• Journal of The Korean Association For Science Education
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• v.35 no.6
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• pp.1063-1074
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• 2015

In this study, we developed an analogy-generating strategy and applied this to a 7th grade science-gifted class. The types of analogies they generated, verbal interactions and analogy-generating patterns, and perceptions of five groups on the analogy-generating strategy were examined. The analyses of the results revealed that there was a higher proportion of the elaborated analogies in terms of quality generated by science-gifted students individually in the analogy-generating strategy than in general analogy-generating activity. After having small group activities, most small groups generated the elaborated analogies. The frequencies and percentages of verbal interactions of each sub-stage were found to be slightly different. Analogy-generating patterns in small groups were categorized into three types; selecting in-depth source, selecting inclusive source, and selecting surficial source. The elaborating patterns of mapping between a target concept and analogies were different among the types. Science-gifted students positively perceived in terms of its values and attitudes toward the analogy-generating strategy, and they responded that the analogy-generating strategy was helpful in generating more elaborated analogies and fostering creative thinking. Therefore the analogy-generating strategy is expected to generate positive impact on the creativity of science-gifted students.

• Journal of The Korean Association For Science Education
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• v.44 no.4
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• pp.301-311
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• 2024

We developed a small-group training program for in-service teachers focused on scientific modeling. We collected the discourses of the teachers who participated in the activity and analyzed them by type. The training program employed a collaborative approach in which a small group completed tasks and produced outputs based on the theme of 'galaxies and the Universe' to enable practical application in classes. Three in-service science teachers participated in the training program. Their discourses were recorded, transcribed, and classified into types based on individual turns and interaction units. The language expressions of the teachers reflected the unique characteristics of the teaching profession, with each participant having preferred language expression types, albeit with a generally low prevalence of specific language expression types across the participants. Differences in discourse characteristics related to the modeling theme, task presentation method, and model types, revealed that variations in the proportion of interaction unit types during the modeling design, build, and evaluation stages were primarily influenced by the teachers' familiarity with the modeling theme. While the task presentation method also influenced interaction types, model types had little impact on the distribution of interaction types. Considering these findings, training programs on modeling for in-service teachers should include a checklist to encourage sufficient interaction between participants as well as propose proper questions that can be effectively addressed through collaboration.

• The Journal of Korean Philosophical History
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• no.29
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• pp.351-373
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• 2010

The study aimed to identify the differences in language development according to childcare type and child age. Specifically, the study aimed to confirm the difference in the language development between children whose language interactions with their parents are made normally and children whose language interactions with their parents are blocked. With this aim, the study conducted a language development test aimed at a total of 248 children consisting of 146 children raised by their parents and 102 children raised by their grandparents from among children at the age of 3 and of 4. The results obtained from the study include the following. First, the receptive language of children raised by their parents was found to be higher than that of children raised by their grandparents. Second, the expressive language of children raised by their parents was discovered to be higher than the expressive language of children raised by their grandparents. Third, the language development of children raised by their parents was shown to be higher than that of children raised by their grandparents.

• Annual Conference on Human and Language Technology
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• 1990.11a
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• pp.235-246
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• 1990

McClelland와 Rumelhart (1981)의 상호작용활성화 모형과 Feigembaum과 Simon (1984)의 초보지각자-기억자 모형 (Elementary Perceiver and Memorizer, EPAM)을 두 음절 한글단어에서의 낱자 지각을 중심으로 검증한 김 재갑과 김 정오 (1990)의 실험을 새 자극 단어들과 변수를 포함시킨 두 실험을 수행하였다. 여섯 낱자들로 구성된 단어의 둘째 음절위치에서 단어 내의 낱자들은 단독으로 제시되는 낱자들보다 더 부정확하게 파악되었고 (단어열등효과), 이 결과는 다섯 낱자로 된 두 음절 단어들에서는 관찰되지 않았고, 그 배후 기제는 세 낱자들로 구성된 단어의 부분에 대한 제한된 주의 용량의 배정임을 시사하는 결과를 얻었다. 본 연구의 결과들은 상호작용활성화 모형보다 EPAM 모형에 의해 더 잘 다루어짐이 밝혀졌다.

• The Journal of the Korea Contents Association
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• v.21 no.4
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• pp.14-25
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• 2021

The purpose of this study is to explore what are the interactive factors of synchronous online education in university and identify the level of interaction. This study used mixed research method. As a result of the interaction level, it was recognized that face-to-face education could be more interactive than synchronous online education. Synchronous online education could have better interactive between instructor and learner, and among learners than asynchronous online education. Factors which influencing the interaction were as follows: small group activities and scaffolding, diversification of communication channels and integration of learner's question in learning content. Detrimental elements were distance felt between instructor and learners, low intimacy among learners, content-focused lecture, restrictions on non-verbal communication, unstable systems and misusing microphones. The necessary factors to promote interaction are planning interactive class activities, etc. Based on the results, it was to suggest what kinds of efforts are needed to make interaction more effective in terms of teaching and learning method & activity, tool & system, and environment.

• Proceedings of the Korean Information Science Society Conference
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• 2003.10b
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• pp.808-810
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• 2003

본 논문에서는 생물학 관련 문서에서 단백질 간의 상호작용을 추출하는 방법에 대한 전반적인 기술 동향을 소개하고, 현재 구현된 상호작용 정보 자동추출 시스템의 연구 결과에 대해 기술한다. 일반적으로 이미 알려진 단백질들의 관계를 추출함에 있어서는 단백질의 이름에 대한 특성 구분과 표현의 의미적 해석등에 NLP 기법을 사용하여, 사용자 정의에 따른 룰을 생성하는 방법과 데이터 마이닝 기법을 적용하여, 단백질간의 관계를 자동적으로 추출하는 방법, 또한 위의 이 두가지 방법을 병행하는 방법이 현재 연구되고 있다. 이 논문에서는 자연언어처리 기법과 머신러닝 기법(SVM)을 이용하여, 단백질간의 상호작용에 관한 일반 생물 정보 문헌에서 추출하고, 그 성능을 테스트 해 보겠다.

• Journal of The Korean Association For Science Education
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• v.24 no.6
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• pp.1039-1048
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• 2004

The purpose of this study is to analyze verbal interaction between teachers and students in order to collect qualitative data on the characteristics of the interaction to enhance teaching efficacy. Total of 12 classes of eight science teachers were observed and were interviewed. The classes were video taped and all the verbal interactions were transcribed. The transcribed content and interviews were further analyzed to draw any conclusions on the verbal interaction between teachers and students. Analysis criteria for the data on the class and interview were developed based on the literature review and applied to analyze the collected content. The analyzed data showed that verbal interactions composed of confirmation questions for memorization, students' short responses and teacher's immediate feedbacks. The results of the study also suggested that there needs to be further studies on the interactional techniques for teacher in utilizing the class materials and activities. The teachers should acknowledge the importance of the questions and feedbacks of teachers for students to stimulate their sound learning through literatures.

• Science of Emotion and Sensibility
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• v.17 no.4
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• pp.61-70
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• 2014

Verbal communication has limits in the interaction between robot and man, and therefore nonverbal communication is required for realizing smoother and more efficient communication and even the emotional expression of the robot. This study derived 7 pieces of nonverbal information based on shopping behavior using the robot designed to support shopping, selected facial expression as the element of the nonverbal information derived, and coded face components through 2D analysis. Also, this study analyzed the significance of the expression of nonverbal information using 3D animation that combines the codes of face components. The analysis showed that the proposed expression method for nonverbal information manifested high level of significance, suggesting the potential of this study as the base line data for the research on nonverbal information. However, the case of 'embarrassment' showed limits in applying the coded face components to shape and requires more systematic studies.

• Journal of Korean Elementary Science Education
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• v.43 no.1
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• pp.64-80
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• 2024

This study aims to investigate the characteristics of verbal interaction in science class demonstrations conducted by elementary school pre-service teachers. Specifically, the study intends to examine the use of elements of verbal interaction and the progression of these interactions. Additionally, the study intends to analyze the perception of pre-service teachers about effective questioning and feedback and to determine the correlation between the proportions of the types of questioning and feedback positively perceived by the pre-service teachers and of the types of questioning and feedback used during class demonstration. Toward this end, the study analyzed the science class demonstration videos and class evaluation sheets submitted by 38 fourth-year students at the S University of Education. The results are as follows. First, pre-service elementary school teachers generally use close-ended questions during science class demonstrations. Moreover, they predicted that students would primarily provide the correct responses and would not engage in extended interaction by providing immediate feedback for the responses of the majority of the students. Second, pre-service elementary school teachers perceived the utilization of close-ended questions and immediate feedback in science class demonstrations more favorably than they did that of open-ended questions and delayed feedback. The study observed a weak positive correlation between the positive perception of specific types of questions and feedback and the use of such types in class demonstration. The results demonstrated that pre-service elementary school pre-service teachers tend to engage in fragmented verbal interactions during science class demonstrations. They primarily use close-ended questions and immediate feedback. This tendency is seemingly related to their perception of questions and feedback. Therefore, education institutions for training pre-service teachers need to provide opportunities for reflecting on verbal interactions, which tend to involve close-ended questions and immediate feedback. Lastly, assessing the perception of pre-service teachers of questions and feedback is also necessary.

• Annual Conference on Human and Language Technology
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• 1989.10a
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• pp.61-64
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• 1989

언어 연구에 관한 방법론은 단위구조적(modular) 접근방법과 총체론적(holistic) 접근방법으로 대별될 수 있다. 전자는 인지체계가 독자적 인지단위로 나뉘어져 있으며 그 중 하나가 언어기능임을 가정하고 있다. 즉 언어는 언어기능과 여타 인지단위로 상호작용함으로써 성립된다고 가정하는 것이다. 이에 비해 후자는 언어가 총체로서의 인지체계의 소산임을 가정하며, 따라서 언어기능이란 존재를 부정한다. 이러한 총체론적 언어이론에서는 신체의 구조가 보이는 단위구 조성과 심적 수조의 총체성 사이의 "불균형"을 어떻게 설명할 것인가의 의문이 제기된다. 이 글에서는 단위 구조설의 내용이 간략히 소개된다. 언어기능을 이루고 있는 보편문법 및 개별문법의 개념이 논의되는 가운데, 과거에도 그랬고 현재에도 계속 논란의 대상이 되고 있는 이른바 "문법성"의 개념이 중점적으로 다루어진다. 문법성과 허용성이 별개의 개념일진대, 문법적이면서도 허용되지 않은 문장이 있을 수 있고, 비문법적이면서도 허용되는 문장도 있을 수 있어야 한다. 이 후자의 경우도 실제로 존재함이 보여질 것이다.