• Journal of The Korean Association For Science Education
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• v.38 no.2
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• pp.135-145
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• 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
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• v.32 no.4
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• pp.604-624
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• 2012

This study aims to design a framework for analyzing group argumentation in terms of participants' interaction. Regarding the current group argumentation setting as argumentation on socio-scientific issues within participants who have had limited experience on group argumentation, the analytical framework was designed to explain (1) what was each participant's role on group argumentation, (2) how these roles were changed within each time of argumentation, and (3) how the patterns of interaction were changed through seven times of a series of argumentation on socio-scientific issues. Based on the literature review on analytical framework of argumentation in science education including the works on the structure of argumentation, the discourse formation through interaction, and the linguistic approach on participants' interaction, the current research framework was built. Showing the results of applying the designed framework on group argumentation as an example, strength of using the current designed framework was discussed.

• Journal of The Korean Association For Science Education
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• v.39 no.5
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• pp.637-654
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• 2019

The purpose of this study is to investigate the development of scientific conceptual understanding through a process-centered assessment that visualizes the process of scientific argumentation. In this study, 353 high school students and five teachers participated in the scientific argumentation. As a result of analyzing students' utterances on the elements of argumentation, scientific concepts in intragroup were embodied through query and clarification of meaning, and organized through agreement and rebuttal. In intergroup argumentation, scientific concepts were elaborated through query, clarification of meaning, and change of claim. Teachers were able to understand the process of argumentation through small-group activity sheets where the process was visualized, thereby providing feedback and improving the class. Based on the results, the scientific argumentation of visualizing the process was found not only to allow students to perform self-assessment and peer-assessment but also to help teachers understand the argumentation process. The findings of this study guide process-centered assessment in the science curriculum and are expected to contribute to the promotion of scientific argumentation in classrooms.

• Korean Journal of Cognitive Science
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• v.25 no.2
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• pp.91-107
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• 2014

The syllable frequency effect is defined as the inhibitory effect that words starting with high frequency syllable generate a longer lexical decision latency and a larger error rate than words starting with low frequency syllable do. Researchers agree that the reason of the inhibitory effect is the interference from syllable neighbors sharing a target's first syllable at the lexical level and the degree of the interference effect correlates with the number of syllable neighbors or stronger syllable neighbors which have a higher word frequency. However, although the syllable frequency can be classified as the syllable type and token frequency, previous studies in visual word recognition have used the syllable frequency without the classification. Recently Conrad, Carreiras, & Jacobs (2008) demonstrated that the syllable type frequency might reflect a sub-lexical processing level including matching from letters to syllables and the syllable token frequency might reflect competitions between a target and higher frequency words of syllable neighbors in the whole word lexical processing level. Therefore, the present study investigated their proposals using word naming tasks. Generally word naming tasks are more sensitive to sub-lexical processing. Thus, the present study expected a facilitative effect of high syllable type frequency and a null effect of high syllable token frequency. In Experiment 1, words starting with high syllable type frequency generated a faster naming latency than words starting with low syllable type frequency with holding syllable token frequency of them. In Experiment 2, high syllable token frequency also created a shorter naming time than low syllable token frequency with holding their syllable type frequency. For that reason, we rejected the propose of Conrad et al. and suggested that both type and token syllable frequency could relate to the sub-lexical processing.

• Journal of The Korean Association For Science Education
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• v.35 no.5
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• pp.919-929
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• 2015

This study aims to develop a modeling-based learning program about geologic structures and to reveal the relationship between the argumentation patterns and levels of students' mental models. Participants included 126 second grade high school students in four sessions of modeling-based learning regarding continental drift, oceanic ridges, transform faults, and characteristics of faults. A modeling-based learning program was implemented in two classes of the experimental group, and teacher-centered traditional classes were carried out for the other students in the comparison group. Science achievement scores and the distribution of students' mental models in experimental and comparison groups were quantitatively compared. The video-taped transcripts of five teams' argumentation were qualitatively analyzed based on the analytic framework developed in the study. The analytic framework for coding students' argumentation in the modeling-based learning was composed of five components of TAP and the corresponding components containing alternative concepts. The results suggest that the frequencies of causal two-dimensional model and cubic model were high in the experimental group, while the frequencies of simple two-dimensional model and simple cross sectional model were high in the comparison group. The higher the frequency of claims, an argumentation pattern was proven successful, and the level of mental model was higher. After the rebuttal was suggested, students observed the model again and claimed again according to new data. Therefore, the model could be confirmed as having a positive impact on students' argumentation process.

• Korea journal of population studies
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• v.34 no.1
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• pp.1-25
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• 2011

There are two main purposes in this study. First, we compare the effects of wives' characteristics with the effects of the husbands' characteristics on the induced abortion. Second, we analyze whether the determinants of the induced abortion have changed according to parity and conception period. The main findings are follows. First, both wives' and husbands' socioeconomic characters have insignificant effects on the induced abortion at parity 0, in the 1997 and 2000 Korean Fertility Survey data. Second, during the periods of the lowest-low fertility, after 2000 in Korea, wives' employments have positive effects at parity 0 and 1, while husbands' educational levels have negative effects at parity 1 on the induced abortion. The implications are as follows. First, having children had been the universal social phenomenon before 2000 in Korea. however, after 2000, reproductions have become the women's choice, lather than the duty of married women. Women must weight the balance between the benefits and the costs of children so that women's fertility behaviors become a rational choice. Women's employment is the most important factor in these rational calculations. Second, both Western individualism and the traditional Korean familism have significant effects on the fertility behavior and the induced abortions in Korea. This rejects the diffusion theory, which tells that the traditional familism must be replaced by the Western individualism in order to decline the fertility rates in developing countries.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2017.05a
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• pp.255-257
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• 2017

These days automotive markets are launching models that include a variety of IT technologies. Tesla's Tesla model S and Google's unmanned automobiles are emerging one after another. This type of automobile with IT technology provides various convenience to the driver and the driver is getting benefit by various conveience services. on the contrary, it is also true that defects for errors in electronic components cause accidents that threaten the safety of drivers. There is a sudden unintended acceleration among these accidents. The cause of the accident is not clear yet, but the claim that the ECU device caused by the magnetic field causes accident of the car due is the most reliable. But, in Korea, when occur a car sudden unintended acceleration accident, the char maker often claims that an accident occurred due to driver's pedal malfunction. Also most drivers are responsible for the lack of grounds to refute. In this paper, the pedal operation image of the driver is acquired and the sensor is attached to the control part such as the excel and brake so as to discriminate whether the vehicle sudden unintended acceleration accident is the driver's pedal operation error or the fault of. i have implemented a system that can do this.

• Journal of the Korean School Mathematics Society
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• v.22 no.4
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• pp.439-460
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• 2019

In this study, we examined classroom interaction to explore the relationships among teacher questions, turn-taking patterns, and student talks in mathematics classrooms. We analyzed lessons given by three elementary teachers (two first-grade teachers and one second-grade teacher) who worked in the same school using a conversation-analytic approach. We observed individual classrooms three times in a year. The results revealed that when teachers provided open-ended questions, such as "why and how" questions and "agree and disagree" questions, and used a non-IRE pattern (teacher initiation-student response-teacher feedback; Mehan, 1979), students more actively engaged in classroom discourse by justifying their ideas and refuting others' thinking. Conversely, when teachers provided closed-ended questions, such as "what" questions, and used an IRE pattern, students tended to give short answers focusing on only one point. The findings suggested teachers should use open-ended questions and non-IRE turn-taking patterns to create an effective math-talk learning community. In addition, school administrators and mathematics educators should support teachers to acquire practical knowledge regarding this approach.

• Journal of The Korean Association For Science Education
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• v.37 no.5
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• pp.787-797
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• 2017

In this study, we investigated the features of using smart devices in socioscientific issues (SSI) debate classes. Twenty-seven high school students in Gyeonggi-do participated in this study. The processes of the SSI debate classes with smart devices were classified into five stages: data searching, data sharing, summary and organization of data, debate in the classroom, and online debate. Then some features at each stage were identified. It was found that they collected self-directed and in-depth data while reflecting their knowledge and experience, and selected data which were easy to understand at the stage of data searching. The specificity and validity of the evidences gathered and the clarity of the sources were improved at the stage of data sharing, although they shared more data offline than online. They organized their data by using paper rather than smart devices at the stage of summary and organization of data. Most of them failed to use the summary in debate. They argued and refuted based on concrete grounds at the stage of debate in the classroom, which raised students' interest in debate and led students to participate actively. At the stage of online debate, they were able to rearrange and review the arguments of both sides, and the participation of the students who were passive in classroom debate was enhanced. Based on these results, we suggest some effective teaching methods for SSI debate classes using smart devices.

• Korean Journal of Acupuncture
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• v.27 no.3
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• pp.129-142
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• 2010

Background : The Bonghan theory is a hypothesis on the anatomical structure of the acupuncture point and meridian system. It has been regarded as a misunderstanding of the lymphatic system, or as a made-up story, for the past 40 years. Since 2002, Many studies have been published either to support the theory or to refute the old viewpoint. Objective : The purpose of this study was to find out the validity of the refutation by reviewing the publications. Methods : Searches were made from online databases (Riss4u.net, Google.com, Sciencedirect.com, Pubmed.com, baidu.com, and ci.nii.ac.jp) from 1960 to 2009. The search terms that were used were "Bonghan," "Bong han," "봉한," "thread-like structure," "KИM БOH XaHOM", "CИCTEMA KEHPAK," "鳳漢," "鳳漢管," and "鳳漢学說." References from the searched publications were also used. Results : Since the 1960s, 107 publications were identified as related works, but only 11 publications sought to refute the Bonghan theory. Two publications were researches, and nine were reviews. In the analysis of the correlation of the arguments with the publication contents, it was found that the research of G. Kellner reviewed the Bonghan system properly but that V. V. Kosmatov did not classify the ear-reflex zone as a traditional acupuncture point. For the review publications, only two reviews contained proper arguments, but seven publications were identified as broad interpretations, wrong translations, etc. Moreover, the two proper reviews were grounded on the research of G. Kellner. Conclusions : We found that the scientific origin of the refutation of the Bonghan theory is only one research by G. Kellner. This result suggest that Bonghan theory was not discussed enough to determine the invention.