• Journal of Korean Elementary Science Education
• /
• v.26 no.1
• /
• pp.1-11
• /
• 2007

The purpose of this study was to investigate interaction patterns and characteristics of small group discussions during elementary school science classes. Four heterogeneous groups were formed according to preferences and non-preferences, consisting of male and female students. Verbal interactions during small group discussions were audio and videotaped, transcribed and analyzed. The interaction frequency of each group was compared in terms of their cognitive and affective aspects. The results in terms of the cognitive aspect showed that there were no significant differences in the frequency of interaction between preference and non-preference groups' verbal behaviors. However, the quality of interaction was superior and the number of high level types of interaction were more frequent in the preference group. From the affective perspective, both groups of students exhibited a positive attitude in the preference group and a negative attitude in the non-preference group. The differences of interaction between the male and female student's groups were that in the case of the female group, the frequency and the quality of interaction was higher. Moreover, in contrast to male students, female students revealed satisfaction and favorable attitudes in their non-preference group because they felt more a acceptable atmosphere and attitude in that group. These results suggest that the interactions of the preference group are more interactive and elaborate in nature than those of the non-preference group.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.18 no.2
• /
• pp.323-331
• /
• 2012

Purpose: Level of meta-cognition of students has been regarded as one of the crucial factors on web-based learning. This study aimed to describe interaction type in small group discussion of the nursing graduate students and to investigate learning consequences and interaction types in group discussion on meta-cognition level. Method: Twenty six graduate nursing students attending the class on-line at the K university in Seoul were included in the study. We measured their meta-cognition level and learning attitude. We also scored their individual and group reports as well as analyzed interaction type by reviewing the dialogue of the group discussion. Results: The participants showed low frequency of exploratory interaction and high frequency of integrative interaction in the cognitive interaction category. They showed frequent modification interaction in the meta-cognitive interaction category. Interestingly, the students with lower level of meta-cognition achieved significantly greater scores in the individual assignments. High functioning group consisting of the students with high meta-cognitive level produced greater group report. Conclusion: A new strategy is needed to encourage in-depth interaction in a group discussion of nursing students. Meta-cognitive level of the students should be considered to form a small group for discussion in order to improve group activities.

• Korean Management Science Review
• /
• v.20 no.2
• /
• pp.81-93
• /
• 2003

These days we come across many wicked problems whose solutions are beyond individuals intellectual ability. These problems can be resolved through collaborative group interaction. We developed an internet-based asynchronous group interaction support system, after looking into the collaborative problem solving process and the IBIS (Issue-Based Information System) argumentation model. It has the following characteristics ; 1) it is developed based on the modified IBIS model which is a model for group interaction to resolve wicked problems ; 2) it supports both processes of seeking and comparing solutions, while most similar systems do not have a feature to support the latter process ; 3) different structures can be defined dynamically according to the purpose of group interaction, so that it could be used for collaborative problem solving in a specific domain. To show the usability of the system, we carried out an experiment, whose result is shown at the end.

• Journal of Korean Academy of Nursing
• /
• v.32 no.6
• /
• pp.823-831
• /
• 2002

This study is attempts to clarify the effect of infant massage for the promotion of primipara's mother-infant interaction Method: The term for collecting data for experimental group ranged from April 25, 2001 to June 5, 2001. The infants for this group were sampled among normal mother-infant from one postpartum care center located in J city. The term for collecting data for control group ranged from June 10, 2001 to August 3, 2001. The infants for this group were sampled among normal mothers infant from 1 general hospital, 1 university hospital and 1 postpartum care center located in J city. The experiment was implemented giving primipara education about massage based on protocol for infant massage provided by Johnson & Johnson Korea and they received 10 days of education, 10 minutes a day (from 10 to 11 a.m) In the post test, we videotaped both the control group and the experimental group visiting their homes 4 weeks after delivery to observe mother-infant play interaction. Data analysis was done using SAS and the homogeneity between general properties owned by both control group and experimental group and mother's perception scale for children was verified through -test. Mother-infant play interaction with both control group and experimental group was analyzed through t-test in the experiment. And analysis of mother-infant interaction points based on general properties was made using ANOVA and t-test. Result: Hypothesis that mother-infant play interaction with primipara who gave her infant a massage will be more active than that of the primipara who didn't was verified (t= -4.27, p=.0001). And the points in each item, points in each item were estimated as follows. Mother behavioral items (t=-4.96, p=.0001), infant behavioral item (t=-0.36, p=.71), mother-infant interaction reciprocity (t=-2.64, p=.01). Conclusion: An infant massage program can contribute to promoting the Mother-Infant Play Interaction positively.

• Journal of The Korean Association For Science Education
• /
• v.42 no.5
• /
• pp.557-566
• /
• 2022

This study analyzed paired middle school students' verbal and physical interactions in small group learning using augmented reality. Twelve 8th graders were paired to take classes of solubility and melting/boiling points based on augmented reality. These classes were videotaped and recorded. After the classes, all the students participated in a semi-structured interview. The results were analyzed in three sections; individual statement units of verbal interaction, interaction units of verbal interaction and physical interaction. In the individual statement units of verbal interaction, the proportion of information question/explanation was found to be high. In the interaction units of verbal interaction, the proportion of simple interaction was the highest, followed by elaborated interaction. Beneath the elaborate interaction, the proportion of cumulative interaction was found to be the highest, followed by reformative interaction. In the physical interaction, writing a worksheet and gazing at a virtual object were higher. On the basis of the results, effective ways to form a proper environment in small group learning using augmented reality are discussed.

• Journal of Korean Elementary Science Education
• /
• v.39 no.3
• /
• pp.323-337
• /
• 2020

To achieve effective learning, knowledge must be shared and developed through interaction with peer learners. Therefore, science education emphasizes small group inquiry activities that solves tasks through the interaction of members. The effect of small group inquiry activities depends on how to compose small groups. The way in which a group is composed is a very important factor for improving interaction. In particular, it has been reported that the gender of peer is a very important factor in the interaction between students in the composition of small groups. Meanwhile, studies are being conducted on the types and stability of verbal interactions in small group inquiry activities using social network analysis. The purpose of this study is to analyze the types and stability of verbal interaction types and stability according to gender-grouping in elementary school students' small group activities using social network analysis. To this end, 60 5th graders in elementary school were conducted with different gender in the composition of the group of male, female and mixed-gender students. The study found that the composition of a group by gender had little impact on the type or stability of verbal interaction. However, the frequency of verbal interactions was higher in mixed-gender groups than in other groups. Through this process, the gender-grouping in elementary school students' small group activities suggests a mixed-gender group.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.20 no.4
• /
• pp.577-586
• /
• 2014

Purpose: This study investigates patterns of small group interaction and examines the influence among graduate nursing students of online collaborative learning strategies on small group interaction patterns, task performance and learning attitude in web-based team learning environments. Method: To analyze patterns of small group interaction, group discussion dialogues were reviewed by two instructors. Groups were divided into two categories depending on the type of feedback given (passive or active). For task performance, evaluation of learning processes and numbers of postings were examined. Learning attitude toward group study and coursework were measured via scales. Results: Explorative interactions were still low among graduate nursing students. Among the students given active feedback, considerable individual variability in interaction frequency was revealed and some students did not show any specific type of interaction pattern. Whether given active or passive feedback, groups exhibited no significant differences in terms of task performance and learning attitude. Also, frequent group interaction was significantly related to greater task performance. Conclusion: Active feedback strategies should be modified to improve task performance and learning attitude among graduate nursing students.

• Asia pacific journal of information systems
• /
• v.6 no.1
• /
• pp.39-74
• /
• 1996

Most of the research on a group decision support system [GDSS] has focused on directly examining its effect on the decision outcomes. Under this research framework, however, the role of group interaction process is largely ignored. This study focuses on the effect of the group interaction process on decision-making performance when a GDSS is used as the only medium for group interaction. Specifically, this study sought to determine whether significant relationships exist between the quality of the decision and the decision functions, contingent phases, and different decision paths. Natural interaction processes of decision -making groups was simulated in an experimental setting in which volunteer subjects from several business classes were assigned to dispersed three-person groups undertook the experimental task via a decision network. A baseline GDSS was developed for this setting. The results of this study confirmed earlier studies in a non - GDSS setting to suggest significant effects of decision functions and contingent phases on the quality of decision but no significant relationship between decision path and the quality of group decision.

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

• Bulletin of the Korean Chemical Society
• /
• v.23 no.1
• /
• pp.65-70
• /
• 2002

We have evaluated the specific hydroxyl group-solvent and carbonyl group-solvent interactions by using an Alltima C18 stationary phase and by measuring the retention data of carefully selected solutes in 60/40, 70/30, and 80/20(v/v%) acetonitrile/water eluents at 25, 30, 35, 40, 45, and 50 oC. The selected solutes are phenol, acetophenone, alkylbenznes(benzene to hexylbenznene), 4 positional isomers of phenylbutanol, 5-phenyl-1-pentanol, 3 positional isomers of alkylarylketone derived from butylbenzene, and 1-phenyl-2-hexanone. The magnitudes of hydroxyl group-acetonitrile/water specific interaction enthalpies are larger than those of carbonyl group-acetonitrile/water specific interaction enthalpies in general while the magnitudes of carbonyl group-methanol/water specific interaction enthalpies are larger than those of hydroxyl group-methanol/water specific interactions. We observed clear discrepancies in functional group-solvent specific interaction among positional isomers. The variation trends of solute transfer enthalpies and entropies with mobile phase composition in the acetonitrile/water system are much different from those in the methanol/water system. The well-known pocket formation of acetonitrile in aqueous acetonitrile mixtures has proven to be useful to explain such phenomena.