• Journal of The Korean Association For Science Education
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• v.22 no.2
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• pp.267-275
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• 2002

The subject of this study were 7th grade three students in a school in Seoul, Korea. They discussed the inquiry problem to be investigated during summer vacation. We analysed the process of how the inquiry problem is revised and improved to more investigative one in the discussion. Student always discussed the method in the light of problem and the existence of the method of a problem affect the endurance of problem. The main subject of a problems are in everyday context, which is the object of critics in discussion. Student respond to the critics in many ways. Main types of reaction to the critics are two kinds. One is a person who change their views to the critics, the other is a person who kept their ideas.

• English Language & Literature Teaching
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• v.15 no.4
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• pp.265-290
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• 2009

The present data-driven study attempted to explicate nonnative English teacher trainees' foreign language teaching anxiety in microteaching settings from their perspectives. It is assumed that nonnative English teachers or teacher trainees may experience anxiety not only as foreign language learners but also as foreign language teachers. In order to inquire into their anxiety, the researcher had 172 teacher trainees perform extended microteaching tasks and reflect on their teaching and anxiety through group discussion. Based on the analysis of their discussion, three aspects related to nonnative English teacher trainees' anxiety were identified. First, teacher trainees identified three main types of anxiety-provoking situations: communicative-competence-threatening situations, unexpected situations, and instruction-hindering situations. Second, they identified three sources of anxiety: limited ability to use English, lack of English teaching skills, and fear of criticism. Third, they were aware that they used diverse strategies to lower anxiety before and while teaching for different purposes. From their identification and awareness of anxiety-provoking situations, sources of anxiety, and anxiety-lowering strategies, they could reflect on professional qualifications as a foreign language teacher.

• Journal of The Korean Association For Science Education
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• v.37 no.2
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• pp.347-358
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• 2017

The purpose of this study is to research on the professional development of pre-service chemistry teachers in terms of personal practical knowledge(PPK), and draw a discussion for pre-chemistry teacher education. A reflective discussion through a Community of Practice(CoP) activity has been conducted with 5 pre-service chemistry teachers studying in a college of education located in Seoul. The analysis of the results reveals that 'Subject-matter knowledge' is leaning toward massive chemical contents, 'Curriculum knowledge' is below the level of selecting, analyzing, and applying curriculum materials. 'Instruction knowledge', especially the knowledge of chemistry experiment and research, is not enough to lead secondary students' scientific experiment. 'Milieu of school knowledge' is stunted in growth for the reason of communication-deficiency between a college of education and a community, and among education- related groups. 'Self-knowledge' has been diminished not only because there is a bad influence from college classmates not wanting to be a teacher, but also a lack of communication in the chemistry-education department which can make pre-teachers' belief strong. In conclusion, it is especially needed for the chemistry-education department to strengthen pre-teachers' 'Self-knowledge' in order to develop PPK. This study suggests operating 'a professional community' that has a periodic meeting with pre-service teachers, teachers, professors, community people, education practitioners, and researchers. In addition, it would be effective for increasing pre-teachers' PPK to reconsider depth and direction of 'Subject-matter knowledge', to give an opportunity to examine curriculum materials critically and reorganize them, to improve the course of chemistry experimental subject to the way of improving pre-teachers' leadership in chemistry inquiry experiment, and to raise the quality of educational service activities.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.1
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• pp.95-104
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• 2012

The purpose of this study is to examine what effects the experiment class to stress discussion of small groups in scientific experiment class of the elementary school has on scientific achievement and attitude on the science of the students comparing to the usual scientific experiment class. For that purpose, this study has divided 49 students at the 6th grade of the M elementary school in P City into test groups of 24 students and control groups of 25 students. Classes have been progressed by giving sufficient time to the test groups for discussion by each small groups after experiment while by allowing the control groups to finish the experiment with arrangement of the experiment results. Conclusions of this study include: First, the more familiar the experiment materials are and the easier the experiment procedures are to be operated by the students, the more actively the small group discussion activities have been deployed. It shows that the students need a certain level of background knowledge before experiment for vital discussing activities. Second, it is appeared that the test groups given the scientific experiment class stressing small group discussing activity have significantly high scores comparing to the control groups given the existing scientific experiment class. It shows that the small group discussing activities have effects on promoting understanding of the students on the scientific achievement for the scientific experiment class. Third, it is appeared that the test groups given the scientific experiment class stressing small group discussing activity significantly high scores on attitude about the science comparing to the control groups given the existing scientific experiment class. It is considered that the students could have opportunities to compare their own thoughts with others and to have reflective thought to change their thoughts through the small group discussing activity. As shown above, it shows that the experiment class to stress discussing activities is more effective to increase scientific achievement and attitude about the science than the scientific experiment class to get and arrange the experiment results from the existing experiment classes.

• Journal of Gifted/Talented Education
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• v.22 no.1
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• pp.117-139
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• 2012

This study compared the cognitive conflict on peer instruction concerning the level of difficulty in question, between middle school science gifted students and non-gifted students. For the study, 35 the 7th grade science-gifted students in the organization affiliated with Science Education Institute for the Gifted in Seoul and Gyeong-gi province, and 14 the 8th grade science-gifted students, and 71 the 8th grade students. They performed peer instruction on propagation of straight light and composition of light and then, discussed three concept problems. After discussing the students took paper pencil test about changing levels of cognitive conflict. Regardless of the level of difficulty in question, the science-gifted students showed meaningful decreased figures on cognitive re-evaluation factors after peer-discussion. They trusted their peers, so during discussion, they explained their concepts. Furthermore discussion process enabled them to do reflective thinking. consequently, discord of students dropped, and total figures of cognitive conflict also declined. Science-gifted students have a tendency to worry lower than general students, though they felt anxiety as difficulty of the problems after peer-discussion. Through peer-discussion, science-gifted students presented statically decreased anxiety factors. By means of analyzed results of changing cognitive conflict of science-gifted students, developing and adapting strategies of cognitive conflict considering learner characteristics of science-gifted students is needed.

• Transactions of the Korean Society of Mechanical Engineers B
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• v.26 no.9
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• pp.1311-1318
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• 2002

An experimental model is investigated in this paper using the experimental method with a shock tube and the numerical technique. The shock-vortex interaction generated by this model is visualized with various methods: holographic interferometry, shodowgraphy, and numerical computation. In terms of shock dynamics, there are two meaningful physics in the present problem. They are reflective wave from the slip layer at the vortex edge and transmitted shock penetrating the vortex core. The discussion in this study is mainly focused on the two kinds of waves contributing to the quadrupolar pressure distribution around the vortex center during the interaction.

• Journal of Korean Library and Information Science Society
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• v.45 no.2
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• pp.205-234
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• 2014

The purpose of this paper is to investigate the problem of irregular position school librarians in Korea. The backgrounds and momenta of the problem are searched and the major sufferings of irregular position librarians are presented. To identify characteristics and substantial complications of the problem, it's surface and reverse structure are discussed. Through the discussion, solutions for the problem are scrutinized and reflective attitude which the librarian should keep in their mind are proposed.

• Proceedings of the KSME Conference
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• 2002.08a
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• pp.139-142
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• 2002

An experimental model and a conceptual model are investigated in this paper with both shock tube experiment and numerical technique. The shock-vortex interaction generated by this model is visualized with various methods: holographic interferometry, shodowgraphy, and numerical computation. In terms of shock dynamics, there are two meaningful physics in the present problem. They are reflective wave from the slip layer at the vortex edge and transmitted shock penetrating the vortex core. The discussion in this study is mainly focused on the two kinds of waves contributing to the quadrupolar pressure distribution around the vortex center during the interaction.

• Knowledge Management Research
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• v.4 no.2
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• pp.55-77
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• 2003

In this study, some issues that are related to embody the original conception and ideal of action learning are explored in terms of misunderstanding and misuse of action learning in Korean corporate context. The conception of action learning is deconstructed through the lens of 'action' and 'learning' concept, followed by conceptual analysis to the nature of 'action' and 'learning'. Based upon this conceptual deconstruction of 'action' and 'learning', this study is conducted to categorize the concept of 'action' and 'learning' into several representative attributes. Categorization of 'action' and 'learning' leads to draw some adjectives, for examples, reflective, dynamic, complex, nonlinear, that are critical for characterizing action learning. That is, the nature and ideal of action learning are critically reviewed with the reconceptualization of 'action' and learning, which are deconstructed. The Discussion of final thoughts is on what kinds of knowledge perspectives action learning holds in comparison with those of knowledge management and on how to facilitate knowledge construction and sharing with action learning.

• Journal of Korean Theatre Studies Association
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• no.52
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• pp.159-188
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• 2014

Under the influence of postmodernism, modern writing tends to refuse an immediate conveyance of messages achieved by linear, unified writing. Such writing does not attempt any social participation and has no leading ethics, offering diverse perspectives. It simply relies on material property ignoring the 'here and now'. This discussion depends on the sensuous immediacy of works that are pure and uninterpretable, causing the "death of author" phenomena. Although the time was late, since the 1990s, discussion and work on deconstructive theater has been executed in the Korean theater world. This deconstructive work was achieved when lineal narratives were shattered through the shocking insertion of fragmentary episodes and imagery. Moreover, such plays were shocking presentations of severance in conversation; lack of communication; loss of pride and love; and a world devastated by violence and madness. In the 2000s, such a movement helped form a new paradigm in the theater through reinterpretation and parody of traditional dramas, while drawing general attention to postmodern theater. However, as the problems of postmodern theater are perceived through study, the limit of plays with a postmodern tendency is pointed out: such plays merely display 'deconstruction'. This thesis will examine reflective thought on postmodern theater seeking "deconstruction without alternatives" and the aesthetic concept of "le politique" by Jacques Ranciere. It will also look through the overlap of images as interval-estrangement, "lettre morte", and simulacre representing mise-en-scene aesthetics weaving "political writing". This study is meaningful in that it tries to extend the new aesthetic horizon of Korean theater, examining in 2009 and by Koh Sun-Woong in 2011, directed by Park Chung-Hee in 2010 and directed by Park Keun-Hyung in 2009.