• Journal of the Korean BIBLIA Society for library and Information Science
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• v.20 no.4
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• pp.51-65
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• 2009

This study attempted to investigate users' information needs in an educational research library, which delivers web-based digital reference services to library users, by analyzing reference questions asked by remote users. A total of 242 questions from two electronic bulletin boards was examined in terms of 6 types of questions asked and 23 subareas of education. The study found that 56.1% of reference questions on the library bulletin board were pure reference questions in curriculum, textbooks and teaching & instruction. Suggestions for effective use of digital reference services were made: easy access to menu services, use of web forms, development of digital reference systems providing search functions and response functions.

• The Journal of the Korea Contents Association
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• v.14 no.5
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• pp.512-523
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• 2014

The purpose of this study is to provide useful information for improving interaction between teacher and student by analysing gifted class in mathematics with the Flanders Category System. Research questions are as follow. In gifted class in mathematics, How is the result of analysis regarding interactions between the teacher and students, according to 1) Flanders' Coding system? 2) Flanders' language pattern? 3) Flanders' Index system? For this, 3 gifted classes in mathematics were recorded by video camera and analyzed by Advanced Flanders(AF) analysis program version 3.54. Results are as follow. 1) Code Category Analysis mostly consists of lecture, voluntary speaking and chaos, silence work. 2) Most class patterns are not in accordance with effective class pattern models. So teacher needs to accept student's opinion actively and give appropriate feedback. 3) In Indices Results, revised I/d ratio, teacher's question ratio, student's speaking ratio, Student question and wide answer ratio are higher than analysis standard, indirect ratio is lower than analysis standard.

• Journal of Science Education
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• v.35 no.2
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• pp.159-172
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• 2011

The purpose of this study is to specify the quality of I-R-E pattern and question-answer affiliation between students and teacher, depending on teacher's career. This study analyzes 6 classroom discourse texts of 6th grade science class. The results of this study are as follows. First, in the case of a newly appointed teacher, I-R-E pattern is appeared repeatedly. Second, in the case of experienced teachers, expended I-R-E pattern is appeared compare with a newly appointed teacher. Third, in the case of a newly appointed teacher, independence relational structure is appeared more repeatedly than other structures. But, in the case of experienced teachers, all kinds of question-answer structures - independence, parallel, insertion, and reorganization relational structure - are appeared more evenly.

• Journal of The Korean Association For Science Education
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• v.26 no.2
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• pp.239-245
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• 2006

The purposes of this study were to develop and implement a teaching strategy that reinforced teacher-student interaction for middle school first grade science and investigate the impact of the teaching strategy on student comprehension of scientific concepts, logical thinking ability, and science-related attitudes. 200 students attending a co-ed middle school located in Gyeonggi province were selected for the study and divided into an experiment and control group each consisting of 100 pupils. The teaching strategy reinforcing teacher-student interaction was applied to the experiment group, while conventional teaching, teacher-led lecturing, was carried out on the control group. To accomplish reinforced teacher-student interaction teacher asked students diversified questions and gave delayed feedbacks that deliberately focused on thought provocation. Results showed that the developed teaching strategy was effective in improving the students' logical thinking ability(p<.01). However, no significant differences were found in student comprehension of scientific concepts and science-related attitudes between the experimental and control group(p<.05). It was determined that more sound research is needed to develop and apply a lesson plan based on the teaching strategy used in this study.

• Journal of the Korean School Mathematics Society
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• v.21 no.2
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• pp.141-160
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• 2018

In order to propose effective learning methods to teach basic mathematics course for students of business administration, we conducted the survey on recognition and attitude on mathematics subjects, and analyzed academic achievements of the business mathematics as a basic mathematics course in relation to the results of the survey. First, we investigated learning contents and problems difficult for students to understand in the course, and presented the instructional method and significance of them with examples. These learning contents and problems were collected from the students using the mathematics cafe. Furthermore, we analyzed types of the incorrect answers on the midterm and final examinations in the business mathematics. Although it is difficult to generalize the finding to all of the business administration students due to differences in academic level and educational environment, much work has been put in to present learning method of the business mathematics for students of business administration.

• Journal of the Korean earth science society
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• v.24 no.3
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• pp.141-149
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• 2003

This study investigated the effect of gender grouping on cooperative learning on the basis of student achievement and science-teaming attitude. Homogeneous and heterogeneous gender groupings were used in the treatment groups for the learning strategies of earth science. Traditional instruction was performed for the control group. Three classes at a middle school were assigned to the groups. Before the treatment instruction, a questionnaire about science-learning attitude was administered to 144 students, and their scores were utilized as covariate. Then, the same questionnaire was given with a test of science achievement designed in this study. The changes in both achievement and attitude among the three groups were analyzed statistically. Significant differences were not shown in science achievement or in the difference of gender with respect to perceptions about science. There were significant changes between the homogeneous and heterogeneous gender grouping in their attitudes toward science instruction. Here the cooperative learning group, regardless of the gender grouping, tends to exhibit more positive perceptions towards their learning environment than the control group, particularly in female students.

• Proceedings of the Korea Information Processing Society Conference
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• 2015.10a
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• pp.562-565
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• 2015

최근 모바일 기기의 사용이 급증하면서 모바일 단말기를 기반으로 하는 모바일 원격교육 시스템이 연구되고 있다. 우리는 태블릿 기반의 실시간 원격교욱 시스템을 개발한 경험이 있다. 이 시스템은 학생이 실시간으로 강사의 강의를 보고 들으며 슬라이드 및 애노테이션을 볼 수 있게 해준다. 또한 이 시스템은 학생이 채팅기능을 통해 강사에게 질문을 허용함으로써 강사 학생간의 상호작용을 지원한다. 그러나 이 시스템은 학생들이 채팅창에 가상키보드를 통해서만 입력하는 것을 허용하였기 때문에 입력 속도가 떨어지고 편의성이 저하되는 문제점이 있었다. 따라서 본 연구에서는 채팅기능의 Speech to Text 기능을 추가하여 학생들의 음성입력을 지원하도록 시스템의 강사 학생간의 상호작용 부분을 개선하였다. 그리고 강사 학생간의 상호작용에 대한 사용자 평가를 통하여 개선된 시스템이 기존의 시스템에 비하여 입력 속도 및 편의성 면에서 어느 정도 개선되었음을 알 수 있었다.

• Journal of the Korea Convergence Society
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• v.8 no.8
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• pp.215-224
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• 2017

The purpose of this study was to analyze the cases of verbal interactions occurring during the mathematics lessons taught in middle school special classes in order to examine the elements and types of verbal interactions that occur between the teachers and students. Data were collected and analyzed for the sessions on geometric units that formed part of the mathematics lessons routinely implemented in the special classes. The analysis showed that the teachers initiated 237 (84.1%) of the 291 instances of verbal linguistic interactions. A total of 240 teachers' questions were analyzed, and questions in the area of knowledge occurred the most frequently, at 160 times (66.7%). A total of 617 student responses were analyzed, and short answers occurred the most frequently, at 367 times (59.5%). Teacher feedback occurred 581 times in total, and correct/incorrect (simple) feedback occurred the most frequently, at 234 times (40.3%). A total of 237 verbal interactions were observed between the teachers and children, and the I (RF) type (one teacher question, one student response, and one instance of teacher feedback) occurred most frequently, at 83 times (35.0%).

• Journal of The Korean Association For Science Education
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• v.37 no.6
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• pp.1037-1049
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• 2017

The purpose of this study is to explore how the flow of discourse move and their reasoning process in dialogic argumentation during group modeling on excretion. Five groups of three to four students in the second grade of a middle school participated in the modeling practice of a Gifted Center. Analysis was conducted on argumentation during the modeling activity in which students should explain how the waste product (ammonia) leaves the body. It was found that there was a sequential argumentative process-tentative consensus, solving the uncertainty, and consensus. There were several discourse moves - 'claim' and 'counterclaim' in the stage of tentative consensus, 'query' and 'clarification of meaning' in the stage of solving the uncertainty, and 'change of claim' in the stage of consensus. Students participated in the dialogic argumentation by constructing argument collaboratively for reaching a consensus. Critical questioning in the stage of solving the uncertainty and reasoning in the stage of consensus were the impact factors of dialogic argumentation. By answering the critical questions, students changed their claims or suggested new claims by defending or rebutting previous claims. Students justified group claims with diverse argumentation scheme and scientific reasoning to reach a group consensus. These findings have implication for science educators who want to adopt dialogic argumentation in science classes.

• Journal of The Korean Association For Science Education
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• v.27 no.5
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• pp.394-403
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• 2007

In this study, the effects of reciprocal peer questioning (RPQ) strategy upon students' concept learning were investigated. Ninety-two seventh graders at a co-ed middle school were assigned to control, reciprocal peer tutoring (RPT), and RPQ groups. The students were taught about 'three states of matter' and 'motion of molecules' for 12 class hours. Regardless of students' prior science achievement level, the RPQ group showed the highest scores among the three groups in the test of conceptual understanding, and the RPT group performed better than the control group. For high-level students, the scores of the RPQ group were significantly higher than those of the other groups in the test of the concept application, and those of the RPT group were higher than those of the control group. For low-level students, the scores of the RPT and RPQ groups in the concept application test were significantly higher than those of the control group, while those of the RPT and RPQ groups were not significantly different. These results indicated that verbal interaction by reciprocal tutoring helped students to understand chemical concept learning, and that using self-generated questions was more effective. Therefore, RPQ strategy is suggested to become one of the useful instructional methods to facilitate verbal interaction and concept learning in middle school science instructions.