaborative science learning at a natural history hall.

• Cross-Cultural Studies
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• v.48
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• pp.289-323
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• 2017

L'Espoir, a novel by Andre Malraux, contains traits of the genre of literacy reportage that depicts the full account of the Spanish Civil War as non-fiction based on his personal experience of participating in war; the novel has been dramatized into a semi-documentary film that corresponds to reportage literature. A semi-documentary film is the genre of film that pursues realistic illustration of social incidents or phenomenon. Despite difference in types of genre of the novel and the film L'Espoir, such creative activities deserve close relevance and considerable narrative connectivity. Therefore, $G{\acute{e}}rard$ Genette's narrative discourse of novel and film based on narrative theory carries value of research. Every kind of story, in a narrative message, has duplicate times in which story time and discourse time are different. This is because, in a narrative message, one event may occur before or later than another, told lengthily or concisely, and aroused once or repeatedly. Accordingly, analyzing differing timeliness of the actual event occurring and of recording that event is in terms of order, duration, and frequency. Since timeliness of order, duration, and frequency indicates dramatic pace that controls the passage of a story, it appears as an editorial notion in the novel and the film L'Espoir. It is an aesthetic discourse raising curiosity and shock, the correspondence of time in arranging, summarizing, deleting the story. In addition, Genette mentions notions of speech and voice to clearly distinguish position and focalization of a narrator or a speaker in text. The necessity to discriminate 'who speaks' and 'who sees' comes from difference in views of the narrator of text and the text. The matter of 'who speaks' is about who portrays narrator of the story. However, 'who sees' is related to from whose stance the story is being narrated. In the novel L'Espoir, change of focalization was ushered through zero focalization and internal focalization, and pertains to the multicamera in the film. Also, the frame story was commonly taken as metadiegetic type of voice in both film and novel of L'Espoir. In sum, narrative discourse in the novel and the film L'Espoir is the dimension of story communication among text, the narrator, and recipient.

• The Mathematical Education
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• v.63 no.2
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• pp.255-272
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• 2024

This study aims to design mathematics-integrated classes that cultivate artificial intelligence (AI) thinking and to analyze students' AI thinking within these classes. To do this, four classes were designed through the integration of the AI4K12 Initiative's AI Big Ideas with the 2015 revised elementary mathematics curriculum. Implementation of three classes took place with 5th and 6th grade elementary school students. Leveraging the computational thinking taxonomy and the AI thinking components, a comprehensive framework for analyzing of AI thinking was established. Using this framework, analysis of students' AI thinking during these classes was conducted based on classroom discourse and supplementary worksheets. The results of the analysis were peer-reviewed by two researchers. The research findings affirm the potential of mathematics-integrated classes in nurturing students' AI thinking and underscore the viability of AI education for elementary school students. The classes, based on AI Big Ideas, facilitated elementary students' understanding of AI concepts and principles, enhanced their grasp of mathematical content elements, and reinforced mathematical process aspects. Furthermore, through activities that maintain structural consistency with previous problem-solving methods while applying them to new problems, the potential for the transfer of AI thinking was evidenced.