• Journal of The Korean Association For Science Education
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• v.26 no.1
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• pp.16-24
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• 2006

The purpose of this study was to compare student-student verbal interaction from two type's experiments; problem-solving and task-solving. For this study, five 3rd grade middle school students were selected and their verbal interactions recorded via voice and video; and later transcribed. The student-student verbal interactions were classified as questions, explanations, thoughts, or metacognition fields, which were separated into deep versus surface learning approaches. For the problem-solving experiment, findings revealed that the number of verbal interactions is more than doubled and in particular, the number of verbal interactions using deep-approach is more than quadrupled from the point of problem-recognition to problem-solution. As for the task-solving experiment, findings showed that verbal interactions remained evenly distributed throughout the entire experiment. Finally, it was also discovered that students relied upon a more deep learning approach during the problem-solving experiment than the task-solving experiment.

• Korean Journal of Childcare and Education
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• v.8 no.6
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• pp.99-125
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• 2012

Teacher-child interaction was included in kindergarten and child care center accreditation evaluation and is considered as important as teaching and learning methods in the newly implemented Nuri curriculum. The purpose of this study was to confirm the difference of levels (emotional. verbal, behavioral) for the style of the interaction between teachers and children in kindergarten and child-care centers and to analyze direct effect and interaction effect, according to institution(kindergarten, childcare center). teacher(age, educational career, academic career), and child group(child number, child age) variables. The subjects in this study were 191 teachers in kindergartens and child-care centers in G region in Seoul. The overall average of the teacher-child interaction (emotional, verbal and behavioral interactions) was significantly higher, and there were not significant differences depending on the institution type and child group. According to the results of this study, factors of teacher characteristics affected the teacher-child interaction more than child-concerned variables.

• The Journal of Korean Association of Computer Education
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• v.18 no.1
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• pp.1-12
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• 2015

The purpose of this study is to develop verbal interaction analysis program for supporting teaching consultation. For this a class language analysis program was developed to manage analysis results systematically in various angles. The program has following characteristics. First, program users can create the frame of analysis tool freely, so he can analysis a class as a desired. Second, qualitative analysis results as well as quantitative analysis results can be acquired. Third, personalized analysis is available, as users can set program environments freely such as analysis unit time, video player environments, and input and output file type. Finally, it can record and manage activity results according to class consulting procedures systematically. It is expected that this program will allow class consulting to be in place in school fields in more professional way.

• Korean Journal of Child Studies
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• v.20 no.2
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• pp.125-138
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• 1999

This study explored mother-infant interactions during reading of picture books with and without printed words. The interactions of 40 mother-infant dyads(??) were video-taped while mothers read the books aloud to their 1- or 2-year-old child at home. When reading the books with words, mothers used more "where" questions and gave more feedback to the non-verbal behavior of the infants. Mothers gave more labels, descriptions, predictions, and "what", "function/activity" questions when reading the wordless book. The infants used more nonverbal answers reading the book with words. The mothers of the 2-year-olds used more "what", "function/activity" questions, and gave feedback to their verbal behaviors. The 2-year-olds used more imitation, verbal answers, and comments. For the mothers of the 2-year-olds, the interaction with the wordless book led to more attention-recruiting and bridging. For the children, however, reading the wordless book led to more labels, questions, and comments.

• Journal of Science Education
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• v.36 no.2
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• pp.216-234
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• 2012

This study examined the characteristics of verbal interactions presented in TS activities with different tasks' openness levels by the cognitive levels of students through the implementation of TS program to 14 fifth graders in gifted class. Results of this study revealed that the open-type TS activities showed higher percentages of verbal interactions than the guiding-type TS activities showed and that the higher the open level of tasks was, the more high-level verbal interactions occurred. These results were showed in almost all subcomponents of verbal interactions. The results according to the students' cognitive levels showed that the higher the cognitive level of students was, higher frequency of interactions, high-level verbal interactions and a variety of verbal interactions occurred. The influence of both cognitive level of students and the task's openness on verbal interactions among students seemed to be interactive, however. In guiding-type activities, the percentage of high-level verbal interactions was not high although the cognitive level of students was high. And students in low level of cognition showed far lower frequency of interactions and their percentage of high-level verbal interactions was low even though the openness of the tasks was high. The results of this study meant that although open-type activities drew higher level verbal interactions by stimulating students' thought, the effects would be limited owing to their low cognitive level. Based on these findings, an implication was suggested that it is important to design instructional strategies and adjust openness level of TS activities to students' cognitive level so as to stimulate the thinking of students in lower cognitive level and to highten their engagement in activities.

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

• 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.

• Women's Health Nursing
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• v.9 no.4
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• pp.351-358
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• 2003

Purpose: The aim of this study was to examine the effect of Desexualization Care guided by dramaturgical interaction on women's embarrassment during cervical cancer screening. Method: This study was carried out in a nonequivalent control group non-synchronized post-test only design. 62 women who had cervical cancer screening were' conveniently recruited from a university hospital health promotion center. Embarrassment was measured under four distinctive sub-dimensions by the method of self-reported questionnaire and blood pressure and pulse rates monitoring. The data of control group had a conventional pap smear were collected in advance and then those of experimental group were gathered after completing data collection in the control group. Women in experimental group were provided with a newly developed cervical cancer screening programme in which interdisciplinary team conducted dramaturgical interaction. Result: There was no significant difference in the scores of VAS between the two groups. The score of physiological response of Embarrassment Measurement Scale was significantly lower in experimental group than in the control group (p <.05), while no significant difference was found in cognitive-emotional, non-verbal and verbal behavioral responses between the two groups. There was also no significant difference in blood pressure and pulse rates between the two groups during cervical s creening. Conclus ion: Desexualization Care guided by dramaturgical interaction during cervical screening was found to have positive effect on physiological response of women's embarrassment. Further research for identifying other main variables which might have influenced on women's embarrassment is needed.