• Journal of The Korean Association For Science Education
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• v.41 no.4
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• pp.339-358
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• 2021

This study explores the agency of a student leader, expressed through efforts to distribute power and encourage participation in elementary scientific modeling classes. The study also analyzes the context in which the leader's agency was expressed and the context in which the development of a collective agency was constrained. The participants were 22 fifth-grade students. The leader's agency was analyzed by examining his words and actions. As a result, at the outset of the study, the leader had the most power, performing all the activities as the sole authority in a non-cooperative participation pattern. However, with reflection and help from the researcher, the leader recognized the problem and facilitated the participation of other students. He developed an identity as a teacher and demonstrated the agency. The leader's agentic behaviors can be categorized into three aspects. First, regarding the cognitive aspect, the leader helped other students participate in modeling by sharing his knowledge. Second, regarding the normative aspect, he made rules to give all students an equal voice. Third, regarding the emotional aspect, the leader acknowledged the contribution of the students, increasing their confidence. The leader's agency temporarily helped the group to overcome the student hierarchy, facilitating a cooperative participation pattern. However, the development of a collective agency was constrained. The power of the leader was partially redistributed, and the other students did not position themselves as equal to the leader. To support the leader's agency to develop into a collective agency, it is necessary to redistribute the power of the leader more equally and to change the recognition of students.

• Journal of The Korean Association For Science Education
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• v.39 no.1
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• pp.1-12
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• 2019

This study aims to explore students' epistemic practices and considerations, which are explained as underlying epistemic thoughts that guide their epistemic practices, during argumentation in science classrooms. We also investigated how collaborative reflection facilitated the development of such epistemic considerations. Two seventh-grade classes participated in this study by engaging in argumentation activities and collaborative reflection after classes. A group with students' change in epistemic aspects and the influence of collaborative reflection clearly revealed from their practices was chosen as a focus group. We recorded their class discussions and collaborative reflections with the researchers. Transcriptions of the recordings and checklists we collected during the collaborative reflections were used for analysis. Results showed evident changes in the students' epistemic considerations and practices and four factors facilitating such developments were identified. First, the researcher facilitating the students to recognize each other as collaborators during collaborative reflection led development of epistemic considerations on "audience using the knowledge products." Second, the collaborative reflection facilitated construction of context for peer interactions where the students encouraged each other to participate in the discussion, resulting in the development of other students' epistemic considerations on "justifications in knowledge products." Third, the items provided on the checklists explicitly delineated expectations on their practices in argumentation, also facilitating development of epistemic considerations. Lastly, the students' imitation of the researcher's pattern of discourse facilitated construction of causal explanation and development of epistemic considerations on "nature of the knowledge products." This study will contribute to the construction of strategies that develop students' epistemic considerations and productive epistemic practices in argumentation.

• Issues in Feminism
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• v.18 no.2
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• pp.149-206
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• 2018

This essay is focused on finding women's voice in oral narratives of social memory of national violence and resistance. The books of oral narratives of women who had experienced the national violence and participated in the resistance through historic events such as 5.18, have been published recently. This study is based on the materials that have interviewed women experienced the historic event '5.18' in Gwangju. In this study, there are analyses of the materials of the memory of violence and resistance of '5.18', which have contained the texts written by intellectual males and the oral narratives of females directly involved. So far, the memory and experience of women have not been presented in its entirety in the field of social discourse of '5.18'. In the field women's words were translated in men's words, so the real words disappeared and in the end remained unspoken words. And besides, the existence of women are substituted with the limited images (for example women's body destroyed) presented by men's words in memorial materials. In narratives of '5.18', women are reduced to the images of bodies destroyed by national violence. The destroyed bodies are places for exhibition and disclosure of national violence. Women are not presented as the subjects of the social resistance in oral or written narratives of '5.18'. The images of females are only vehicles to urge the male subjects to resist against unjust violence. In this context, men are interpreted for the protectors of sisters, daughters, wives. Since 1980s, the symbol of '5.18 Gwangju' has represented the most ideal community in Korean society. But women have been on the borderline or outside of the community in fact. However, women intend to construct themselves as the subjects of resistance through the spoken words. They have tried to make the politic places for themselves in the social field by speaking and speaking constantly. The desire to speak out is becoming stronger for women, so these days more words are spoken by more women and more oral narratives made by women are revealed in social discoursive field. So the place for women's voice is expanding in social memorial field of '5.18'.

• Journal of The Korean Association For Science Education
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• v.34 no.8
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• pp.731-744
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• 2014

Extracting students' own culture and resources as main sources in science class, we begin a research to explore teaching and learning settings that are more responsive to adolescents. This study has been designed to explore the funds of knowledge that students bring into middle school science class. It also focused on the features of teaching and learning settings that stimulated the autonomous inflow of students' funds of knowledge as resources of science learning. Data from participant observations and in-depth interviews with 7th grade students were qualitatively analyzed based on grounded theory. We found that students' funds of knowledge were formed from their family life, neighbor communities, peer group, and pop culture. The funds of knowledge based on peer culture emerged as the most salient factor of students' enhanced participation and utterance. Common features of classes that stimulated the inflow of funds of knowledge were analyzed to be: (1) hybrid spaces for learning designed in advance: (2) sharing and enlargement of the funds of knowledge that has been brought into the class: and (3) common orientation of the community of practice for knowledge co-construction and shared outcomes. From these findings, this paper discussed the educational implications for promoting students' potential resources to actual sources of science class. It also discussed students' development of participation specifically among the generally marginalized students. Science classes based on the funds of knowledge of students offer an increased possibility of knowledge co-construction through the hybridized interactions of student's everyday lives and science knowledge and lead to more meaningful learning experiences.

• Journal of Intelligence and Information Systems
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• v.27 no.2
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• pp.17-32
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• 2021

Speaker recognition is generally divided into speaker identification and speaker verification. Speaker recognition plays an important function in the automatic voice system, and the importance of speaker recognition technology is becoming more prominent as the recent development of portable devices, voice technology, and audio content fields continue to expand. Previous speaker recognition studies have been conducted with the goal of automatically determining who the speaker is based on voice files and improving accuracy. Speech is an important sociolinguistic subject, and it contains very useful information that reveals the speaker's attitude, conversation intention, and personality, and this can be an important clue to speaker recognition. The final ending used in the speaker's speech determines the type of sentence or has functions and information such as the speaker's intention, psychological attitude, or relationship to the listener. The use of the terminating ending has various probabilities depending on the characteristics of the speaker, so the type and distribution of the terminating ending of a specific unidentified speaker will be helpful in recognizing the speaker. However, there have been few studies that considered speech in the existing text-based speaker recognition, and if speech information is added to the speech signal-based speaker recognition technique, the accuracy of speaker recognition can be further improved. Hence, the purpose of this paper is to propose a novel method using speech style expressed as a sentence-final ending to improve the accuracy of Korean speaker recognition. To this end, a method called sentence sequencing that generates vector values by using the type and frequency of the sentence-final ending appearing in the utterance of a specific person is proposed. To evaluate the performance of the proposed method, learning and performance evaluation were conducted with a actual drama script. The method proposed in this study can be used as a means to improve the performance of Korean speech recognition service.

• Phonetics and Speech Sciences
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• v.14 no.3
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• pp.87-101
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• 2022

In addition to administering a questionnaire (J-survey), which questions individuals on subjective vocal fatigue, voice samples were collected before and after speech-language pathology sessions from 50 female speech-language pathologists in their 20s and 30s in the Daejeon and Chungnam areas. We identified significant differences in Korean Vocal Fatigue Index scores between the fatigue and non-fatigue groups, with the most prominent differences in sections one and two. Regarding acoustic phonetic characteristics, both groups showed a pattern in which low-frequency band energy was relatively low, and high-frequency band energy was increased after the treatment sessions. This trend was well reflected in the low-to-high ratio of vowels, slope LTAS, energy in the third formant, and energy in the 4,000-8,000 Hz range. A difference between the groups was observed only in the vowel energy of the low-frequency band (0-4,000 Hz) before treatment, with the non-fatigue group having a higher value than the fatigue group. This characteristic could be interpreted as a result of voice abuse and higher muscle tonus caused by long-term voice work. The perturbation parameter and shimmer local was lowered in the non-fatigue group after treatment, and the noise-to-harmonics ratio (NHR) was lowered in both groups following treatment. The decrease in NHR and the fall of shimmer local could be attributed to vocal cord hypertension, but it could be concluded that the effective voice use of speech-language pathologists also contributed to this effect, especially in the non-fatigue group. In the case of the non-fatigue group, the rhamonics-to-noise ratio increased significantly after treatment, indicating that the harmonic structure was more stable after treatment.