• 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.

• Korean Journal of Weed Science
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• v.4 no.1
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• pp.79-87
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• 1984

Herbicidal effects of alachlor to peanuts were observed under different formulations (granule containing 5.0% a.i. and emulsifiable concentrate containing 43.7% a.i.) and levels (granule with 3 and 6kg/l0a and emulsion with 300㏄/l0a) with the transparent polyethylene (P.E.) film mulching. Formulations and levels of alachlor did not affect emergence ratio, time of emergence and flowering, and early growth of peanuts such as the number of leaves and branches, length of branches; and shoot dry weight at 20 and 40 days after planting, but early growth was enhanced by P.E. film mulching. At harvest, weed dry weight was positively correlated with length of branches, but negatively correlated with the number of branches and shoot dry weight. Acalyphu australis and Chenopodium album were not effectively controlled by the application of alachlor and growth of C. album was retarded under P.E. film mulching. Portulaca oleracea and Digitaria sanguinalis were effectively controlled by alachlor, but they were not affected by P.E. film mulching. At harvest, D. sanguinalis, A. australis, and Echinochloa crus galli were predominant weeds in all treatments; persistence of alachlor may not be long enough to control even sensitive weeds to alachlor such as D, sanguinalis in the field of peanuts of which canopy development was relatively slow. Weed dry weight at harvest was negatively correlated with the number of pods and grain yield of peanuts. Among the yield components only the number of nods per plant was positively correlated with grain yield. Hana weeding after July 1 increased grain yield of Peanuts even in alchlor applied plots.