• Journal of Science Education
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• v.37 no.1
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• pp.117-130
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• 2013

The purpose of this study was to analyze the patterns and features of interaction in teacher interviewing with high school students' small group for biology learning. The interactions in variety between the students and between the students and the teacher were made as the interviews with each small group were repeated to feedback for biology learning. The patterns of interaction were categorized into four types by interactive level of interaction among group members and a teacher: leader representation without interaction among students and the teacher(LR, leader representation), interaction among a part of students and the teacher(PSI, partial students interaction), active interaction among students inside the group, but only interaction between the teacher and the leader student(SAI, students active interaction), and interaction between all of the students and the teacher(teacher-students active interaction). Even though complex patterns of interactions were made among the students at the initial stage of insufficient understanding on the study concept, the simple interaction processes were shown as students had gradually completed the understanding on the concept. It was displayed that the interaction in the small group for biology study provides the opportunity to confirm and understand the concept to the students who were poor at the understanding on the concept, and it can influence positively on the mutual creation of study concept.

• Journal of Korean Elementary Science Education
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• v.28 no.4
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• pp.519-528
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• 2009

The purpose of this study was to investigate the effect of social interaction on metacognition, learning motive and academic achievement in elementary science learning. The science lessons emphasizing social interactions that is applied to this study was comprised of 5 stages, 'introduction', 'inquiry activity', 'small group emergent activity', 'large group emergent activity', 'conclusion and assessment'. The results of this study were as follows: First, applying the learning model emphasizing social interaction to the experimental group led to a significant difference between the result of the pre- and post-test, regarding metacognition, especifically those of declarative knowledge. And meaningful difference was drawn from the results of all elements in the lower category of regulation of cognition between the experimental and comparison group. Second, a significant difference was found between the pre- and post-test regarding learning motive, especially those of attention, relation, and self-confidence. Third, after applying the learning model emphasizing social interaction to the science classes of the experimental group, students' academic achievement improved significantly in the post-test, compared to the results of pre-test.

• Journal of The Korean Association For Science Education
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• v.32 no.8
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• pp.1269-1280
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• 2012

The purpose of this study is to analyze the verbal interaction during elementary students' hypothesis generation learning. For this study, 32 6th graders were selected and were assorted into heterogeneous small-groups by achievement levels. The topics of hypothesis generation learning were developed by analyzing the current elementary school curriculum. Each group's verbal interactions were audio/video taped and transcribed. After coding the protocol and having student retrospective interview, types and frequency of verbal interaction were analyzed. The frequency of verbal interaction during observation was highest and that of questioning situation identification was lowest. Regarding to the quality of verbal interactions, low level interactions were significantly frequent during observation. On the other hand, hypothetical explicans generation revealed high frequency of high level interactions. The results revealed that elementary students can make high level verbal interactions through hypothesis generation learning.

• Journal of The Korean Association For Science Education
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• v.25 no.7
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• pp.721-727
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• 2005

This study investigated the effects of small group drawing in learning the concepts of particulate nature of matter. Three classes of seventh graders (N = 126) at a coed middle school were randomly assigned to a pair drawing group, an individualistic drawing group, and a control group. The students were taught the 'three states of matter' and 'motion of molecules' for eight class periods. Prior to these classes, student self-efficacy, learning motivation, and attitude toward science instruction were examined. After instruction, tests assessing achievement, conception, learning motivation, and attitude toward science instruction were administered. Two-way ANCOVA results revealed that scores of achievement and conception for the pair drawing group were significantly higher than those for the control group. However, scores of the three groups did not significantly differ in learning motivation and attitude toward science instruction. Furthermore, no significant interactions surfaced between instruction and the level of self-efficacy in all dependent variables.

• Bulletin of the Korean Space Science Society
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• 2004.10b
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• pp.328-331
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• 2004

Shock wave boundary layer interactions can make flows around a vehicle be very high pressure and temperature due to pass shock waves in small areas of the hypersonic vehicle. These phenomena can affect a critical problem in the design of hypersonic vehicles. To research the effect of shock wave boundary layer interactions, comer flows were studied in this paper using numerical studies with the NSMB (Navier-Stokes Multi Block) solver and then comparing corresponding numerical results with experimental data of the Huston High Speed Flow Field Workshop II. The mach number of flows is 12.3 in comer flows. The comparison with the computational result is presented based on diverse numerical schemes. Good agreement is obtained.

• Journal of Educational Research in Mathematics
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• v.15 no.1
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• pp.75-105
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• 2005

This study explored a mathematical modeling flow and the effect of interactions among students and between a student and Excel on modeling in a small group modeling environment with Excel. This is a case study of three 8th graders' modeling activity using Excel during their extra lessons. The conclusions drawn from this study are as follows: First, small group modeling using Excel was formed by formulating 4∼10 modeling cycles in each task. Students mainly formed tables and graphs and refined and simplified these models. Second, students mainly formed tables, algebraic formulas and graphs and refined tables considering each variable in detail by obtaining new data with inserting rows. In tables, students mainly explored many expected cases by changing the values of the parameters. In Graphs, students mainly identified a solution or confirmed the solution founded in a table. Meanwhile, students sometimes constructed graphs without a purpose and explored the problem situations by graphs mainly as related with searching a solution, identifying solutions that are found in the tables. Thus, the teacher's intervention is needed to help students use diverse representations properly in problem situations and explore floatingly and interactively using multi-representations that are connected numerically, symbolically and graphically. Sometimes students also perform unnecessary activities in producing data by dragging, searching a solution by 'trial and error' and exploring 'what if' modeling. It is considered that these unnecessary activities were caused by over-reliance on the Excel environment. Thus, the teacher's intervention is needed to complement the Excel environment and the paper-and-pencil environment properly.

• Journal of Korean Elementary Science Education
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• v.31 no.2
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• pp.135-145
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• 2012

In this study, we developed an efficient in-service teachers training program, which could help the professional development of science gifted teachers. The characteristic feature of this in-service training program was to put great emphasis on interaction between fellow teachers. With this program, teachers could share their experiences and informations about gifted education. The program consisted of 4 interaction modules: 'the module of interaction at the pre-planning', 'the module of interaction in the small group', 'the module of interaction at the plan of application', 'the module of interaction at the practical exercise'. In this study, we analyzed the interaction between science gifted education teachers in 'the module of interaction at the pre-planning'. We analyzed the interaction between science gifted education teachers in 'the module of interaction at the pre-planning'. Each teachers got 17.2 correction opinions from peer teachers. They accepted 79.2% opinions among them and refused the other opinions (20.8% opinions). In the analysis of 'program process', the interactions for the improvement about 'the acquirements of knowledge and function' step were 41.9% and the interactions for the improvement about 'plan and exploration' step were 30.5%. In the analysis of 'program domain', the interactions about 'method of teaching and learning' were 41.9%. The interactions about 'program step' were 28.6% and the interactions about 'learning contentsh were 24.8%. With these results, we discussed the features of interaction between science gifted education teachers and proposed the improvement of in-service training program for elementary science gifted teachers.

• Journal of the Korean Chemical Society
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• v.50 no.6
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• pp.494-505
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• 2006

This study was performed for 7th grade students to analyze by leader style, the verbal interactions between students in a small group in an MBL(Microcomputer-Based Laboratory) experiment class. The study was performed after arranging the students into four kinds of groups, including groups with leaders of inclusive, persuasive, and alienating styles and a group with no clear leader. The analysis of total frequencies of verbal interaction revealed that the group with an inclusive leader showed the highest frequency of verbal interaction, followed by the group with a persuasive leader, an alienating leader and lastly, the group with no clear leader. The group with an inclusive leader showed the highest frequency of interaction from a cognitive aspect related to question(Q), response(R), making suggestion(MS), and receiving opinions(RO), while interactions from an affective aspect related to behavioral participation(BP) and students' attitudes(SA) were observed more often in a group including an alienating leader than in any other group. An analysis of characteristics of verbal interaction according to leader style showed that a group with an inclusive leader had a permissive atmosphere. It also showed that all members of the group actively participated in discussion and they had a sense of belonging and self-pride with their group. In a group with a persuasive leader, the leader took the lead of most experimental and discussion activities and he was rarely challenged by other students in the group. Rather, other group members showed a tendency to depend on their leader. In a group with an alienating leader, the relationship between leader and members of the group was not harmonious and unfiltered expressions of dissatisfaction and ignorance often took place. The leader's lack of concern about members' low achievement became an obstacle in active discussion. In a group with no clear leader, most interactions during discussion were short and simple. Many answers to the question given by their members were not clear and the interactions were sometimes interrupted for a short while.

• Publications of The Korean Astronomical Society
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• v.30 no.2
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• pp.507-509
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• 2015

This work aims to study the evolution of galaxies, located in the dense environment of the NGC 4095 compact group, which have recession velocities 6,000 < v ($km\;s^{-1}$) < 8,000. Imaging observations for BV $R_c$ broad-band, and [$S\small{II}$] and red-continuum narrow-band were carried out with the 2.4 m Thai National Telescope (TNT) at Doi Inthanon, Chiang Mai, Thailand. The sample contains 13 galaxies, consisting of 8 spirals, 4 ellipticals and 1 irregular morphological type. Late type galaxies tend to be bluer than early type galaxies. The results show that most of the late type galaxies have ongoing star formation activity, which could be triggered by galaxy-galaxy or tidal interactions, and that young massive stars in these galaxies cause their colors to be bluer than the early type galaxies.

• The Korean Journal of Physiology and Pharmacology
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• v.17 no.3
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• pp.245-251
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• 2013

The purpose of this study was to investigate the effects of fluvastatin on the pharmacokinetics of repaglinide in rats. The effect of fluvastatin on P-glycoprotein and CYP3A4 activity was evaluated. The pharmacokinetic parameters and blood glucose concentrations were also determined after oral and intravenous administration of repaglinide to rats in the presence and absence of fluvastatin. Fluvastatin inhibited CYP3A4 activity in a concentration-dependent manner with a 50% inhibition concentration($IC_{50}$) of 4.1 ${\mu}M$ and P-gp activity. Compared to the oral control group, fluvastatin significantly increased the AUC and the peak plasma level of repaglinide by 45.9% and 22.7%, respectively. Fluvastatin significantly decreased the total body clearance (TBC) of repaglinide compared to the control. Fluvastatin also significantly increased the absolute bioavailability (BA) of repaglinide by 46.1% compared to the control group. Moreover, the relative BA of repaglinide was 1.14- to 1.46-fold greater than that of the control. Compared to the i.v. control, fluvastatin significantly increased the $AUC_{0-{\infty}}$ of i.v. administered repaglinide. The blood glucose concentrations showed significant differences compared to the oral controls. Fluvastatin enhanced the oral BA of repaglinide, which may be mainly attributable to the inhibition of the CYP3A4-mediated metabolism of repaglinide in the small intestine and/or liver, to the inhibition of the P-gp efflux transporter in the small intestine and/or to the reduction of TBC of repaglinide by fluvastatin. The study has raised the awareness of potential interactions during concomitant use of repaglinide with fluvastatin. Therefore, the concurrent use of repaglinide and fluvastatin may require close monitoring for potential drug interactions.