• Journal of The Korean Association For Science Education
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• v.32 no.7
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• pp.1109-1123
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• 2012

The purpose of this study is to examine the effects of small group discussion on elementary students' science writing. In this study, four 6th grade students were chosen from an elementary school in Seoul. Students were involved in eight science writing classes and the contents of a small group discussion and interactions were recorded and observed. Students' science works were collected and analysed based on three domains: scientific thinking, logic and originality. The result of this study showed that the contents of a small group discussion greatly affected the scientific thinking domain. A low-achieving student received lots of help from a high-achieving student. It was easy to improve in the logic domain through the science writing classes. Average students got good grades in an originality domain when the subject was related to their real life. A small group discussion would have an effect on science writing ability positively if the students acquired proper guidance on the procedure and manner of discussion. The science writing lesson would be more effective if the learning group was organized homogeneously in the aspects of intelligence achievement and interpersonal relationships.

• Publications of The Korean Astronomical Society
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• v.30 no.2
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• pp.517-519
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• 2015

A large-scale neutral hydrogen ($H\small{I}$) ring serendipitously found in the Leo I galaxy group is 200 kpc in diameter with $M_{H\small{I}}{\sim}1.67{\times}10^9M_{\odot}$, unique in size in the Local Universe. It is still under debate where this $H\small{I}$ ring originated - whether it has formed out of the gas remaining after the formation of a galaxy group (primordial origin) or been stripped during galaxy-galaxy interactions (tidal origin). We are investigating the optical and $H\small{I}$ gas properties of the dwarf galaxies located within the gas ring in order to probe its formation mechanism. In this work, we present the photometric properties of the dwarfs inside the ring using the CFHT MegaCam $u^{\ast}$, $g^{\prime}$, $r^{\prime}$ and $i^{\prime}$-band data. We discuss the origin of the gas ring based on the stellar age and metal abundance of dwarf galaxies contained within it.

• Journal of the Korean Applied Science and Technology
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• v.30 no.3
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• pp.380-386
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• 2013

N,N,N-Trimethyl-10-nitrophenoxy decylammonium bromide (N10TAB) and N,N,N,N-Tetramethyl-bis-[10-nitrophenoxy decyl]-1,6-hexanediammonium dibromide (N10-6-10N), bearing aromatic nitrophenoxy group in the end of their hydrophobic chains have been prepared, and their properties in aqueous solutions have been studied by conductivity and H-NMR spectroscopy. Below the critical micelle concentration N10-6-10N form premicelle with two or three surfactant molecules. Beyond the critical micelle concentration two molecules have strong self-aggregation ability and form micelles of rather small size and with small aggregation numbers. H-NMR at different concentrations give the informations on the environmental changes of the surfactants on their micellization progress.

• Hwankyungkyoyuk
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• v.23 no.4
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• pp.15-31
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• 2010

This research aimed for revealing social interaction-based environmental learning elements at the natural history museum. First, we carried out a survey of the perceptual change about 'the environment' concept. It was for confirming whether environmental learning occurred in visiting. Second, we found environmental learning elements through analyzing dialogues among small group members during looking around the museum. Social interaction-based environmental learning elements were classified into five; knowledge, affection, value, skill, behaviour. Each environmental learning element included several sub-elements, so we revealed totally 9 environmental learning sub-elements. By results, we said characteristics and possibility of the natural history museum as an informal environmental educational institution. It is meaningful for extending areas of environmental education.

• Journal of the Korean Chemical Society
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• v.68 no.2
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• pp.93-106
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• 2024

This study investigated differences in presence, immersion, and situational interest in small group learning using augmented reality, based on the degree of tool sharing. 84 eighth-grade students participated in small groups of four. Each group was randomly assigned to one of three environments based on marker and device sharing: the shared environment (shared marker and device usage), the mixed environment (shared marker and individual device usage), and the individual environment (individual marker and device usage). Small group learning using augmented reality was conducted for three class periods, focusing on the "Characteristics of Matter" unit. One-way ANOVA results for the dependent variables revealed that, compared to the shared environment, presence and situational interest were significantly higher in the mixed environment, while immersion and situational interest were significantly higher in the individual environment. MANOVA results for the sub-components of each dependent variable showed significant differences in realness for presence, antecedents and experiences for immersion, and instant enjoyment, novelty, and total interest for situational interest. Analysis of interviews and classroom observations indicated that students in shared and individual environments tended to use their devices individually when utilizing augmented reality. However, in mixed environments, students showed a tendency to use their devices collaboratively, leading to more active interactions. Based on these findings, environments for using tools to enhance the effectiveness of small group learning using augmented reality are discussed.

• Journal of the Korean earth science society
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• v.30 no.7
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• pp.909-927
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• 2009

Inquiry became an essential methodology in science education. Recently, argumentation becomes more important in inquiry, but inquiry-based teaching in school science would not provide enough opportunities for students to have voluntary and active interactions during inquiry activities. Informal science learning can be an alternative for authentic inquiry. Accordingly, this study aims to find interaction patterns in dialogic inquiry of junior high school students in small groups in the natural history gallery. Inquiry elements and interaction patterns are analyzed with 42 dialogues of 13 small groups. As a result, seven interaction patterns are identified. First, five major interaction patterns were drawn as follows; Sharing questions, asking questions and simple response, asking questions and simple explanation, asking questions-simple explanation-(collecting data)-data based explanation, and asking questions-collecting data-data based explanation. Second, pattern 2, 'asking questions and simple response', is subdivided into three categories; passive and/or evasive response, inaccurate response, and repeated patterns of asking questions-simple response. The results of the study provide different patterns of dialogic interactions in a small group inquiry in informal contexts from formal contexts, and provide foundations to understand middle school students' interactive dialogues of inquiry occurred in the natural history gallery.

• Journal of Families and Better Life
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• v.27 no.5
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• pp.77-90
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• 2009

The purpose of this study was to investigate the residents' use and occupancy-behavior in the activity areas of the senior nursing facilities, and to provide basic information to establish the appropriate physical elements for planning the activity areas. For the study, the observations in five facilities were conducted for one day, from 10 a.m. to 4 p.m by four researchers. The results of the study are summarized as follows: First, most of the using behaviors in the activity areas were the doing nothing or sleeping. The meals and program services were provided in only one activity area of the floor and it showed that the unit care system was perfunctorily conducted at those facilities. In the representative activity area, its openness was the main physical element influencing the spatial using frequency, while the accessibility and the openness in the sub-activity area were most important. The seating arrangements having comers were helpful for residents' interactions. Second, while facility programs and meals were provided in the specific activity area, there was no residents' occupancy in other activity areas at the same time. There were interactions including residents' conversations and watching/observations in non-designated activity areas such as the nursing stations and near corridors. But the residents' interactions and self-regulations were blocked by absence of territoriality, monotonous spatial compositions and furniture arrangements, insecurity of residents' privacy, wide or narrow areas, and isolated spatial type. Based on the results at the above, basic guidelines for planning the activity areas of senior nursing facilities can be proposed as follows: First, the isolated type and the sight interception should be avoided in representative activity areas. It should be partitioned with couple of areas through the appropriate furniture arrangements, and be prepared semi-private spaces in non-designated areas such as nursing station for the interactions among the residents and the staff. Second, in activity areas for small group, the isolated type is not also good for the residents' accessibility. The residents' privacy should be confirmed through the various spatial compositions, and enough areas need to be sure for the diverse furniture arrangements.

• Molecular & Cellular Toxicology
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• v.3 no.2
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• pp.145-149
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• 2007

Studies of relationship between structure and toxicity of azo dyes have been performed with comparative molecular field analysis (CoMFA) techniques. 3D QSTR analyses indicate that the steric and electrostatic interactions are important. The steric field based model gives strong correlation ($q^2$=0.57, $r^2$= 0.92). The steric field in conjunction with electrostatic field give more strong correlation ($q^2$=0.57, $r^2$=0.95). All study indicates that a bulky and electronegative group at benzene ring and a small group at position 3 of aniline ring might be significant to reduce the mutagenicity.

• 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.

• Bulletin of the Korean Chemical Society
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• v.19 no.5
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• pp.569-575
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• 1998

Investigation of the structure of the gangliosides has proven to be very important in the understanding of their biological roles. We have determined the tertiary structure of asialoganglioside GM1 $(GA_1)$ using NMR spectroscopy and distance geometry calculations. All of the structures are very similar except the glycosidic torsion angles in the ring IV and ring III linkages. There are two low-energy structures for GA1, G1 and G2. G1 differs from G2 only in the IV-III glycosidic linkages and the orientation of acetamido group in ring III. There is a stable intramolecular hydrogen bond between the third hydroxyl group in ring I and the ring oxygen atom in ring II. Also, there may be a weak hydrogen bond between the second hydroxyl group in ring IV and the acetamido group in ring III. Small coupling constants of $^3J_{IH3,IOH3}\; and\; ^3J_{IVH2,IVOH2}$ support this result. Overall structural features of $(GA_1)$ are very similar to those of $(GM_1)$. It implicates that specificities of the sugar moieties in GM1 are caused not by their tertiary foldings, but mainly by the electrostatic interactions between the polar sialic acid and its receptors. Since it is evident that $(GA_1)$ is more hydrophobic than $(GA_1)$, a receptor with a hydrophobic binding site can recognize the $(GA_1)$ better than $(GA_1)$. Studies on the conformational properties of $(GA_1)$ may lead to a better understanding of the molecular basis of its functions.