• Publications of The Korean Astronomical Society
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• v.30 no.2
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• pp.465-467
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• 2015

We presents a study of interactions between galaxies in the low-redshift group known as the NGC 4065 group. Imaging data were taken using the 2.4 meter telescope at the Thai National Observatory (TNO) for B, V and $R_c$ broadband filters and [$S\small{II}$] and Red-continuum narrowband filters. There are 21 galaxies in our sample. The results show that most early type galaxies (ETGs) with equivalent width EW($H{\alpha}$) < $10{\AA}$ are gas-deficient galaxies, while late type galaxies (LTGs) show more EW($H{\alpha}$) and are bluer than the ETGs. This means that star formation activity in the LTGs could be triggered by tidal interactions between galaxy members due to dense environmental effects in the compact group.

• Journal of the Korean Chemical Society
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• v.61 no.3
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• pp.104-111
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• 2017

In this study, we analyzed verbal interactions in small group science learning using smart devices by the level of prior achievement. Four heterogeneous groups at a coed high school in Seoul participated. Verbal interactions during small group science learning were audio- and video-taped, transcribed, and analyzed. Verbal interactions were analyzed at the levels of a turn and an interaction unit. The results revealed that the frequencies of verbal interactions were high in task category, especially at information explanation, information question, and reflection on standards subcategories. Furthermore, the frequencies of high-level students at direction explanation, reflection on standards and progress subcategories were higher than those of low-level students, and the frequencies of low-level students at direction question and information explanation subcategories were higher than their counterpart. In the analyses of the interaction units, the frequencies in symmetric elaborated interaction were high, especially at cumulative and evaluative subcategories.

• Korean Journal of Child Studies
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• v.29 no.1
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• pp.63-86
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• 2008

The study examined whether small group filial therapy for maladjusted young children and their mothers would improve children's interpersonal relationships. Two mother-child pairs participated in the program consisting 12 group parent education sessions by a therapist and 6 sessions of supervised play therapy. All 18 sessions ran 85-90 minutes once a week. Results showed positive changes on initiated interactions, co-play, emotional closeness and manifest joy in mother-child play interactions. Scores of playfulness rated by two trained observers during weekly group play time for the children showed improvement in terms of physical, social, and cognitive spontaneity, manifest joy and humor. Quality of children's interpersonal relationships in routine life of home and preschool was enhanced according to reports of mothers and preschool teachers.

• Journal of Korean Elementary Science Education
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• v.43 no.1
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• pp.1-17
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• 2024

This study sought to investigate the effects of cooperative learning emphasizing interactions on science-gifted elementary students' scientific creativity. Thirty-four science-gifted elementary students were divided into an experimental class and a comparison class to compare their creativity scores quantitatively. The experimental class participated in cooperative learning emphasizing interactions, and the comparison class participated in whole class interactions. For qualitative analysis, the small group discussions were audiotaped and transcribed. The results of the study are as follows. First, cooperative learning emphasizing interactions had a positive educational effect on usefulness, which is one of the essential elements of scientific creativity. Second, as the cooperative learning progressed, the interaction between the small group members improved qualitatively. Third, the factors hindering the effectiveness of cooperative learning included negative task-unrelated statements from some of the small group members and the following operational statements to correct them. Based on these results, this study proposed some suggestions for effective cooperative learning emphasizing interactions.

• Journal of The Korean Association For Science Education
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• v.20 no.3
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• pp.353-363
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• 2000

In this study, discourse patterns of four peer small groups in learning science concepts were examined. Verbal interactions during small group discussions were audio- and video-taped, transcribed, and analyzed. Three coding frameworks for the levels of turns, interaction units, and episodes were developed. In the analyses of turns, no clear relationships between students' prior achievements and contributions to knowledge building processes were found. Partly participating modes and symmetrical interaction modes were dominant in the analyses of interaction units to suggest that some students did not participate actively in small group discussions and that students' verbal interactions were superficial. The analyses of episodes also indicated that agreeing and/or partial elaborating on group members' ideas were the most frequent patterns and dialectical exchanges were rare in small group discussion.

• Journal of The Korean Association For Science Education
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• v.21 no.2
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• pp.279-288
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• 2001

In this study, interaction patterns in peer small-group discussions with cognitive conflict strategy (CCS) and those with social consensus strategy (SCS) were compared. Verbal interactions of four small groups (16 students) in learning science concepts were analyzed at the levels of turns, interaction units, and episodes. The frequencies of total turns and knowledge construction turns per discussion for the SCS group were higher than those for the CCS group. Comparing and evaluating hypotheses and discussion worksheets provided were especially effective in increasing metacognitive utterances of the SCS group students. The frequencies of 'most students participating mode', 'elaborative interaction mode', and 'exploratory episode' for the SCS group were higher than those for the CCS group. These suggested that more students in the SCS group participated in small-group discussions and their discussions were more interactive and elaborative. The interactions and episodes of the SCS group were also superior in quality to those of the CCS group.

• Journal of Science Education
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• v.44 no.2
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• pp.167-182
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• 2020

The active participation and active interaction of learners in small group science inquiry activities are the main factors that determine the effectiveness of science learning. Roles can be assigned to members of a small group to facilitate interaction between members within the small group. The purpose of this study is to analyze the effect of role assignment on the types and patterns of verbal interactions in middle school students' small group science inquiry activities. For this, 172 students from middle schools located in metropolitan cities were surveyed. We analyzed 18 small groups with assigned roles and 15 small groups without assigned roles. The change in verbal interaction type in small group science inquiry activity according to role assignment was largely divided into alienation and participation. In the case of small groups with assigned roles, the participation type occupied a higher proportion than the alienation type. The change in verbal interaction patterns did not show much significant differences when the role was assigned in terms of cognitive and affective. Based on this, further research is needed on how role assignment affects verbal interactions depending on the type of scientific inquiry and the stage of inquiry. In addition, further research on the composition of small groups and role assignment is required.

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

• English Language & Literature Teaching
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• v.10 no.1
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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.

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