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

• Korean Journal of Social Welfare
• /
• v.62 no.1
• /
• pp.317-342
• /
• 2010

The purpose of this study is to investigate daily lives of the intellectually disabled living in residential facilities. The daily time use method that monitors and records 24 hours of the subject was used for the analysis of daily lives of the institutionalized disabled and verbal interaction patterns within each facility. In particular, the analysis focused on 'frequency of activities' and 'lives', with the method of time budget. Based on the activity category table of the 2004 nationwide Time Use Survey, the analysis aimed to identify differences and similarities between the non-disabled and the disabled in terms of daily time use. The interaction pattern analysis method on grounds of the Flanders Category system(1963) indicates the level, the type, and the full details of interaction between the institutionalized disabled and the living rehabilitation teachers. This study is all the more significant in that it monitored the daily lives of the institutionalized disabled for the first time to allow in-depth understanding about the daily lives of the disabled; analyzed interaction patterns between the institutionalized disabled and living rehabilitation teachers; applied time budget study method, a frequently used one in adjacent fields, and therefore should serve as a valuable source material for future studies.