• Education of Primary School Mathematics
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• v.24 no.3
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• pp.157-174
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• 2021

This study analyzed the process of establishing a social structure in a third-grade mathematics classroom for one semester and explored learning processes based on various social interactions and relationships between the teacher and students. In the early phase of the semester, main foci were placed on establishing an overall social norms and basic social structure for effective mathematical learning. In the middle phase of the semester, an emphasis among students' interactions was given to exploration of mathematical concepts. Students tended to ask whatever they did not know exactly and clearly understood what to explain. In the late phase of the semester, students' individual disposition was further considered. Disciplinary personality traits including intellectual courage, honesty, consideration, and cooperation were emphasized along with mathematical exploration. Based on these research results, this study was intended to provide implications for implementing more meaningful mathematics lessons by fully considering not only mathematical connections but also social connections.

• The Mathematical Education
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• v.62 no.3
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• pp.341-362
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• 2023

This study analyzed student noticing in a lesson that emphasized relational understanding of equal signs for first graders from four aspects: centers of focus, focusing interactions, mathematical tasks, and nature of the mathematical activity. Specifically, the instructional factors that emphasize the relational understanding of equal signs derived from previous research were applied to a first-grade addition and subtraction unit, and then lessons emphasizing the relational understanding of equal signs were conducted. Students' noticing in this lesson was comprehensively analyzed using the focusing framework proposed in the previous study. The results showed that in real classroom contexts centers of focus is affected by the structure of the equation and the form of the task, teacher-student interactions, and normed practices. In particular, we found specific teacher-student interactions, such as emphasizing the meaning of the equals sign or using examples, that helped students recognize the equals sign relationally. We also found that students' noticing of the equation affects reasoning about equation, such as being able to reason about the equation relationally if they focuse on two quantities of the same size or the relationship between both sides. These findings have implications for teaching methods of equal sign.

• Journal of The Korean Association For Science Education
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• v.26 no.5
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• pp.660-673
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• 2006

There have been many attempts to determine the value and the role of school laboratory experiment, but it seems hard to find consensus among these attempts from the perspective of education. This difficulty seems mainly due to disagreement on the concept of education, which has caused an instrumental attitude considering the school laboratory only as a means of developing science or pursuing various functions of school. However, the Endogenous Theory of Education (ETE), which claims education as 'a form of life', has recently paved the way for laboratory experiment to be justified as an opportunity of 'educooperation' allowing students to experience the intrinsic values of education in the medium of science. According to this theory, it is not the detailed practicals but the whole context where the laboratory activity is situated that matters in revealing the inherent educational phenomena. Through this new perspective, I observed two biology laboratory classes in a high school and analyzed the pattern of teacher-student and student-student interactions. Some meaningful educooperation was found in students' chattering, which has been traditionally considered as merely noise in the classroom, rather than in teacher-student interactions. This study discusses the reasons for these findings in detail and culminates in suggesting ways for accentuating the educational aspect of school laboratory activity.

• Journal of Korean language education
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• v.25 no.1
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• pp.203-234
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• 2014

This paper demonstrates how to incorporate the teaching of communication strategies into a large class of English-speaking learners of the Korean language. The method proposed here was developed to overcome the difficulty of conducting language activities involving communicative interactions amongst students and also between teacher and students in a large classroom. As a way of compensating the minimal opportunities for interactions in the classroom, students are given the task of expressing in Korean the English translations of authentic Korean comics via Twitter, which was later replaced with the feedback feature on Moodle, and then their Korean expressions are collected and projected onto a big screen. These collected expressions by students naturally differ from one another, helping students to realize that it is possible for them to express the same message or meaning in many different ways. The results of two separately conducted questionnaires show that this method is an effective way of providing students with significantly increased chances of producing 'comprehensible output' that requires them to think of how to communicate with their limited knowledge of the Korean language. Many students also commented that the teachers' feedback on errors provides them with the opportunity to learn about common errors as well as their own errors.

• Journal of The Korean Association For Science Education
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• v.20 no.3
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• pp.479-490
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• 2000

The purpose of this study was to examine the effects of formative assessment with detailed feedback on students' science achievement, attitude, and interactions between the teacher and the students. For the study, 133 seventh graders were selected from a girl's middle school in Seoul, and assigned to the experimental and the control groups. The duration of the treatment was over a period of nine weeks. In the experimental group, detailed feedbacks on the solution, teacher's comments on the results, and relevant references were provided after each formative assessment. However, only the answers were presented in the control group. Prior to instructions, a achievement and a attitude tests were administered. After the instructions, follow-up tests which were similar to the pretests were also administered. The results showed significant difference between the two groups in science achievement. It was found that the usage of formative assessments with detailed and supportive feedbacks was more effective in stimulating students' interest, raising their confidence in the subject, increasing their participation, as well as reducing their anxiety. The results also strongly indicated that detailed feedbacks were more effective in improving the interactions of the teacher and the students. The results strongly suggest that formative assessment utilizing detailed and supportive feedback is a necessary component of effective science teaching and learning.

• Journal of The Korean Association For Science Education
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• v.26 no.2
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• pp.212-221
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• 2006

The purposes of this study were to examine the characteristics of teacher help in small group Thinking Science(TS) activities and analyze the way students respond to teacher help. For this study, twenty-four 5th grade and twenty-four 7th grade students were selected, to undertake TS activities. Out of the 8 activities students participated in, the verbal interactions in activity 4 and 6, by students in four small groups, which incorporated relatively active argumentation was analyzed. Students' cognitive level was identified through a science reasoning task and the students were grouped heterogeneously according to their cognitive level. This study showed that teachers predominately used simple confirmation questions in preference to metacognitive question. Also, teacher help varied according to one's personal traits, work experience and degree of activity recognition. It was discovered that when the teacher provided student appropriate metacognitive questions and sufficient feedback, students actively engaged in argumentation. On the other hand, when the teacher asked simple confirmation questions and interfered in the activity, students did not participate in argumentation actively.

• Journal of The Korean Association For Science Education
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• v.22 no.1
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• pp.110-121
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• 2002

In this study, the verbal interactions occurred during the CASE(Cognitive Acceleration through Science Education) activities in the middle school science class has been analyzed regarding with students cognitive level. The subjects were 24 students of 6 groups in a middle school in Korea. Verbal interactions within group discussions during CASE activities were audio-taped, transcribed, and analyzed. Also, classroom observation and interview with students were carried out. The results showed that the student with higher cognitive level tended to be a group leader. They had strong influences on the group discussions in each step of problem solving. Also, the higher cognitive level students were more active in metacognitive discussion and more often used scientific terms. When their group met difficulties in each stage of problem solving, such as perception of problem and designing experiment, the higher cognitive level students suggested some ideas to help their peers and gave them an explanation of how they worked. Low cognitive level students had difficulties in perception and solving the problem as compared with high cognitive students. It was common during activities for the low cognitive level students to fail to identify variables and to distinguish between dependent variables and independent variables. They failed to hold a number of variables at once. However, the metacognitive questions from their peers or teacher were helpful for them to construct the concept of controlling variables. If there is no student who has a high level of thinking in a group, it was necessary to intervene for teacher. A well judged questions from teacher created the cognitive conflict which causes the students to reconstruct their strategy for problem solving and reinforce the control of variables reasoning pattern. From the above results, it is concluded that students' cognitive levels are much related to the verbal interaction patterns. This suggests that teacher should consider individual student's cognitive level in organizing groups and intervene to facilitate the environment for metacognitive interaction.

• 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 Mathematical Education
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• v.56 no.3
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• pp.341-363
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• 2017

This case study contributes to the efforts on identifying the essential features of responsive teaching practice where students' mathematical thinking is central in instructional interactions. We firstly conceptualize responsive teaching as a type of teachers' instructional decisions based on noticing literature, and agree on the claim which teachers' responsive decisions should be accounted in classroom interactional contexts where teacher, students and content are actively interacting with each other. Building on this responsive teaching model, we analyze classroom observation data of a 7th grade teacher who implemented a lesson package specifically designed to respond to students' mathematical thinking, called Formative Assessment Lessons. Our findings suggest the characteristics of responsive teaching practice and identify the relationship between noticing and responsive teaching as: (a) noticing on students' current status of mathematical thinking by eliciting and anticipating, (b) noticing on students' potential conceptual development with follow-up questions, and (c) noticing for all students' conceptual development by orchestrating productive discussions. This study sheds light on the actual teachable moments in the practice of mathematics teachers and explains what, when and how to support teachers to improve their classroom practice focusing on supporting all students' mathematical conceptual development.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.15 no.8
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• pp.2732-2748
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• 2021

In post-COVID-19 pandemic era, students' learning effects and experience may sharply decrease when teaching is transferred from offline to online. Several tools suitable for online teaching have been developed to guarantee and promote students' learning effects. However, they cannot fully consider teacher-student interaction in online teaching. To figure out this issue, this paper proposes integrated media platform-based virtual office hours implementation for online teaching. Specifically, an integrated media platform (IMP) is first constructed. Then, virtual office hours (VOH) is implemented based on the IMP, aiming at increasing student-teacher interactions. For evaluating the effectiveness of this scheme, 140 undergraduate students using IMP are divided into one control group and three experimental groups that respectively contain text, voice and video modes. The experiment results indicate that applying VOH in the IMP can improve students' online presence and test scores. Furthermore, students' participating modes during VOH implementation can largely affect their degree of presence, which can be well classified by using principal component analysis. The implication of this work is that IMP-based VOH is an effective and sustainable tool to be continuously implemented even when the COVID-19 pandemic period ends.