• Journal of the Korean Chemical Society
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• v.46 no.1
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• pp.76-82
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• 2002

This study investigated the effects of assigning cognitive roles, a method that may promote verbal interaction in knowledge-building processes, in small-group discussion for science concept learning. Two classes (62 students) of 7th-graders respectively received a concept learning instruction through small-group discussion with assigned cognitive roles (CR) asking to explain and contradict one's idea and to synthesize and conciliate group's idea, and a concept learning instruction through small-group discussion with no specific assigned roles (NSR), for 9 class periods. After the instructions, the tests of achievement, conceptions, the perceptions on science learning environments, and the perceptions toward small-group discussion were administered. ANCOVA results revealed that low-achievers in the NSR group performed significantly better than those in the CR group. Similar tendency was also found in the scores of the conceptions test. Two groups did not differ significantly in the perceptions on science learning environments and toward small-group discussion.

• The Research Journal of the Costume Culture
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• v.5 no.1
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• pp.99-123
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• 1997

The purpose of this study is to present the study method in order to analysis the fashion phenomena in ppular culture by popular culture theory. The method of this study is showed the method fo fashion culture, after it was examined that the trends of popular cultural method, the type of Korean popular culture discussion, and the relationship of fashion and popular culture. The results of this study are following as ; 1. Analysis of this study are structuralism stand and culturalism stand, and the application of criticism about the cultural technology in a new stand by means of the composition of Gramscic, A and Foucault. 2. Application of the ethnographic access method as anthroppological approach method about C. Geertz'culture. This si to describe and interpret the practice of subject through directive observation and conduct on a spot, thus is likely to be useful in the fashion study. 3. It needs a historical access method for that purpose, If it applicate Weber's methodology, it will have the use of both meaning interpretation and explanation of cause and effect on the use of both meaning interpretation and explanation of cause and effect on the basis of realistic conditions (historical data), and would appear that the peculiar apportunity of mental (cultural) progressional process became definitive explanation. 4. It must be mad up of the discussion (which is) based on the durability of tradition and culture. It is undeniable that the discussion, which related to popular culture up to the present, showed the disconnectedness of the past tradition and culture, and naturally accepts it's connection to epistemology. The cultural study is a theory interested in what it brings about, what way it's organized and what way it's used. The research of the fashion's connection to popular culture is composed of such topic ; how fashion is produces, how it is consumed, and then, the proposition which is concerned in what meaning it produce is made up of. The regulation of the realm of this research will be to help a researcher explain where to begin and how to do it. Although this cultural study method is more or less quantitative, or despite the expense of the accuracy of statistical analysis, this means that such method of cultural research needs to give attention to both aspects of phenomena and basic problems.

• Journal of National Security and Military Science
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• s.15
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• pp.87-116
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• 2018

This study is a study on applying the teaching-learning theory of education to military school education. For the purpose, the theories of constructivist, cognitive, and behavioral theories of teaching-learning theory are reviewed and applied to military school education. The application of teaching-learning theory to military school education suggested the application of constructivist, cognitive, and behavioral education methods to each core curriculum and OBC curriculum. In addition, Gagne's 9th instructional design model of teaching and learning theory was applied in school education design. Applying the teaching-learning theory of education to military, discussion of situation education is constructivist education method, L&T education is cognitive education method, mastery education is behavioral education method, teaching principle, applicable education method. Based on the teaching-learning theory presented in this study, it is expected that the design of military school education and the application of education method will achieve the goal of more effective military school education.

• Journal of The Korean Association For Science Education
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• v.33 no.5
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• pp.911-931
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• 2013

The purpose of this study was to analyze pre-service teachers' reflective discussion on their practical work-based teaching by focusing on the components of instruction and the connectivity of discussion. Eight after-class discussions were recorded and transcribed, and finally analyzed in terms of theoretically driven categories such as aims, teacher knowledge and learner response which also respectively reflect the actual flow of planning, implementation and evaluation of the teaching practice. The result showed that in their discussion about students, conceptual understanding and scientific skill components were most emphasized, while teaching method and strategy were most frequently addressed in the discussion about teacher knowledge. But this also revealed problems in their discussions such as the lack of discussion about inquiry and student interest, difficulties in clarifying theoretical terms and the lack of discussion about instructional models and theories. Meanwhile, pre-service teachers' discussions were limited in terms of connectivity between the components of instruction, meaning that their discussion tended to deal with each component separately rather than occurred in connection with each other. Furthermore, when connections were made during the discussion, only few components of instruction appeared. Based on this result, the paper suggests the need to develop tools to facilitate effective reflection in ways that incorporate various components of instruction and enhance connectivity between the components and between the instructions.

• Journal of Internet Computing and Services
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• v.19 no.5
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• pp.89-96
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• 2018

In online communities, a large number of participants can exchange their opinion using replies without time and space restrictions. While the online space provides quick and free communication, it also easily triggers unnecessary quarrels and conflicts. The network established on the discussion participants is an important cue to analyze the confrontation and predict serious disputes. In this paper, we present a quantitative measure for polarity observed on the discussion network built from reply exchanges in online communities. The proposed method uses the comment exchange information to establish the user interaction network graph, computes its maximum spanning tree, and then performs vertex coloring to assign two colors to each node in order to divide the discussion participants into two subsets. Using the proportion of the comment exchanges across the partitioned user subsets, we compute the polarity measure, and quantify how discussion participants are bipolarized. Using experimental results, we demonstrate the effectiveness of our method for detecting polarization and show participants of a specific discussion subject tend to be divided into two camps when they debate.

• The Journal of the Korea Contents Association
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• v.10 no.8
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• pp.38-50
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• 2010

In recent years, the number of users who are actively express their opinions about Internet articles is more and more growing up, as the use of cyber community such as weblog or Internet discussion board increases. In fact, it is not difficult to find an article with hundreds of comments in famous Internet discussion boards. Most of the weblogs or Internet discussion boards present comments in the form of list and do not yet support even the basic operation such as searching comments. In this paper, we analysed large sets of comments in Internet discussion board named AGORA. It was found that from the result that the distribution of comment writers follows power-law. So we suppose a new search structure of comments using skip lists. The main idea of our approach is to reflect the probabilistic distribution properties of the commenters following the power-law to the data structure. Our empirical results show that the proposed method performs more efficient in searching the nodes with fewer number of comparison operations than logN, which is the theoretical time complexity of general indexed structure such as B-trees or typical skip lists.

• The Journal of the Korea Contents Association
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• v.21 no.8
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• pp.271-284
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• 2021

The purpose of this study is to explore the current status and effects of online discussion classes in universities. To this end, a survey was conducted on university students attending a total of four universities in Seoul and Gyeonggi Province to diagnose their perceptions of the operation of online discussion classes and their effects. The collected data were analyzed using frequency analysis, descriptive statistical analysis, cross-analysis, F-test, T-test, and Scheffe test by applying SPSS program. As a result of the study, first, it was found that 'non-real-time recorded lessons' and 'real-time interactive video lessons' were mainly conducted at universities after the COVID19 crisis. Second, in the online class method, 'real-time interactive video class' had a positive effect on 'debate class preference' and was found to be more meaningful. Third, college students recognized participation in online discussion classes as a foundation for expanding creative thinking skills, suggesting that strengthening through smooth communication and exchanges based on learners' sufficient cognitive processes on discussion methods and procedures is more helpful.

• Journal of Community Nutrition
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• v.3 no.1
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• pp.36-39
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• 2001

We developed a junior high school-level computer assisted instruction CAI lesson on obesity and weight control and compared its effectiveness with the lecture/discussion method. we collected pretest and posttest data on knowledge an dinterest in obesity and weight control form 450 students in junior high school We randomly assigned three groups the CAI lesson group a comparable lecture/discussion lesson group and control group There were significant difference among these three groups in posttest knowledge scores and in interest in weight control CAI student's responses to learning by computer were significantly positive.

• Korean Journal of Child Studies
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• v.20 no.1
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• pp.29-44
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• 1999

A major concern in the area of moral education is to find an effective educational method capable of supporting maturity of moral reasoning in young children. The purpose of the present study was to evaluate the effects of distributive dilemma discussion on children's distributive justice reasoning. The subjects were fifty 5-year-olds selected from a kindergarten in the city of Kumi. 26 children participated in a 10 week discussion intervention; another 24 children constituted the control group. The experimental procedure consisted of 3 parts; a pre-test to determine the experimental and control groups, moral discussions on dilemma situations based on 10 stories for the experimental group, and a post-test for both groups. The moral discussions were audio-taped. The results showed that children in the experimental group used more varied and elaborate distributive justice reasoning as the discussions proceeded. Moral discussions facilitated distributive justice reasoning.

• Korean Architects
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• s.622
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• pp.16-17
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• 2021