• Korean Linguistics
• /
• v.72
• /
• pp.199-225
• /
• 2016

This study has two main purposes: to establish a list of source domains in the metaphors for Middle East respiratory syndrome (MERS) and to uncover ideological meanings embedded in them in Korean news reports from KBS and JTBC. The first part of this study presents metaphors such as [MERS IS WAR], [MERS IS WAVE], [MERS IS A LIVING THING], and [MERS IS A THING], which were found in the data. The latter part of this study deals with how the two broadcasting companies use these metaphors differently according to their ideologies. In the metaphor of [MERS IS WAR], KBS tends to show less of the agents who controls the war since the war against MERS has failed which casts responsibility to the controlling agents, the government and big hospitals. In this, KBS tries to present less of the information of the responsible agents that presented in JTBC. Through the metaphor of [MERS IS WAVE], KBS presents the aftermath of MERS as something not serious. Compared to JTBC, KBS tends to suggest that the aftermath of MERS is predominantly an economic effects by metaphorically suggesting that predominantly the economic sector got hit by MERS.

• Journal of The Korean Association For Science Education
• /
• v.36 no.4
• /
• pp.591-606
• /
• 2016

The purpose of this study is to develop the argumentation program to build scientific concepts on natural selection for science-gifted elementary students and to know how to implement this program. For this study, nine key concepts about natural selection such as the overproduction of offspring, limited resources, population stability, competition, variation, heredity of variation, differential survival, change of the population and speciation were selected through the literature study. The programs were developed by learning cycle instructional model. Argument writings and discourses have been collected, analyzed and compared before and after the program. Two questionnaires to compare pre and post concept change consist of multiple choice questionnaire and open-ended response question were developed and applied to 19 science-gifted elementary students. Sufficiency of the explanation and conceptual quality of the explanation were used to assess the quality of their arguments before and after the program. Discourse and visual models collected from the highest and lowest group about score improvement were compared. The scores of the gifted statistically improved significantly in multiple choice questionnaire. Students' alternative conceptions about natural selection at the beginning of the program decreased and changed scientifically after the program. Visual models drawn by the students supported the results as well. This study asserts that elementary science-gifted students are able to explain evolutionary perspectives about organism change and use the key concepts of natural selection. The study means that evolutionary perspective is possible to be reflected in elementary science curriculum for the gifted.

• Journal of The Korean Association For Science Education
• /
• v.38 no.2
• /
• pp.135-145
• /
• 2018

In this study, we investigated the argumentations of group and classroom discussions in socioscientific issues (SSI) discussion classes. Twenty-seven high school students participated in the SSI discussion classes on nuclear power generation. We observed and recorded the classes and also conducted semi-structured interviews. For the analyses, we revised a previous framework that was developed to analyze dialogic argumentations in the context of SSI. The analyses of the results indicated that there were more discourse schemes in the classroom discussions than the group discussions which are related to awareness and openness to multiple perspectives, evidence based reasoning, and on-going inquiry and skepticism. And there were few discourse schemes related to moral and ethical sensitivity in the group and classroom discussions. Various grounds, data, and information were presented in the classroom discussions. Students concentrated on carrying their claims and were not able to sympathize with and accept other opinions. Therefore, there were few discourse schemes to reach consensus. In addition, they perceived classroom discussions as competitive and actively rebutted other claims or grounds. The levels of argumentation were also high in the classroom discussions. The group discussions were held in relaxed atmosphere, and they asked the opponents more for clarification or additional information and evidences. However, classroom discussions were held in serious atmosphere, and they actively queried the validity of the claims or grounds. Based on the results, some suggestions to implement SSI discussion classes were discussed.

• Journal of The Korean Association For Science Education
• /
• v.42 no.4
• /
• pp.383-396
• /
• 2022

In this study, pre-service chemistry teachers' questions in their teaching practices were analyzed considering the context of discourse. Five pre-service teachers participated in the study. Their questions were analyzed by considering various data including class videos, interviews, and teaching-learning materials. Their questions were classified into relevant question, affective question, dead-end question, rhetorical question, and structuring question. Each question was also classified into appropriate question and convenient question by the aspect of proper responses of students. The analyses of the results indicate the differences in the frequencies of several types of questions depending on the content of the lessons. After using convenient questions, pre-service teachers proceeded to prepared classes as they rather than prompted students' responses. The affective questions were rarely used. The dead-end questions were found to be used for promoting interaction with students. The rhetorical questions were used for various purposes such as arousing students' attention or promoting their thinking. Practical implications were discussed based on the results.

• Annual Conference on Human and Language Technology
• /
• 1996.10a
• /
• pp.189-195
• /
• 1996

본 논문에서는 자연어를 통한 웹 정보검색 모델을 제시하고, 이를 위한 한국어 처리 방법을 소개한다. 자연어 질의에 대해 범주 문법에 기반한 구문 중심의 의미 파싱을 통해 QLF(quasi logical form)을 생성하며, 의미의 선택 제약 방법을 통해 모호성을 제거한다. QLF의 담화 처리를 통해 session 기반의 웹 검색을 실현할 수 있는 방법을 제안한다.

• Communications of Mathematical Education
• /
• v.18 no.1 s.18
• /
• pp.297-308
• /
• 2004

본 연구에서는 먼저, 수학교사에게 필요한 지식으로 교과, 학생, 교수학적 내용 지식이 필요함을 문헌을 통해 정리하였다. 교사의 지식과 수업 실제에 관한 세 편의 논문을 분석한 결과 교사의 수학에 대한 충분한 이해가 학생의 학습과 효과적인 교수에 절대적인 영향을 미친다고 주장할 수 없음을 알 수 있었다. 그러나 수학에 대한 바른 이해는 학생의 질문에 적절한 반응을 할 수 있도록 하며, 수업을 계획하고 교실에서 이루어지는 담화를 수학적으로 원활하게 조절할 수 있도록 도움을 줄 수도 있었다. 따라서 수학을 잘 아는 것이 효과적인 교수·학습을 보장하지는 못하지만, 교사가 잘 알지 못하는 것을 가르칠 수는 없다는 결론을 얻었다.

• Proceedings of the Korea Information Processing Society Conference
• /
• 2007.05a
• /
• pp.453-456
• /
• 2007

노인 복지 환경에서 혼합주도 협력(mixed-initiative collaboration)이 가능한 로봇의 지능 개발이 본 연구의 궁극적인 목표이다. 본 논문에서는 다양한 담화(discourse)으로부터 협력 과정들을 분석하여 상호 주도 협력을 위한 이슈들을 찾아내고, 이러한 주요 요소를 바탕으로 상대 인지시스템의 사용자 모델(user model)을 포함할 수 있는 상호 스크립트 모형(joint script model)을 제안하고 이를 이용한 로봇 계획법(robot planning)의 방법론과 실험에 대한 접근법을 제시한다.

• Korean journal of communication and information
• /
• v.51
• /
• pp.156-173
• /
• 2010

This study analysed the narrative of and , two history documentary broadcasted on KBS, in terms of story-telling and discourse. And it also examined whether TV as mass media could provide an alternative interpretation against the dominant historical awareness. As a result, both programmes showed limitations on representing subversive point of view to the dominant ideology. At the story-telling level, firstly, they represented in a way of male-hero narrative though they were describing the history of woman, and while representing woman as a public figure they eliminated her feminity and individuality. Secondly, before evaluating woman as a historic figure they previously appreciated her appearance in a male-point of view. Thirdly, although they were telling the story of woman in a political view, they focused on love triangle, therefore failed to make her as a public figure. The discourses of both programmes were anchoring the existing historical interpretation instead of offering an alternative historical imagination. The narrator who were telling history at the studio in a omniscient viewpoint took a role as a meaning definer, placed at the highest rank in the hierarchy of discourse structure. Especially in , the dramatized images to cover lack of visual data helped anchor the patriarchal narrative and reduced the possibility of subversive interpretation on historic figure.

• Koreanishche Zeitschrift fur Deutsche Sprachwissenschaft
• /
• v.10
• /
• pp.175-200
• /
• 2004

Bei verschiedenen $Gespr\"{a}chen$ zwischen Frauen und $M\"{a}nnern$ sind mehrere Unterschiede in $Gespr\"{a}chsstrategien$ und -verhalten des jeweiligen Geschlechts zu beobachten. Herkemmlichen Ansichten nach $f\"{u}hrten$ $M\"{a}inner$ $Gespr\"{a}iche$ mit Frauen eher dominativ, $w\"{a}hrend$ Frauen eine deutliche Vorliebe $f\"{u}r$ kooperativ erlaufende $Gespr\"{a}che$ zeigen. Um die $G\"{u}ltigkeit$ dieser Perspektive zu $pr\"{u}fen$, wurden in dieser Albeit insgesamt $zw\"{o}lf$ Beratungsgesprache herangezogen. Daraus ergab sich, dass $M\"{a}nner$ im $Gespr\"{a}ich$ statistisch $h\"{a}ufiger$ die anderen $Gespr\"{a}chsteilnehmer$ unterbrechen. Da ein $Gespr\"{a}ch$ ein komplex vernetztes soziales Geschehen ist, sollte diese Statistik bei der Bestimmung der $Gespr\"{a}chsverhalten$ von zwei Geschiechtern keine entscheidende Rolle spielen. Im Anschluss daran habe ich mick mit Hilfe einiger im Internet gesammelten Daten, mit den $Gesp\"{a}chsverhalten$ bei der so genannten Online-Kommunikation befasst. Bei der Online-Kommunikation lassen sich zwei kontrastive verbale $Umg\"{a}nge$ der Geschlechtern beobachten, $n\"{a}mlich$ ein reibungslos ablaufendes IRC(Internet Relay Chatting) und eine $auff\"{a}llige$ Debatte, die mehrfache Konflikte zwischen den Beteiligten zeigt. Um diese $Ph\"{a}nomene$ auf der Basis der $Gespr\"{a}chsanalyse$ zu $erl\"{a}utern$, werden vol allem das Konzept der Kooperation beim $Gespr\"{a}ch$ und die Dynamik der $Gespr\"{a}chsstruktur$ erneut begriffen. $Schlie{\ss}lich$ werden die unterschiedlichen $Gespr\"{a}chsverhalten$ von Frauen und $M\"{a}nnern$ folgend wiedergegeben: Bei realen Face-To-Face-$Gespr\"{a}chen$ setzen Frauen den Schwerpunkt auf die emotionale und interaktive Kooperation, $w\"{a}hrend$ Manner ihn auf die kognitive Kooperation setzen. Dieser Sachverhait $\"{a}ndert$ sich aber bei der Online-Kommunikation. Auch Manner halten die emotionale und interaktive Kooperation $f\"{u}r$ wichtig und $f\"{u}hren$ mehr kooperative und reibungslose $Gespr\"{a}iche$ mit Frauen. Doch in einer Debatte um ein Thema $verh\"{a}lt$ sich jeder Beteiligte anders. Die moisten benutzen die Strategien, die den geringen Unterschied zwischen den Geschlechtern in Anfangsbedingungen $vergr\"{o}{\ss}ern$, und gleichzeitig die individuellen Unterschiede zwischen demselben Geschiecht verschleichen. Dadurch kann eine Debatte zwischen Geschlechten in Streit ohne Kompromisse geraten.

• Journal of the Korean earth science society
• /
• v.35 no.2
• /
• pp.147-158
• /
• 2014

The purpose of this study was to explore changes of elementary science class in student oriented group inquiry activities using a Science Writing Heuristic (SWH) template that enhance scaffolding of inquiry. The changes focused on students' written reports and perceptions of their learning environment as well as discourse patterns. One fourth-grade class of 29 students participated in this study, and a developed work sheet of science writing was utilized to scaffold student's inquiry activities. Four units in the first-semester text book for fourth grade of the-, 2007 Educational Curriculum Revision were chosen for scaffolding inquiry, and sixteen lessons of instruction were all videotaped. For investigating students' written reports, a framework based on the aspects of science inquiry by Millar (2010) was used to evaluate the coherence between student inquiry activities and their claims. Secondly, a regular fourth-grade class was selected as the control group and was compared with the experiment group using the pre- and post-test of the survey on the perception of science class and science. Lastly, students' discourse patterns of the beginning science lesson were compared with those of the closing lesson. We found that the coherence in the last class increased significantly in students' written reports compared to the first one. Findings also indicated that students' perceptions on their learning environment moved toward student-centered. Based on our discourse patterns analysis, the last class was more student-centered from being teacher-centered than the first one.