• The Journal of the Korea Contents Association
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• v.14 no.5
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• pp.512-523
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• 2014

The purpose of this study is to provide useful information for improving interaction between teacher and student by analysing gifted class in mathematics with the Flanders Category System. Research questions are as follow. In gifted class in mathematics, How is the result of analysis regarding interactions between the teacher and students, according to 1) Flanders' Coding system? 2) Flanders' language pattern? 3) Flanders' Index system? For this, 3 gifted classes in mathematics were recorded by video camera and analyzed by Advanced Flanders(AF) analysis program version 3.54. Results are as follow. 1) Code Category Analysis mostly consists of lecture, voluntary speaking and chaos, silence work. 2) Most class patterns are not in accordance with effective class pattern models. So teacher needs to accept student's opinion actively and give appropriate feedback. 3) In Indices Results, revised I/d ratio, teacher's question ratio, student's speaking ratio, Student question and wide answer ratio are higher than analysis standard, indirect ratio is lower than analysis standard.

• 한국정보교육학회:학술대회논문집
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• 2004.08a
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• pp.438-445
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• 2004

미래 사회에서 요구하는 인성과 창의성을 지닌 인간을 육성하기 위해서는 경험, 체험 중심의 교육활동이 전개되어야 하며, 현장 체험학습은 점차 그 중요성을 더해가고 있다. 그러나 현장에서는 여러 가지 요인에 의하여 학생 개인에 대한 교사의 지도가 부족하고 교사들은 체험학습을 체계적으로 관리하지 못하고 있어 이에 대한 효율적인 대처방안이 필요하게 되었다. 이 논문에서는 현장 체험학습 관리시스템을 설계하여 실시간 상호작용을 통해 체험학습에 대한 이해를 높이고, 체험학습 계획서와 보고서를 D/B화하여 상호평가와 교사의 지도적 평가를 용이하게 하고, 멀티미디어 요소를 포함한 보고서 작성방법을 탐색하여 교사는 현장 체험학습의 과정을 체계적으로 관리하고 지도하며 학생들은 체험학습에 대한 이해와 흥미를 갖게 되어 효율적인 체험학습을 할 수 있는 방법을 모색해 보고자 한다.

• Journal of The Korean Association of Information Education
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• v.26 no.3
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• pp.167-174
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• 2022

In blended learning, which combines school and online learning, unidirectionalness and disconnection of interaction are pointed out as the reason for widening the educational gap. This study conducted focus group interviews with teachers, students, and parents to develop a blended learning model to enhance the effectiveness of online learning. In order to increase the interaction between teachers and students online, the EduCare model considering care factors was proposed. Six practical models were proposed for the blended EduCare model. Not only interaction can be maximized, but learning reality and psychological well-being, social presence can be improved, and the effectiveness of online learning can be cultivated positively.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.2
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• pp.385-415
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• 2011

To investigate the more effective mathematical communication process, a recommended teacher and a selected class as an exemplary model was analyzed with Flanders system. The mathematical communicative level was examined to measure content level using the framework analysing the mathematical communicative level(Park & Pang) based on describing levels of math-talk learning community(Hufferd-Ackles). The purposes of this paper are to describe the verbal flow pattern between teacher and students in the elementary school class for mathematically gifted students, and to propose the effective communication model of math-talk with analysis of verbal teaching behavior in the active class. In addition the whole and the parts of the exemplary class sample is respectively analysed to be used practically by elementary school teachers. The results show the active communication process with higher level presents a pattern 'Ask Question${\rightarrow}$Activity (Silence, Confusion or work)${\rightarrow}$Student-Initiated Talk${\rightarrow}$Activity (Silence, Confusion or work), and the teacher's verbal behavior promoting math communication actively is exhibited by indirect influence especially accepting or using ideas.

• 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.

• School Mathematics
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• v.13 no.3
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• pp.385-404
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• 2011

Currently, reflective teaching has been actively studied in terms of teachers' professional development relating to classroom instruction. The present study looked at, using the method of a case study, the differences between a novice and an experienced elementary school mathematics teachers' beliefs demonstrated during their reflective teaching. The findings of the study show that at the intial stage of reflective teaching, the novice teacher identified few errors during class and was not enthusiastic about applying the results of her reflective teaching due to lack of confidence. By contrast, the experienced teacher identified more errors during class than the novice teacher and had fewer reflections due to a sense of confidence. As the teachers' engagement in reflective teaching increased with time, they both felt the need for advice from experts on mathematics teaching and directed their attention to interactions with their students away from teacher-centered instruction. Further, the novice teacher engaged in more teacher-student interactions than the experienced teacher, and the experienced teacher increased the frequency of teaching reflection. Based on the findings, the article suggests a number of implications for the cooperative reflective teaching between novice and experienced teachers and the improvement of classroom instruction.

• The Mathematical Education
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• v.60 no.3
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• pp.321-340
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• 2021

As many changes in the future society represented by the age of artificial intelligence(AI) are expected to come, efforts are being made to draw the shape of the future education and various research methods are being employed to support the attempts. While many research studies use methods for deriving generalized results such as expert survey and trend analysis in along with a review of literature, there are attempts to apply the scenario methodology to explore ideas and information needed within a changing context. A scenario method, one of the experiential learning strategies, aims to seek various and alternative approaches by establishing a plan from the present conditions considering future changes. In this study, in-service teachers' perceptions and expectations of the interactivity between human and AI teachers were visualized by applying the role-play presentation technique that grafted the concept of role-play game to the scenario method. In addition, the mandal-art method was introduced to support in conducting productive discussion during the teachers' collaboration. This method appeared to help to depict teachers' perceptions of AI teachers in the detailed and concrete form, which may flow in the abstract otherwise. Through analyses of the teachers' role-play presentations with the implementation of the madal-art method it was suggested that most teachers would want to collaborate with an AI teacher for improved instruction and individualized student learning while they would take the instructional authority over the AI teacher in the classroom.

• Journal of The Korean Association of Information Education
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• v.8 no.2
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• pp.167-176
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• 2004

Due to the development of information communication technology, educational environment has undergone much change and various types of teaching and learning methods based on information communication technology has been suggested. Recently, remote education using the internet are also spreading. However, in current classrooms, students are asked to do an teacher-centered assignment, which they are required to collect and report some information using the internet. This method does not help students use the advantages of learning using the internet, which stimulate students-students interaction and teacher-students interaction.Thus, this study focused on the problem-based learning system based on video communication technology. The researcher designed the problem-based learning system based on video communication technology and applied the system to classes at elementary school. The results were analyzed in terms of students-students interaction and teacher-students interaction in the internet. This research found that the problem-based learning system stimulates teacher and students communication and has positive effects on students' attitude and interest in learning. This research proposes that the traditional teacher-centered teaching method can be supplemented with cyber space learning, which has the merit of problem-based learning model.

• Journal of the Korean earth science society
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• v.41 no.3
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• pp.307-319
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• 2020

The purpose of this study was to determine whether there are differences in the verbal interactions of earth science gifted depending on their communications structures and group status in small group activities. To this end, a small group activity was conducted to measure the density of the earth, and 8 small groups were selected, including 4 co-ownership type and 4 monopolistics type groups with different communication structures. And then, the framework was developed for analyzing verbal interactions to compare the differences in characteristics between small groups. The results are as follows. First, regardless of the communication structures, there were showing a simple pingpong-type communication structures for all small groups. Second, negative interactions such as 'restraint', 'command', 'complaint', and 'lack of confidence' predominantly appeared in all small groups. Third, the students in the status of out-lookers in small groups were mainly verbal interactions, such as instructing the other person, acting against the other person's actions, and expressing dissatisfaction with the attitudes and abilities of members. Therefore, teachers should guide students to use higher-level verbal interactions in their group activities in small group activities, and engage in students communication to prevent negative interactions from occurring. The teachers also need to check the level of achievement for students in the status of out-lookers in advance and guide them to participate more actively in small group activities. This study is meaningful in that it can be sued to design teaching and learning to improve students' problem solving and communication skills.

• Journal of The Korean Association For Science Education
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• v.38 no.1
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• pp.11-26
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• 2018

The purpose of this study is to investigate teachers' responsive practices in whole class discussion after small group argumentation and the underlying epistemological framing. Three teachers and 84 students participated in this study by engaging in argumentation activities about the sensory system. We recorded both their discussions in the classes and our interviews with the teachers, which were transcribed for analysis. The results of the analysis showed that the teachers' responsive practices and the epistemological framing were categorized into four types. By framing the discussion as 'reaching the correct answer through discussion,' the teacher focused on whether students' ideas corresponded to scientific concepts and transferred scientific ideas to the students. By framing the discussion as 'eliciting appropriate conceptual resources and developing them into a scientific idea through critical evaluation,' the teacher engaged in the students' discussion as another participant, and considered the small groups' arguments as resources that could develop into scientific concepts. By framing the discussion as 'sharing small groups' arguments,' the teacher responded by asking for clarification of each group's argument, considering it as a valid argument in its own way. By framing the discussion as 'reaching a consented argument through critical evaluation,' the teacher negotiated students' critical evaluation and revision of the arguments. We explored the implications and limitations of each type of responsive practice and considered that the results of this study will contribute to developing teachers' responsive teaching strategies in argumentation activities.