• Title/Summary/Keyword: Verbal interaction

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4- and 7-year old Children's Facial, Behavioral, and Verbal Expressions of Pride and Shame by Task Difficulty (난이도가 다른 과제 수행에서 얼굴 표정, 행동, 언어를 통해 나타나는 아동의 자부심과 수치심 표현 - 4세와 7세 아동을 대상으로 -)

  • Kim Jung-Min;Yoo An-Jin
    • Journal of Families and Better Life
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    • v.23 no.1 s.73
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    • pp.173-185
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    • 2005
  • This study investigated differences in children's facial, behavioral, and verbal expressions of pride and shame by their age, and type and level of task difficulty when they succeeded or failed on tasks. The subjects were 55 4-year-old children from 2 day-care centers and 37 7-year-old children from 1 elementary school. Each child participated in pride and shame assessment sessions. Data were analyzed by means, standard deviations, repeated measures ANOVA, and paired t-test. When they succeeded on tasks, 4-year-olds showed more pride in behavioral expression than 7-year-olds. More pride in facial, behavioral, and verbal expressions were shown when subjects succeeded on difficulty than on easy tasks. Interaction effect for behavioral expression of pride was found between age and type of task difficulty. In verbal expression of pride, interaction effect was found between age, and type and level of task difficulty. When they failed on tasks, 7-year-olds showed more shame in behavioral and verbal expressions than 4-year-olds. More shame in facial, behavioral, and verbal expressions were shown when subjects failed on easy than on difficulty tasks. Interaction effect for facial expression of shame was found between age, and type and level of task difficulty.

Analyses of Verbal Interaction among Students in Small Group Science Learning Using Smart Devices (스마트 기기를 활용한 소집단 과학 학습에서 학생의 언어적 상호작용 분석)

  • Yun, Jeonghyun;Kang, Sukjin;Ahn, Inyoung;Noh, Taehee
    • Journal of the Korean Chemical Society
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    • v.61 no.3
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    • pp.104-111
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    • 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.

High School Students' Verbal and Physical Interactions Appeared in Collaborative Science Concept Learning Using Augmented Reality (고등학생의 증강현실을 활용한 협력적 과학 개념학습에서 나타나는 언어적·물리적 상호작용)

  • Shin, Seokjin;Kim, Haerheen;Noh, Taehee;Lee, Jaewon
    • Journal of The Korean Association For Science Education
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    • v.40 no.2
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    • pp.191-201
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    • 2020
  • This study investigated verbal and physical interactions which appeared in collaborative science concept learning using augmented reality. Twelve 10th grade students participated in this study. After being organized into three four-member small groups, they participated in classes using smart device-based augmented reality application developed for the understanding of the chemical bonding concept. Their class activities were audio- and video-taped. Semi-structured interviews were also conducted. The results revealed that within individual statement units of verbal interaction, the proportions of information question/explanation and direction question/explanation were found to be high. Within interaction units, the proportions of reformative and cumulative interaction were relatively high. The proportions of progress were also found to be high within both individual statement units and interaction units of verbal interaction. Students' physical interactions were mainly conducted without meaningful verbal interactions. When their physical interactions were accompanied by knowledge construction-related verbal interactions, the proportions of gazing virtual objects and worksheet-related interactions were high. In contrast, various exploratory activities related to the manipulation of markers mainly appeared when they conducted physical interactions only, or when their physical interactions were accompanied by management-related verbal interactions. On the bases of the results, effective methods for collaborative concept learning using augmented reality in science education are discussed.

Mother-Toddler Verbal Interaction Comparative Study in Traditional, Free and Block Play (어머니-영아간 전통놀이, 자유놀이, 블록놀이의 언어적 상호작용 비교)

  • Lee, Heang-Suk;Han, Eu-Gene
    • Journal of Families and Better Life
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    • v.27 no.1
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    • pp.181-196
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    • 2009
  • This study compared mother-toddler verbal interaction by play type (traditional play, free play, block play), and child's sex and age. Subjects were 10 boys and 10 girls ranging in age from 25- to 36-months and their mothers. An observer videotaped the children and their mothers at play in their homes. Results showed that (1) Mothers attempted more positive verbal interaction in traditional than in block play. (2) Mothers expressed more positive emotion in free than in traditional and block play. (3) Mothers more answer 'reflection' in traditional than in free play (4) Toddlers attempted more positive verbal interaction in block than in traditional and free play. (5) Toddler's positive emotion express was not distinguished by play type or by child's sex or age. (6) From 31- to 36-months's boys expressed more play situation than from 25- to 30-months' girls. This study provides groundwork for mother-toddler traditional play programs with potential for improving positive expression of emotion and language development.

The relation between mother's emotional expressiveness, parenting self-efficacy, verbal control style and child's peer interaction, ability to solve interpersonal problem (어머니의 정서표현력, 양육효능감, 언어통제유형과 유아의 또래상호작용 및 대인문제해결력과의 관계)

  • Kim, Hyoun Ji;Jeon, Kyung Ah
    • Korean Journal of Childcare and Education
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    • v.7 no.4
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    • pp.273-299
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    • 2011
  • The purpose of this research was to examine the relationship of mother's emotional expressiveness, parenting self-efficacy, verbal control style and children's peer interaction, ability to solve interpersonal problem in an attempt to help improve mother's practical parenting style for promoting children's peer interaction and ability to solve interpersonal problem. The subject of this research were four to five year-old 212 children from five day care center in J city and their teachers. Teachers were tested by questionnaires and children were interviewed. There were the results of this research. There were significant positive correlation among mother's positive emotional expressiveness, positive peer interaction and ability to solve interpersonal problem. There were significant positive correlation among negative emotional expressiveness, negative peer interaction and ability to solve interpersonal problem. There were significant positive correlation between parenting self-efficacy and positive peer interaction. There were significant positive correlation among imperative verbal control pattern and negative peer interaction and ability to solve interpersonal problem. There were significant positive correlation among hierarchical verbal control pattern and negative peer interaction and ability to solve interpersonal problem. There were significant positive correlation among humanitarian verbal control pattern and positive peer interaction and ability to solve interpersonal problem. There were significant negative correlation between parenting self-efficacy and negative peer interaction. There were significant negative correlation between imperative verbal control pattern and positive peer interaction.

A Dialogic Picturebook Reading Program : Effects on Teacher-Toddler Interactions and on Toddler Language (영아를 위한 대화식 그림책읽기 교사교육 프로그램의 효과)

  • Lee, Mee Hwa;Kim, Myoung Soon
    • Korean Journal of Child Studies
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    • v.25 no.2
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    • pp.41-57
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    • 2004
  • Subjects were 88 two-year-old-toddlers(25-36 months of age) and 32 teachers in 13 childcare centers; they were randomly assigned to experimental or control groups. The researcher observed teacher-toddler interaction in the picturebook reading situation. Analysis of patterns of teachers' verbal behavior and coding of toddlers' verbal and nonverbal behaviors were based on Senechal, et al.(1995) and Whitehurst, et al.(1988), respectively. In comparison with the control group, toddlers of the experimental group showed significant differences in verbal behavior; they acquired nouns occurring in the picturebooks and more expressive and comprehensive language. After training intervention, teachers of the experimental group showed changes in quality and quantity of verbal behavior.

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Analysis of Verbal Interaction according to the Career of the Elementary Teachers - Focused on the 5th Grade Unit of the Function and Structure of Our Body - (초등교사의 경력에 따른 언어적 상호작용 분석 - '우리 몸의 구조와 기능' 단원을 중심으로 -)

  • Park, Hyeon-Jeong;Kwon, Suk-Won;Shin, Dong-Hoon
    • Journal of Korean Elementary Science Education
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    • v.38 no.3
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    • pp.305-316
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    • 2019
  • Most research on verbal interaction in school has used general frameworks, not including general sense that encompass 'elementary' and 'science'. Considering the current framework, we developed a new framework containing items such as safety and science terms. In this study, we compared 2 beginner teachers and 2 career teachers using new frameworks. After preliminary experiments, we recorded 4 classes per each person and recorded all interaction. It was revealed that the career teachers shows more convergent question and agreement to students. And in experimental class the career teachers give more attention for safety. This study may present that it is necessary for beginner teachers to be trained focusing differences.

An Analysis of Interaction Types in Home Economics Pre-service Teacher's Instruction Using Advanced Flanders Verbal Interaction Analysis Method (Flanders의 언어 상호작용 분석법을 활용한 가정과 예비교사의 수업 분석)

  • Yang, Ji Sun
    • Journal of Korean Home Economics Education Association
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    • v.31 no.1
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    • pp.39-58
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    • 2019
  • The purpose of this study was to investigate the home economics pre-service teachers' verbal interactions during their teaching practicum. For this purpose, the class interactions of four pre-service teachers were recorded, and the data were analyzed using advanced Flanders' verbal interaction analysis. The major findings are as follows: First, the item with the highest proportion of occurrences consisted of the pre-service teachers' 'lectures', 'nonverbal conditions' and 'asks questions'. 'forms a positive learning atmosphere' and 'praises or encourages' exhibited fewer occurrences, and there was little 'giving direction', 'criticizing students or justifying authority'. Second, the instances of class interactions appeared in the form of 'asks questions-student talk response' or 'lecture-asks questions', and in the last class were 'ask questions-student talk initiation' and 'accepts or uses ideas of students'. Third, trends of verbal interactions tend to be generally indirect, and students' remarks have appeared acceptable and compassionate. Fourth, according to expert analysis, 'class management questions' and 'diffusion questions' have increased. Pre-service teachers can guide students through their learning activities, and students can expand their thinking through the teachers' questions. As these results demonstrate, self-study analyses of pre-service teachers and active support in field are needed.

Effectiveness of "Picture Book Reading Program for Mothers" for Married Immigrant Women and Their Children (여성결혼이민자와 유아기 자녀를 위한 어머니대상 '그림책 읽기 프로그램'의 효과검증)

  • Hyun, Eun-Ae;Rha, Jong-Hay
    • Korean Journal of Human Ecology
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    • v.21 no.2
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    • pp.165-180
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    • 2012
  • The purpose of the study was to prove the effect of the "Picture Book Reading Program for Mothers" developed to enhance the language competence of married immigrant women and their children. Twenty immigrant mothers with three-year-olds were recruited, and they participated in an 8-week-Picture Book Reading Program developed by the reseacher. The REVT and U-TAP were used to measure linguistic abilities for mothers while PRES was used to measure their children's linguistic abilities. Lee(2004)'s "Effect of dialogic picture book reading teacher training program for toddlers" was used to measure the mother's and children's verbal and non-verbal behaviors. The results of the study were as follows: First, by participating in the PBRPM, the mother's linguistic ability as well as children's vocabulary and receptive language have increased. Second, by participating in the PBRPM in terms of mother-child interaction, mother's verbal behaviors to children (i.e. attention and inquiring) and children's verbal behaviors(i.e. responding and imitation) have increased. In conclusion, "PBRPM" for married immigrant women and their children proved to be effective in enhancing the language competence and verbal interactions between married immigrant women and their children.

Analysis of Verbal Interaction in Small Group Discussion (소집단 토론 과정에서의 언어적 상호작용 분석)

  • Kang, Suk-Jin;Kim, Chang-Min;Noh, Tae-Hee
    • Journal of The Korean Association For Science Education
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    • v.20 no.3
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    • pp.353-363
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    • 2000
  • In this study, discourse patterns of four peer small groups in learning science concepts were examined. Verbal interactions during small group discussions were audio- and video-taped, transcribed, and analyzed. Three coding frameworks for the levels of turns, interaction units, and episodes were developed. In the analyses of turns, no clear relationships between students' prior achievements and contributions to knowledge building processes were found. Partly participating modes and symmetrical interaction modes were dominant in the analyses of interaction units to suggest that some students did not participate actively in small group discussions and that students' verbal interactions were superficial. The analyses of episodes also indicated that agreeing and/or partial elaborating on group members' ideas were the most frequent patterns and dialectical exchanges were rare in small group discussion.

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