• Bulletin of the Korean Chemical Society
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• 제21권5호
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• pp.477-482
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• 2000

Phenyl group migration within protonated 1,2-diphenyl hydrazines has been studied theoretically using the semi-empirical AM1 method. This reaction proceeds through a 3-membered cyclic transition state and requires high activation energy. In the reactant, there was no resonance stabilization for the moving Z-ring, however, hammett $p_Z^+$ values are large due to the direct involvement of the Z-ring inthe reaction, and the development of a negative charge on the reaction center gives them a posifive value. In the case of the non-moving ring, $p_Y^+$ values are small and negative owing to the smaller positive charge increase in the reaction center. The cross-interaction constant, $p_YZ^+$, was obtained from the activation enthalpies, using the multipe linear regression methdo, and the interaction between two substituents, Y and Z, is examined.

• 컴퓨터교육학회논문지
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• 제8권4호
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• pp.15-24
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• 2005

소집단 협력 학습 시 집단 편성 방법은 학습 과정과 학습의 최종 결과에 큰 영향을 미친다. 따라서 소집단은 학습의 성격과 목적, 구성원의 능력, 적성, 흥미 등의 개인차를 고려하여 구성원의 상호작용이 최대화되도록 편성되어야 한다. 그러나 다차원적인 학생 데이터로부터 이러한 조건을 만족하는 소집단을 교사가 수작업으로 편성하기는 쉽지 않다. 본 연구에서는 학생 데이터와 소집단 편성을 위한 여러 조건들을 교사가 제공할 때, 각 조건에 대해 동질 또는 이질적인 특성을 가능한 맞춰서 소집단들을 편성해주는 학생 그룹핑 시스템을 설계하고 개발하였다. 이 시스템은 마이크로 소프트사의 엑셀과 연동되어 동작하며 편리한 사용자 인터페이스를 제공하므로 일선 교사들이 친숙하게 사용할 수 있으며, 교육 분야뿐 아니라 다양한 분야에서 활용될 수 있다.

• The Plant Pathology Journal
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• 제24권3호
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• pp.337-351
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• 2008

Host-pathogen interaction in rice bacterial blight pathosystem was analyzed for a better understanding of their relationship and recognition of stable pathogenicity among the populations of Xanthomonas oryzae pv. oryzae. A total number of 52 bacterial strains isolated from diseased leaf samples collected from 12 rice growing states and one Union Territory of India, were inoculated on 16 rice varieties, each possessing known genes for resistance. Analysis of variance revealed that the host genotypes(G) accounted for largest(78.4%) proportion of the total sum of squares(SS), followed by 16.5% due to the pathogen isolates(I) and 5.1% due to the $I{\times}G$ interactions. Application of the Additive Main effects and Multiplicative Interaction(AMMI) model revealed that the first two interaction principal component axes(IPCA) accounted for 66.8% and 21.5% of the interaction SS, respectively. The biplot generated using the isolate and genotypic scores of the first two IPCAs revealed groups of host genotypes and pathogen isolates falling into four sectors. A group of five isolates with high virulence, high absolute IPCA-1 scores, moderate IPCA-2 scores, low AMMI stability index '$D_i$' values and minimal deviations from additive main effects displayed in AMMI biplot as well as response plot, were identified as possessing stable pathogenicity across 16 host genotypes. The largest group of 27 isolates with low virulence, small IPCA-1 as well as IPCA-2 scores, low $D_i$ values and minimal deviations from additive main effect predictions, possessed stable pathogenicity for low virulence. The AMMI analysis and biplot display facilitated in a better understanding of the host-pathogen interaction, adaptability of pathogen isolates to specific host genotypes, identification of isolates showing stable pathogenicity and most discriminating host genotypes, which could be useful in location specific breeding programs aiming at deployment of resistant host genotypes in bacterial blight disease control strategies.

• 한국과학교육학회지
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• 제22권1호
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• pp.93-101
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• 2002

본 연구에서는 학생간의 활발한 언어적 상호작용을 촉진하기 위해, 협동적 환경에서 실시한 과학 개념 학습을 위한 소집단 토론이 분자 수준에서의 개념 이해, 적용력, 학생간의 협상에 대한 인식, 의사소통 불안에 미치는 효과를 조사하였다. 남녀 공학 중학교 1학년 두 학급을 통제 집단과 처치 집단으로 선정하고, '물질의 세 가지 상태'와 '분자 운동' 단원에 대하여 총 7차시 동안 학급별로 전통적 수업과 협동적토론 수업을 실시하였다. 이원 공변량 분석 결과, 처치 집단의 분자 수준에서의 개념 점수가 통제 집단에 비하여 유의미하게 높았으며, 특히 사전 성취 수준하위 학생들의 향상이 두드러졌다. 그러나 적용력 검사에서는 두 집단 간의 차이가 유의미하지 않았다. 학생간의 협상에 대한 인식은 처치 집단이 보다 긍정적이었지만, 의사소통 불안은 두 집단 간에 차이가 없었다.

• 한국수학교육학회지시리즈A:수학교육
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• 제51권1호
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• pp.77-88
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• 2012

This qualitative research provides a situation model, which is designed for promoting learning of eigenvalue and eigenvector. This study also demonstrates the usefulness of the model through a small groups discussion. Particularly, participants of the discussion were asked to decide the numbers of milk cows in order to make constant amounts of cheese production. Through such discussions, subjects understood the notion of eigenvalue and eigenvector. This study has following implications. First of all, the present research finds significance of situation model. A situation model is useful to promote learning of mathematical notions. Subjects learn the notion of eigenvalue and eigenvector through the situation model without difficulty. In addition, this research demonstrates potentials of small groups discussion. Learners participate in discussion more actively under small group debates. Such active interaction is necessary for situation model. Moreover, this study emphasizes the role of teachers by showing that patience and encouragement of teachers promote students' feeling of achievement. The role of teachers are also important in conveying a meaning of eigenvalue and eigenvector. Therefore, this study concludes that experience of learning the notion of eigenvalue and eigenvector thorough situation model is important for teachers in future.

• 한국실내디자인학회:학술대회논문집
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• 한국실내디자인학회 2004년도 추계학술발표대회 논문집
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• pp.88-91
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• 2004

The aim of this study was to grasp demands of residents about floor plans. This study grasped needs of residents through small group workshop that is composed of housewives. The data from this was analyzed by the side of human behavior in residence space privacy, private space, territoriality, intimacy or social interaction, delightfulness. the major findings are as follows; floor plans of apartment separate of private and public space evidently. But each space has to have possible of extension and combination. It is supported by systematical storage and variable wall system.

• 한국초등과학교육학회지:초등과학교육
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• 제30권1호
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• pp.51-60
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• 2011

The purpose of this study was to investigate gifted students' verbal-nonverbal interactions in small grouped classes and to classify them into characteristics. For this study, an instrument to measure gifted student's verbal-nonverbal interactions was developed. The subjects were 16 students of 5th and 6th grades at H-area gifted center in rural area. Video recorded was classified each 5minutes by researchers. The results were as follows; First, verbal interactions were about 27% and non-verbal interactions were about 73%. Activities unrelated to learning were about 20%. Second, high achievement gifted students enjoyed verbal interactions including discussions. Third, gifted students can be classified 3 types(Spoken-centered, Written-centered and Played-centered) by interactions. The results revealed that gifted student's verbal-nonverbal interactions played an important role in communication between students and teacher as well as students. Small-grouped instructions according to characteristic and levels of gifted students are needed in gifted science education.

• 한국과학교육학회지
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• 제35권2호
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• pp.333-342
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• 2015

과학 탐구 활동은 학습자들 간의 협동학습을 통해 문제를 해결하는 학습 방법이다. 학습자 중심의 상호작용을 전제로 한 과학 탐구 활동을 구조적 차원에서 분석하는 것이 필요하다. 사회네트워크 분석법은 구성원들의 상호작용을 분석하는데 주로 사용되는 방법이다. 본 연구는 5인 1조 31개 조로 구성된 과학영재들을 대상으로 소집단 과학 탐구실험 활동에서 나타난 구성원 간의 상호작용의 양상을 수치적 특성을 바탕으로 유형화하였다. 이 연구의 결과는 다음과 같다. 과학영재들의 상호작용 유형은 모두 여덟 가지로 나타났다. 이 중 가장 많은 상호작용 유형은 전체 31개 조 중 모두 9개 조에서 나타나 29%를 차지한 유형 1로 세 명의 구성원이 상호작용 하는 경우였다. 이들 유형은 다시 한 구성원을 중심으로 나머지 구성원들이 모두 연결 관계를 형성하는 참여형과 중심적 역할을 하는 구성원이 없이 소외된 구성원이 존재하는 소외형으로 구분할 수 있다. 참여형은 유형 4, 유형 6, 유형 7, 유형 8로 모두 9개(29%) 조에서, 소외형은 유형 1, 유형 2, 유형 3, 유형 5로 모두 22개(71%) 조에서 나타났다. 즉, 한 구성원을 중심으로 모든 구성원이 상호작용에 참여하는 형태보다는 중심적 역할을 하는 인물 없이 일부 소외된 구성원이 존재하는 가운데 나머지 구성원들이 상호작용하는 유형이 대부분을 차지하였다. 이 연구를 바탕으로 과학 탐구활동에 적절한 집단의 크기는 무임승차효과나 소외된 학생이 없을 것으로 생각되는 3명이 가장 효과적이라고 할 수 있다. 또한 중심 구성원의 유무에 따라서는 있는 경우가 더 효과적일 것으로 사료된다.

• 한국초등과학교육학회지:초등과학교육
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• 제31권2호
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• pp.135-145
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• 2012

In this study, we developed an efficient in-service teachers training program, which could help the professional development of science gifted teachers. The characteristic feature of this in-service training program was to put great emphasis on interaction between fellow teachers. With this program, teachers could share their experiences and informations about gifted education. The program consisted of 4 interaction modules: 'the module of interaction at the pre-planning', 'the module of interaction in the small group', 'the module of interaction at the plan of application', 'the module of interaction at the practical exercise'. In this study, we analyzed the interaction between science gifted education teachers in 'the module of interaction at the pre-planning'. We analyzed the interaction between science gifted education teachers in 'the module of interaction at the pre-planning'. Each teachers got 17.2 correction opinions from peer teachers. They accepted 79.2% opinions among them and refused the other opinions (20.8% opinions). In the analysis of 'program process', the interactions for the improvement about 'the acquirements of knowledge and function' step were 41.9% and the interactions for the improvement about 'plan and exploration' step were 30.5%. In the analysis of 'program domain', the interactions about 'method of teaching and learning' were 41.9%. The interactions about 'program step' were 28.6% and the interactions about 'learning contentsh were 24.8%. With these results, we discussed the features of interaction between science gifted education teachers and proposed the improvement of in-service training program for elementary science gifted teachers.

• 영어어문교육
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• 제10권1호
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• pp.77-106
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• 2004

This study aims to investigate how the four college students interact with one another to discuss and construct meaning in a small reading group. Additionally, this study attempts to examine how the participants played their roles in the group. Data sources consisted of transcripts of the students' interactions, questionnaires and informal interviews, and the researchers' observation notes. The data revealed that the participants contributed fairly steadily to the interactions by checking with own grammatical knowledge, providing lexical information, understanding the micro level context, and presenting the macro level context. Several pedagogical implications are presented for the practical classroom. Findings of the study suggest effective ways to implement group activities in reading classes and a teacher's role for optimum group learning.