• Journal of the Korean Chemical Society
• /
• v.52 no.3
• /
• pp.315-321
• /
• 2008

The posters are the tools to communicate authors' idea with others by visual image and a little word. Every discipline has its own sign with specific meaning shared by the members of the discipline. Chemists and students learning chemistry, therefore, will communicate with each other by specific chemical signs (codes). The Korean Chemical Society has held the feast of drawing chemistry posters by students nationwide since 2004. In 2004 and 2005, more than three thousands of posters were submitted, and about one hundred and fifty posters were selected as the prize winners. The award was divided by the grade levels of elementary, middle, and high school. This study explores the codes of chemistry used in students' posters. With the analysis of the visual elements and the verbal elements of posters, 7 chemical codes were found such as the liquid, the experiment apparatus, the graduations, the chemical language, scientists, the earth and environment, and things around us. In addition, the differences were investigated on the grade levels, on awarded or non-awarded poster, and on the years. Educational implications of these findings are discussed.

• Journal of the Korean Chemical Society
• /
• v.49 no.6
• /
• pp.575-583
• /
• 2005

• Journal of the Korean Chemical Society
• /
• v.50 no.6
• /
• pp.477-485
• /
• 2006

study investigated the influences of the forms of verbal external representations and students' verbal learning style in learning chemical concepts with drawing as a method to assist students in connecting and integrating multiple external representations. Seventh graders (N=133) at a coed middle school were assigned to formal drawing (FD) and personalized drawing (PD) groups. Students in the PD group were provided words at personalized style as verbal external representations for drawing, while those in the FD group were provided words at formal style. All students were taught about Boyles Law and Charless Law for two class hours. Results revealed that the scores of a conception test for the PD group were significantly higher than those for the FD group. In a situational interest test, students with strong verbal learning style preference scored significantly higher than students with weak verbal learning style preference in the two groups. Most PD group students were found to prefer to read verbal external representations at personalized style for drawing rather than at formal style, and perceived their activities positively upon cognitive, affective and motivational aspects. Students with strong verbal learning style preference had more positive perceptions about their activities than students with weak verbal learning style preference especially upon affective and motivational aspects.

• Journal of the Korean Chemical Society
• /
• v.47 no.5
• /
• pp.519-529
• /
• 2003

This study investigated the characteristics of verbal interactions of various small groups based on previous achievement in paired think-aloud problem solving. Two classes of a high school were assigned to the homogeneous and heterogeneous groups, and taught on chemistry. Students from homogeneous groups (high${\cdot}$high, mid？id) and heterogeneous groups (high${\cdot}$mid, high${\cdot}$low) were selected, and their algorithmic problem solving on chemical equation and stoichiometry were audio/video taped. In high${\cdot}$high group, solver's 'require agreement' and listener 'agree' were frequently exhibited. On the other hands, listener's 'point out' and solver's 'modify' were frequently exhibited in mid${\cdot}$mid group, which was also observed in the heterogeneous groups (high${\cdot}$mid, high${\cdot}$low). Many verbal interactions were analyzed to be in symmetrical type. In this type, 'require agreement-agree' of high${\cdot}$high group was the most frequent. 'problem solving-agree' of high${\cdot}$high group was the most frequent in the solver-dominant type, while 'point out-modify' of high${\cdot}$low group in the listener-dominant type. The verbal behaviors related to the solving stage were frequently observed, but there were few related to the reviewing stage.

• Journal of The Korean Association For Science Education
• /
• v.20 no.2
• /
• pp.234-243
• /
• 2000

This study investigated the relationships between verbal behaviors and chemistry problem solving ability in cooperative learning. Based on the previous chemistry achievement. 11th-graders were assigned heterogeneously into three-membered groups. Small cooperative group problem solving processes in using 4 stage-problem solving strategy were audio/video taped. Students' chemistry problem solving ability was then measured by a problem solving strategy performance test. Their verbal behaviors were classified into giving information, receiving information, asking questions, and disagreeing. These were further coded into 16 subcategories. Providing, a subcategory of giving information, was the most frequent behavior. In studying partial correlation between verbal behaviors and problem solving ability, 7 categories were found to have significantly positive relationships. Providing showed the highest correlation with the problem solving ability as reported previously. Moreover, this study also revealed significant correlations in the categories of clarifying provided, correcting, justifying, and clarifying. In the case of low-ability students, the verbal behaviors of giving or receiving information were strongly correlated with problem solving ability. However, these verbal behaviors did not enhance the problem solving ability of high- and medium-ability students.

• Journal of the Korean Chemical Society
• /
• v.64 no.6
• /
• pp.416-428
• /
• 2020

This study analyzed the uses of external representations presented in the matter units of the 7th-grade science digital textbooks developed under the 2015 revised national curriculum. The level, form, presentation, and interactivity of external representations presented in 5 types of digital textbooks were analyzed. As for the level, the macroscopic level of representations was mainly presented. The macroscopic level and microscopic level of representations were presented together in the particle description. As for the form, visual-verbal and visual-nonverbal representations were usually presented across the board. Very few audial-verbal and audial-nonverbal representations were presented. Visual-verbal and audial-verbal representations were mostly presented in formal form, and visual-nonverbal representations were mostly presented in illustration without movement. The presentation of representations was analyzed in three aspects. First, visual-verbal and visual-nonverbal representations were mainly presented together and none of audial-verbal and visual-nonverbal representations were presented together. When the representations of the audial-verbal, visual-nonverbal, and visual-verbal were presented together, some of the information presented in audial-verbal representations was repeatedly presented in the visual-verbal representations. Second, audial-nonverbal representations not related to learning content were presented along with other representations. Third, there were few cases of arranging visual-verbal and visual-nonverbal representations on the next pages. Audialverbal and visual-nonverbal representations were always presented synchronized. As for the interactivity, the manipulation level was mainly presented in the main area, and the feedback level was mainly presented in the activity area. The adaptation level and the communication level of interactivity were presented very few. Based on the results, the implications for the direction of constructing digital textbooks were discussed.

• Journal of the Korean Chemical Society
• /
• v.44 no.4
• /
• pp.356-362
• /
• 2000

Students' protocols obtained from audio/video taping of small cooperative group problem solving processes were analyzed in the aspectsof verbal behaviors. The frequencies of the behaviors were com-pared by students' previous achievement level. Students' involvement in the verbal interaction for each level of students in each small group were also investigated. High-ability students ebility students and medium-or low-ability students.No significant differences were found in the subcategories of 'receiving information' or 'asking'. 0nly 3 small groups among 12 groups studied were found tobe bal-anced in students' involvelment. lnvolvement of medium-ability studentstended to be lower than that of high-and low-abilit students.

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

• Proceedings of the Korean Vacuum Society Conference
• /
• 2013.08a
• /
• pp.163.1-163.1
• /
• 2013

플라즈마 시뮬레이션을 수행하기 전에 현 컴퓨터의 계산 능력범위 내에서 물리적으로 타당하게 설명할 수 있는 수치 해석 방법을 먼저 정한다. 예를 들면, 가스 반응이 많고 각 가스 반응 중에 중요가스 반응을 빠르고 선택적으로 선별하고자 할 때, 혹은 외부 입력 변화에 따른 플라즈마 종의 온도 또는 밀도를 대략적으로 파악하고자 할 때는 공간적인 분포를 고려하지 않는 0차원 global 모델링을 이용한다. 압력이 높고 충돌이 빈번한 경우에는 플라즈마를 유체적인 관점에서 기술이 가능하므로, 볼츠만 방정식에서 속도에 관한 0차, 1차, 2차 모멘텀을 이용하여 유도된 유체 방정식을 이용한다. 반대로 압력이 낮고 충돌이 거의 없는 경우에는 플라즈마 입자를 개별적으로 추적하는 입자 전산 모사 방법을 이용한다. 지금까지는 앞에서 언급한 예와 같이, 개별 플라즈마 상태에 맞는 시뮬레이션 코드를 각각 만들어야 했고, 각 코드를 개별적으로 유지 보수해야 했다. 하지만, 개별적으로 코드를 유지 보수를 해야 할 경우에는, 동일한 기능을 하는 함수를 반복적으로 각 코드에 입력해야 하는 불편함이 따르고, 각 수치해석 방법의 장점을 모은 하이브리드 방법과 같은 전사모사를 개발할 때 각 기능을 통합해야 하는 어려움이 따른다. 또한 지금까지 개발된 대부분의 플라즈마 코드는 외부 입력에 대해 유연하지 못한 대처로 새로운 가스 반응을 추가하거나 새로운 수치해석 방법을 추가할 경우에는 코드를 전체적으로 수정해야 하는 어려움이 있었다. 따라서 코드를 통합적으로 관리할 수 있고, 외부 입력에 대해 유연하게 대처할 수 있는 시뮬레이터가 필요했다. 여기에서는 객체 지향 언어인 C++ 언어를 이용하여, 사용자 입력에 대해 유연하게 대처할 수 있고, 복잡한 화학 반응을 특정 수치 해석 방법에 상관없이 통합적으로 관리할 수 있는 코드를 개발하였다.

• Journal of The Korean Association For Science Education
• /
• v.31 no.5
• /
• pp.745-757
• /
• 2011

In this study, we investigated the interlanguage of ninth graders that was used to classify and explain the phenomena related to the change of the matters in a group discussion and semi-structured interview. The patterns of the interlanguage were classified and analyzed through the change of their understanding of science languages. The analyses of the results suggested that the interlanguage of the students are classified into the three patterns according to its meaning and form. Pattern 1 is science language used in combination with everyday language to express scientific meaning. This was used by most students regardless of the level of understanding of science languages. Pattern 2 is everyday language used to show scientific meaning, which was used by students who had better understanding of science languages than the others. Pattern 3 is using languages with multiple meaning, which was mainly used by students who have superficial understanding of science languages. Educational implications of these findings are discussed.