• Journal of Educational Research in Mathematics
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• v.12 no.4
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• pp.443-455
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• 2002

정보화시대를 맞아 어느 때보다도 활발히 전교과에 걸쳐 학생의 의사소통의 능력을 향상하기 위한 다양한 방법이 모색되고 있다. 학교현장의 수학교육자는 수학교수-학습에서 어떤 상호작용이 일어났는지, 특히 다루기 쉬운 도구로써 계산기가 주어졌을 때 어떻게 학생의 지식 발달이 언어적 상호작용에서 이루어지는지를 알아야 한다. 본 연구는 이러한 학생의 상호작용을 분석할 때 필요한 분석도구를 개발하는 것이다. 예비연구와 본 연구를 통해 언어적 상호작용의 구성요소가 세 영역, 즉, 지식구성 진술, 사회적 상호작용 진술, 그리고 교사의 교육어 진술에서 개발되었다. 본 연구에서 개발한 자료를 이용하여 특히 학생의 지식 구성 발달에 따른 상호작용의 구성요소의 특징을 파악하고 이에 필요한 언어적 상호작용의 역할과 활성화 방안을 모색하는 연구가 가능하다.

• Journal of The Korean Association For Science Education
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• v.40 no.2
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• pp.191-201
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• 2020

This study investigated verbal and physical interactions which appeared in collaborative science concept learning using augmented reality. Twelve 10th grade students participated in this study. After being organized into three four-member small groups, they participated in classes using smart device-based augmented reality application developed for the understanding of the chemical bonding concept. Their class activities were audio- and video-taped. Semi-structured interviews were also conducted. The results revealed that within individual statement units of verbal interaction, the proportions of information question/explanation and direction question/explanation were found to be high. Within interaction units, the proportions of reformative and cumulative interaction were relatively high. The proportions of progress were also found to be high within both individual statement units and interaction units of verbal interaction. Students' physical interactions were mainly conducted without meaningful verbal interactions. When their physical interactions were accompanied by knowledge construction-related verbal interactions, the proportions of gazing virtual objects and worksheet-related interactions were high. In contrast, various exploratory activities related to the manipulation of markers mainly appeared when they conducted physical interactions only, or when their physical interactions were accompanied by management-related verbal interactions. On the bases of the results, effective methods for collaborative concept learning using augmented reality in science education are discussed.

• Communications of Mathematical Education
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• v.13 no.1
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• pp.381-408
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• 2002

본 논문에서는 테크놀로지를 활용해 본인이 직접 조작하고 시각화 할 수 있는 환경에서 함수와 그래프, 그를 이용한 문제해결에서 학생들이 수학적 개념 발달을 통해 어떠한 언어적 상호작용이 일어나는가에 관해 조사하고자 한다. 또한 이때 나타나는 언어적 상호작용을 분석하기 위한 분류 틀을 개발하여 언어적 상호작용의 양상을 밝히며, 컴퓨터가 학생들의 의사소통에 어떠한 역할을 하는가를 알아봄으로써 학생의 인지 발달은 어떻게 이루어지는 가를 파악하여 현장 수업에 기여하고자 한다.

• Journal of Convergence for Information Technology
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• v.10 no.3
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• pp.126-133
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• 2020

The purpose of this study is to investigate the effects of job satisfaction and life satisfaction on teacher-children interactions in kindergarten teachers. The tests of Job satisfaction scale, Life Satisfaction scale, Teacher-Children Interactions scale were administered to 320 public and private kindergarten teachers located in Gyeonggi-do, Gangwon-do. The statistical method employed for data analysis was Pearson's correlation analysis and multiple regression analysis. The results of study were as follows. First, the higher factors of job satisfaction (the teaching consciousness, development, innovation, autonomy, fellowship, and reward), the higher the teacher-children interaction. The higher the workload, the lower the verbal interaction between teacher-children. Second, the higher the life satisfaction of kindergarten teachers, the higher the emotional, verbal, and behavioral interaction between teachers and children. Third, the relative influences of the predictors on the overall interaction between teacher and children are life satisfaction (β=.24), development (β=.22), and fellowship (β=.16) and the explained variance are 25%.

• Journal of Science Education
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• v.36 no.2
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• pp.216-234
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• 2012

This study examined the characteristics of verbal interactions presented in TS activities with different tasks' openness levels by the cognitive levels of students through the implementation of TS program to 14 fifth graders in gifted class. Results of this study revealed that the open-type TS activities showed higher percentages of verbal interactions than the guiding-type TS activities showed and that the higher the open level of tasks was, the more high-level verbal interactions occurred. These results were showed in almost all subcomponents of verbal interactions. The results according to the students' cognitive levels showed that the higher the cognitive level of students was, higher frequency of interactions, high-level verbal interactions and a variety of verbal interactions occurred. The influence of both cognitive level of students and the task's openness on verbal interactions among students seemed to be interactive, however. In guiding-type activities, the percentage of high-level verbal interactions was not high although the cognitive level of students was high. And students in low level of cognition showed far lower frequency of interactions and their percentage of high-level verbal interactions was low even though the openness of the tasks was high. The results of this study meant that although open-type activities drew higher level verbal interactions by stimulating students' thought, the effects would be limited owing to their low cognitive level. Based on these findings, an implication was suggested that it is important to design instructional strategies and adjust openness level of TS activities to students' cognitive level so as to stimulate the thinking of students in lower cognitive level and to highten their engagement in activities.

• Journal of the Korean Chemical Society
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• v.61 no.3
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• pp.104-111
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• 2017

In this study, we analyzed verbal interactions in small group science learning using smart devices by the level of prior achievement. Four heterogeneous groups at a coed high school in Seoul participated. Verbal interactions during small group science learning were audio- and video-taped, transcribed, and analyzed. Verbal interactions were analyzed at the levels of a turn and an interaction unit. The results revealed that the frequencies of verbal interactions were high in task category, especially at information explanation, information question, and reflection on standards subcategories. Furthermore, the frequencies of high-level students at direction explanation, reflection on standards and progress subcategories were higher than those of low-level students, and the frequencies of low-level students at direction question and information explanation subcategories were higher than their counterpart. In the analyses of the interaction units, the frequencies in symmetric elaborated interaction were high, especially at cumulative and evaluative subcategories.

• Journal of The Korean Association For Science Education
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• v.21 no.4
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• pp.668-676
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• 2001

In order to comprehend the internal processes of heterogeneous small-group cooperative learning in science class, this study investigated verbal interaction patterns by the achievement level. Frequency of verbal behaviors was compared in respect of the achievement level, and participation patterns and characteristics were investigated. Verbal interaction patterns by the achievement level were also analyzed based on students' perceptions of interactions. It was found that there were no significant frequency differences between high- and medium-achieving students' verbal behaviors. The verbal interaction patterns showed co-construction processes between high- and medium-achieving students, which was consistent with the students' perceptions of interactions. These suggested that medium-achieving students actively participated in small-group interactions in science class.

• Korean Journal of Childcare and Education
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• v.7 no.2
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• pp.97-113
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• 2011

This study was aimed to explore the relations between Father's language interaction and self-leadership, preschool adjustment of young children. The subjects consisted of 253 four- and five-years-old children and their father's. Data were analyzed by Pearson's r. The results of study were as follows; First, there were significant correlations between father's language and self-leadership of young children. Second, there were significant correlations between father's language and preschool adjustment of young children. The educational implications of these indicate that we need to actively develop programs to increase self-leadership and preschool adjustment of young children through parents education.

• Journal of The Korean Association For Science Education
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• v.32 no.4
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• pp.760-774
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• 2012

The purpose of this study was to analyze the characteristic of the linguistic interaction according to leadership type of the leader in the scientific inquiry activity groups and examine how leadership factors affect the linguistic interaction within a group. In this investigation, leaders among 12 elementary school students were chosen by considering results of the leadership diagnosis that tested 3 leadership factors: vision and promotion, assignment responsibility, and decision-making. The members of the groups were organized according to scientific inquiry ability and academic achievement; the groups were assigned to perform scientific inquiry activities. The linguistic interaction was largely divided into the cognitive domain and the affective domain for analysis. According to the results, the frequency of linguistic interaction within a group sorted by leadership type is more influenced by the cognitive domain than the affective domain. The highest frequency of linguistic interaction appeared within the group that had vision and promotion type leader. Assumedly, the vision and confidence of the vision and promotion type leader produced such an outcome. While solving the assignments, linguistic interaction in all three groups had more cognitive domain than affected domain. Linguistic interaction in cognitive domain displayed only low level of linguistic interaction in relation to the experiment itself: high level of linguistic interaction barely occurred. In the case of affected domain, active participation appeared more frequently than maintaining the mood: Interactions related to restricting the group members actions to solve the assignment appeared more frequently than those for maintaining the mood.

• Journal of Korean Elementary Science Education
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• v.26 no.4
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• pp.428-439
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• 2007

The purpose of this study was to investigate the effects of reflective thinking on verbal interaction of the pre-service teachers in elementary science classes. Two pre-service teachers were selected for this study and they respectively had gave three science classes. Every science class was recorded by using video/audio but only audio data of first and last science classes were transcribed for verbal interaction analysis. The result of this study revealed that the frequency of teacher's verbal interaction in last science class was increased rather than the case of first science class. The increasing patterns of interaction frequency were affected by the teacher's viewpoint and preparation for the science class. Teacher's verbal interactions were divided into low-level and high-level for the analysis of qualitative change. Low-level interactions are which leading students' convergent thinking, high-level interactions are which leading students' divergent thinking. Also the result of this study revealed that high-level interactions in last science class were increased rather than in first class. On the other hand, low-level interactions in last class were reduced rather than in first class. Therefore, this results implied that the effects of reflective thinking on verbal interaction of pre-service teachers in elementary science classes were appeared, but the effects were also affected by teacher's individual characteristics. Especially the changing degrees of qualitative interactions varies with the teacher's viewpoint and preparation for the science class.