• International Journal of Computer Science & Network Security
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• v.22 no.8
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• pp.75-80
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• 2022

In modern society, the organization of the educational process plays an important role in education. Traditionally, it is through communication and dialogue between the teacher and the student that professional competence is acquired. As society develops, the demand in the global labor market changes and the requirements and criteria for specialists increase. Therefore, a new approach to managing the pedagogical interaction between a teacher and a student in the process of education in a higher educational institution allows a positive impact on the system of training specialists and opens up new prospects for the formation of competitive specialists. The issue of the quality of education is a key one and is covered in the documents regulating the process of educational activities. Also an important problem today is the transition to qualitatively new and innovative systems of training specialists and the departure from outdated models of managing pedagogical interaction in higher education institutions. The process of managing the pedagogical interaction between a teacher and a student is one of the most important for studying in the context of higher education. Thus, the main task of the study is to analyze the role of communication and dialogue during studies in higher education. As a result of the study, current trends and prerequisites for communication and dialogue tools during studies in higher education

• Journal of The Korean Association For Science Education
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• v.31 no.8
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• pp.1145-1157
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• 2011

The purpose of this study was to analyze and extract the features of verbal interactions between teacher and science-gifted students in their classes. For the purpose of this study, authors observed 27 elementary science classes for the science gifted of three elementary teachers. To analyze the verbal interactions in the classes, the authors have adopted the theoretical background, which was based on Sinclair & Coulthard's Initiative-Response-Feedback pattern. Verbal interactions in the classes were analyzed by Kim's framework, which modified Jeong's framework. IRF patterns were derived from the verbal interactions of science classes for the science gifted. As a result, authors obtained some important features in IRF pattern. The most commonly used IRF pattern was the teacher's managerial question-student's short answer pattern, which was due to the regional policy for the science gifted. The teacher's delayed feedback as well as the teacher's question was meaningful for student's thinking ability. If elementary teachers consider the pattern, the strategy should be applied, which is depending on student levels and levels of contents. But three teachers did not show the characteristic verbal interaction regarded as a pattern strategy. In the future, inservice programs about verbal interaction are needed for the science gifted classes.

• The Journal of Asian Finance, Economics and Business
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• v.7 no.9
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• pp.603-611
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• 2020

Higher education has long been considered as a means of human resource development in a nation. The faculty member plays a significant role in improving the quality of higher education. It is clear that job satisfaction and motivation have effect on the faculty member's performance. The objective of this study is to investigate the levels and factors affecting lecturers' motivation in Vietnamese public universities. In this study, ordinary least squares (OLS) and exploratory factor analysis (EFA) have been utilized to identify the factors affecting work motivation of lecturers at Vietnamese universities. A questionnaire was administered to a sample of 189 lecturers at different public universities in Vietnam. The finding indicates that seven factors including Work characteristics (WC), Wage and welfare (WW), Social recognition (SR), Peer relationships (PR), Training and promotion opportunities (PO), Leader caring (LC) and Teacher-student interaction and student's attitude (IA) have positive effect on lecturers' work motivation. Among these factors, Teacher-student interaction and student's attitude (IA) has the strongest impact with the coefficient of 0.631 and Peer relationships (PR) has the least impact on work motivation with the coefficient of 0.020. The study findings can facilitate the understanding of how to increase work satisfaction at the universities in Vietnam.

• Journal of the Korean earth science society
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• v.44 no.6
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• pp.675-692
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• 2023

This study used a Chatbot, a generative artificial intelligence (AI), to analyze the interaction between the Chatbot and students when exploring critical minerals from an epistemological aspect. The results, issues to be kept in mind in the teaching and learning process using AI were discussed in terms of the role of the teacher, the goals of education, and the characteristics of knowledge. For this study, we conducted a three-session science education program using a Chatbot for 19 high school students and analyzed the reports written by the students. As a result, in terms of form, the students' questions included search-type questions and non-search-type questions, and in terms of content, in addition to various questions asking about the characteristics of the target, there were also questions requiring a judgment by combining various data. In general, students had a questioning strategy that distinguished what they should aim for and what they should avoid. The Chatbot's answer had a certain form and consisted of three parts: an introduction, a body, and a conclusion. In particular, the conclusion included commentary or opinions with opinions on the content, and in this, value judgments and the nature of science were revealed. The interaction between the Chatbot and the student was clearly evident in the process in which the student organized questions in response to the Chatbot's answers. Depending on whether they were based on the answer, independent or derived questions appeared, and depending on the direction of comprehensiveness and specificity, superordinate, subordinate, or parallel questions appeared. Students also responded to the chatbot's answers with questions that included critical thinking skills. Based on these results, we discovered that there are inherent limitations between Chatbots and students, unlike general classes where teachers and students interact. In other words, there is 'limited interaction' and the teacher's role to complement this was discussed, and the goals of learning using AI and the characteristics of the knowledge they provide were also discussed.

• Journal of IKEEE
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• v.17 no.4
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• pp.452-458
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• 2013

It is well-known that inducing learner's spontaneous participation and teacher-student interaction are highly efficient way of teaching and learning. The traditional one-sided, teacher-centered lecture seemed to be inefficient systematically to support the interaction in classroom. Recently, the government was planning to provide the students with Tablet as a part of the informatization project, but it ended up providing only the content of the lecture, not allowing the interaction to occur in classroom. In this paper, we propose a system which aims to support interaction between a teacher and students by utilizing the Web server and Tablet.

• The Korean Journal of Community Living Science
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• v.22 no.4
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• pp.679-688
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• 2011

Using data from an ongoing study of 170 children aged 4-6 years in low-income families, this study tests how mothers' parenting behaviors and teacher-child relationship influences the adjustment to child-care centers of young children. The mothers' parenting behaviors were measured by the mothers of surveyed children, while the teacher-child relationship and children's adjustment were rated by teachers. Measurements were recorded from using the Iowa Parent Behavior Inventory(Crase et al. 1987), Student-Teacher Relationship Scale(Pianta et al. 1995) and the Adjustment to Child-care Centers Scale(Lee 2004). The collected data was analyzed by hierarchical regression using the SPSS Program. Results indicate that mothers' parenting behaviors in the low-income families controlled characteristics of children and are positively associated with one area of early school adjustment, learning readiness. In other words, mothers who are more involved and demonstrate supportive parenting, have children with better learning readiness. The teacher-child relationship is strongly related to all areas of children's adjustment. The interaction effect of parenting behaviors and the teacher-child relationship on children's learning readiness is observed. These results highlight the importance of the teacher-child closeness as well as the quality of parenting behaviors during the preschool period for the low-income family in improving early school adjustment.

• Journal of Korean Elementary Science Education
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• v.22 no.1
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• pp.121-129
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• 2003

The enhancement of inquiry skills has been emphasized as a important objective of science education for a long time. Of these, the observation is not only a simple and basic skill, but also a very important skill, in aspect of gathering informations about the nature of all things around us, through interaction between the sense organs of body and objectives. The purpose of this study is to investigate the results of observations about the grasshopper(Oxya chinesis), made by the elementary student from the 3rd to the 6th grade, and to make use of them as the basic materials for the observative teaming and the evaluation of the observation ability. Through this study, the collected items of observation are as follows For grasshopper, a total of observation items is 95, 70 using the sight sense, 13 using the tactile sense,7 using the olfactory sense. 3 using the palate sense and 2 using the auditory sense. In this study, the findings of elementary student's observation are as follows. 1. On the whole, most of students have observed mainly by the sight and the tactile sense, when observing the grasshopper. 2. It is showed a tendency that the observation ability of student is increased with the higher grade in elementary school. 3. As the grade ascends. the observations with operating are increased, also the quantitative expression and interpretation about them are increased. 4. In the case of same grade, there is no significant difference between students' gender, though girls' ability of the observation showed somewhat higher than boys' 5. Occasionally, the interpretations on the observative facts made by student, are inaccurate. Basis on the above results, we suggested some directions for the improvement of the observative learning program in science classroom of elementary school. First, the teacher have to serve as a guide and encouragement in the observative learning class, to be accomplished the various observation, which all the sensory organ can be used by student than the sight sense. Second, to get elevated the ability of observation, it is necessary that some experimental tools(magnifying lens, stereoscope, auxiliary implements etc.) are utilized. Third, the teacher have to make often endeavors showing an example of operation, to be activated the atmosphere of operative observation.

• Journal of Korean Elementary Science Education
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• v.31 no.2
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• pp.188-196
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• 2012

Science festivals have occupied a very important axle in informal science education that enables students to experience the amazement of scientific experiments to think over scientific principals beyond the formal education in the classrooms. Among the concerned person, the most benefit-taken group may be the assistant who help the participants experience the activities in the festival. In order to find out the ways to make the student assistant's participation into a meaningful education experience, we analyzed the types of the activities in the science festival as well as the characteristics of the interaction between the student-assistants and the participating students are studied. The research findings are as follows: First, most activities in the science festival had related to the scientific concepts or principals; however, the understanding of the concepts and principals didn't highly affect the procedure of the activities. In many cases the students operated and made results without checking the related concepts or principals. Second, the student-assistants showed the consistency of operation in guiding their activities. They were explaining mainly the process of the experiments without giving a chance to think of related concepts or principles. We suggest that teacher should consider the student-assistants' learning in the festival as well as that of the participants.

• Journal of The Korean Association For Science Education
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• v.36 no.2
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• pp.231-251
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• 2016

The goal of the study was to examine pre-service teachers' emotional experiences, especially during student teaching. The following questions guided this study. First, during student teaching, what are the characteristics of emotional experiences of pre-service science teachers? Second, what are used as the emotional rules and strategies by student teacher? In this study, we tracked nine pre-service science teachers over a four-week period of the student teaching. The data sources were lesson observations, interviews, emotional journals, and video-recorded classroom lessons. Results showed that student teachers experienced various 25 different types of emotions which were reported as the primary emotions of Koreans. The main subjects for interaction for positive emotions were students. For negative emotions, students, teachers and student teachers themselves all resulted in such negative emotional experiences. When the student teachers experienced negative emotions, they followed the emotional rule that their emotions should not be expressed in front of the students. Because of this, they tried various strategies for controlling emotions, such as 'understanding students', 'finding the positive side', 'seeing good students', 'ignoring', 'holding back', 'evading', and 'giving up'. Finally, suggestions for teacher education were discussed.

• Journal of The Korean Association For Science Education
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• v.35 no.1
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• pp.27-35
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• 2015

General education is changed by accepting the change in education environment to digital generation, emphasis about student-centered education, and change of teacher's role. E-learning has taken center stage as an effective learning environment but the problems are drawn for the absence of interaction that is important in learning. In this study, on the basis of questionnaire results about learning using website, we operated blended-learning where students come and go in cyberspace and physical space to set up the lesson environment for emphasizing interaction. We selected a control group (N=40) and an experimental group (N=40) from second grade students in a middle school for this research. General instructor-led lessons were implemented in the control group and blended-learning lessons to emphasize interaction between teacher and students were implemented in the experimental group. The experiments were applied to eight class-hours in 'characteristics of matter' unit. We implemented Test of Science Related Attitude (TOSRA) to the students before and after the lessons and administered questionnaire for checking attitude changes and perception in students. The results of the test show that the experimental group students were more encouraged and became more confident and curious about scientific learning than the control group students. The analysis of the interview and results of TOSRA show that blended-learning provided guidance and feedback by the teacher to the experimental group students more than the control group students. Blended-learning is suggested as a learning-method that is helpful in improving scientific attitude in students because it enables them to express their experiences without limit of time-space and promote interaction between teacher and students.