• Journal of The Korean Association For Science Education
• /
• v.29 no.3
• /
• pp.291-303
• /
• 2009

According to social constructivism, group interaction is very important when students construct their knowledge. Many researchers have developed methods of teaching on the basis of group interaction because they recognized the importance of group interaction. There are a large variety of issues related to group interaction including group size, the gender and ability composition of groups, seating arrangements, textbook use, gestures, and role assignments. However, research on group interaction in science learning is still insufficient. In this study, we focused upon the emerging role of the primary leader. We investigated the primary leader's diverse role when students are solving mechanics problems. The participants were one group composed of three students in an upper-level mechanics class. To analyze these students' group interactions, their verbal interactions during meetings were videotaped and audiotaped during one-semester period. We also conducted interviews with the three students and analyzed their reports. As a result, we could find a special student who had the role of primary leader. We could also find the leader's three different leadership roles in different problem situations by inductively; explainer, facilitator and evaluator. Group interaction had different aspect according to the different role of leaders. The group interactions were the most active when the leader played the role of facilitator.

• Journal of Arbitration Studies
• /
• v.19 no.2
• /
• pp.27-47
• /
• 2009

Concepts of mediation and conciliation as alternative dispute resolutions are often confusingly used. As to what is meant by mediation and conciliation, there is no uniform legal definition. However, there has been a distinction between two methods of dispute settlement under the international law (UN Charter, WTO DSU, NAFTA, EU mediation directive, WIPO Mediation Rules) although there is no clear definition on the terms of mediation and conciliation. And also under the domestic law such as U.K, France, Germany, a clear distinction has been made between two terms. Mediation means a facilitated negotiation between two parties through the intervention of a third party. A third and neutral party (mediator) help the parties in dispute to find their solution by managing a certain mediation protocol and facilitating communication between the parties while in conciliation, a third party evaluative the case and can suggest the parties a legally non-binding solution. Once the parties accept it, it becomes binding between them. However, in the U.S,, it seems that there is no practical use of distinguishing mediation and conciliation. The term of mediation is more commonly used than the term of conciliation and it has two kinds of mediation such as facilitative and evaluative mediation. Korea's conciliation system is close to conciliation or evaluative mediation. In conclusion, what is distinct between mediation and conciliation is the role of third party. If a neutral third party takes a role of advisor or facilitator, then he or she may employ a proper protocol to help the parties to find themselves their solution (mediation) while if a neutral person plays a role of evaluator, then he or she listens to the parties and suggest a solution to them (conciliation).

• Journal of the Korean Chemical Society
• /
• v.65 no.4
• /
• pp.268-278
• /
• 2021

The purpose of this study is to subdivide responsive teaching types proposed in the previous study in order to observe the change in the responsive teaching types in teacher educational programs, and to identify factors that impede changes in responsive teaching types. To this end, an educational program including introduction of responsive teaching, case analysis of responsive teaching, individual assignments and group discussions on facilitator type educational scenarios is provided for chemistry teachers who participated in a chemistry education course established in a graduate school of education. Based on previous research, when the teacher's teaching method was analyzed as evaluator, transfer, guide and facilitatore, a type that could not be classified was observed. In this study, responsive teaching types were added by adding two types: explorer and interpreter. In addition, through individual assignments and group discussion data, we could observe the factors that hinder teachers' responsive teaching changes. The obstacles that impede the change to responsive teaching were classified into teacher factors, student factors, and environmental factors. Among the obstacles, teacher factors include a belief in teacher-led instruction, a belief in the role of a teacher as a transfer of knowledge, a belief that the curriculum should be followed, a lack of understanding of the teacher about students, and a lack of the teacher's ability to lead student-led expansion. The student factor was distrust of the student's competence. Also, as an environmental factor, there was an educational environment such as multi-students class. Effective teacher education on responsive teaching can be achieved only when the perception related to these obstacles can be removed.