• 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 Academy of Nursing
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• v.46 no.6
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• pp.858-870
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• 2016

Purpose: The purpose of the study was to explore and describe the adaptation process of older people to group homes. Methods: Participants were twenty older adults aged 65 or older who were living in group homes. Data were collected from January to April, 2015. In-depth unstructured interviews were conducted with individual participants. Data were analyzed using Strauss and Corbin's grounded theory method. Results: From open coding, 100 concepts, 38 sub-categories, and 14 categories were identified. Analysis showed that the central phenomenon of the adaptation process of older people to group homes was 'gradually giving up'. Causal conditions were 'good-for-nothing body', contextual conditions were 'pushed', 'beleaguered'. Intervening conditions were 'reliable pillar: children', 'having affection (情) more than having it from family: facility workers', 'comfort - like feeling at home', 'relieved: system'. Action/interaction strategies were 'facing the unfamiliar reality', 'building relationships with other people', 'accepting reality'. Consequences were 'a good place, more than expected', 'hope for the remaining days', 'waiting for a peaceful death'. Conclusion: The results of this study provide an in-depth understanding of the experience of the adaptation process of older people to group homes. The findings from this study can be used as basic data to establish policies to increase the number of small scale facilities which can help older adults adapt easily to the facilities.

• Journal of The Korean Association of Information Education
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• v.4 no.2
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• pp.159-168
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• 2001

A ultimate purpose of education is to develop their ability that learners is able to solve present or future immediate problem well. In order to, the educator checks question settlement conditions and leads steadily, the learner needs various data and information for question settlement, and needs communication with many various people. By the way, WEB becomes the source of various data and information that it is naccesary to solve problem for freedom navigation of internet, because accelerates interaction quality communication needed question settlement process, offers the best studying environment for problem solution drilling. A methodolagical tactics for accelerating learner's question solution activity is helped by small-group action drill. According to, this treatise develops system of question solution drilling with web for a basis by small group action drill, applies the fifth grade it experimentally.

• Journal of The Korean Association For Science Education
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• v.39 no.1
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• pp.59-72
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• 2019

The purpose of this study is to show that epistemic considerations can be used meaningfully in the argumentation of elementary students, and to provide data on students' epistemic considerations that will be the basis for designing and evaluating scientific argumentation. The epistemic considerations in students' small group argumentations were explored based on Epistemic Considerations in Students' Epistemologies in Practice: EIP' suggested by Berland et al. (2016). The major results of this study are as follows: First, epistemic considerations in elementary school students' small group argumentation appeared in all four aspects: Nature, generality, justification and audience. The epistemic considerations varied according to context in each discussion situation. Second, epistemic considerations did not exist independently. They influenced each other and helped to reveal new types of considerations. The results of this study confirmed that argumentation can be used in elementary school science class. Understanding how students are involved in argumentation and how these epistemic considerations can affect students' argumentation can be helpful to teachers who design and evaluate small group argumentation. Students' achievement level affected epistemic considerations but learning approach types did not affect on. In addition, epistemic considerations may have a positive or negative effect on each other depending on the discussion situation in the process of interaction. So consideration of normative argumentation rules and teaching strategies should be considered in order for epistemic considerations to positively affect each other.

• Proceedings of the Korean Institute of Interior Design Conference
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• 1999.04a
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• pp.53-56
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• 1999

The purpose of this study was to diagnose the characteristics of current use of kitchen and scrutinize what to improve for the future kitchen development. To achieve the purpose, the small group wordshop panel was used. Two groups of 5 housewives per each were employed. For each group, there were a total of 3 consecutive meetings including 2 workshops and 1 field survey in each subject's house. The contents dealt with in the panel were as follows. First, actual condition and problems of using kitchen; second , possible solutions of the problems; third, needs for developing future kitchen. The major results were first, consumers require bigger kitchens to accomodate a variety of family activities ; second, kitchen needed to be more open encouraging family interaction and gave organic relationship to adjacent such as living room and utility room; third, due to korean cooking style, poor ventilation along with wet trash disposal was a serious problem. In addition to these. there revealed many problems which need to be improved and valuable ideas for the improvement.

• Bulletin of the Korean Chemical Society
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• v.7 no.4
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• pp.275-279
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• 1986

Concentration dependences of the isotropic Raman band width and the peak position for the ${\nu}_1$ (C-H stretching) mode of nitromethane in chloroform-d, pyridine-$d_5$, 1,3,5-trifluorobenzene, and hexafluorobenzene have been investigated. For all solutions, the experimental concentration dependences have been well described by the concentration fluctuation model of Knapp and Fischer when appropriate values for the effective numbers (N) of nearest neighbors were used. For the $CH_3NO_2/C_6F_6$ solution, an abnormally small value (2) of N indicates strong intermolecular interaction.

• Journal of Families and Better Life
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• v.20 no.1
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• pp.115-124
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• 2002

The purpose of this study is to examine the social competence of children with reference to day care center's structural, process variables and demographic variables. The subjects were 156 children who attend day care center, aged from 3 to 5 years and 9 teachers in Seoul or the province of KyungkiDo. Data were gathered via the structured Questionnaires distributed to the teachers to rate children's social competence and their own job satisfaction. And two observers rated teacher-child interaction in day care center The major findings are as follows The variables predicting children's social competence were child's sex, age, period of attendance in day care center, teacher's job satisfaction, and group size. Especially this study suggests that teachers who are highly satisfied with their job and small group size influence children's social competence positively.

• Journal of Preventive Medicine and Public Health
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• v.20 no.1 s.21
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• pp.67-83
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• 1987

This study relates to the problems of organizational performance in the Christian hospitals. In this study, quality of working life (QOWL), which harmonizes individual as well as organizational goals, was used as an indicator of organizational performance from the open systems view. In order to identify the behavioral factors influencing QOWL in hospitals, self-administered questionnaires were distributed to 1,926 employees who were randomly selected from fifteen Christian hospitals from August 1 to August 30, 1986. The following results were obtained: 1) All correlation coefficients between QOWL and behavioral variables were statistically significant even though their magnitude varied according to hospital size. 2) Using factor analysis, 32 variables were parsimoniously grouped into four factors: individual conflicts, group behavior, organizational characteristics and situation, and job characteristics. The proportion of variance explained by these factors ranged from 33.5% to 38.6% according to hospital size. 3) The overall effects of the four factors in the multiple logistic models ranged from 0.85 to 3.12 according to hospital size. Among three hospital models, the model for small hospitals showed the best statistical fit. 4) The most influential factor was organizational characteristics and situation with an odds ratio ranging from 1.99 to 3.02. Again, the odds ratio was the highest for small hospitals. 5) For large hospitals, the two main factor effects were statistically significant: organizational characteristics and situation, and job characteristics. For medium hospitals, all main factor effects except job characteristics were statistically significant. For small hospitals, all main factor effects except group behavior were statistically significant. However, a factor interaction effect was shown only for large hospitals where it was statistically significant. 6) To examine whether the four factors influence financial performance, the four factor scores from the two financial performance groups were compared using Mann-Whitney test. The test results showed that the organizational characteristics and situation factor score was significantly different only for small hospitals.

• Journal of The Korean Association For Science Education
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• v.40 no.6
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• pp.611-620
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• 2020

The purpose of the study is to find creativity factors of students in the process of small group modeling and relate them to the types of interactions among students. In order to capture students' detailed interactions, this study was conducted as an 'essential case study' through qualitative analysis. We have developed the modules of nine lessons about terraforming, and they were used in an actual classroom. In order to understand the creativity of the students in the process of modeling, students' discourses and interview data were analyzed using 19 creative factors or abilities. The findings are as follows. Frequently found creativity factors are Elaboration, Evaluation, Visualization, Resist premature closer, Originality, Analysis and Concentration. And students' interactions that affect students' creativity in the process of modeling can be classified into four categories: Suggestion, Agreement, Questioning, Refutation, and Conversion. Through each interaction, students demonstrated the process of expressing and modifying their own thoughts and ideas in the modeling process. The findings of the study suggest that it is important to the teachers to understand types of interactions among students and the relationship between the types of interaction and creativity factors for students' creative modeling in modeling-based learning.

• 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.