• Journal of The Korean Association For Science Education
• /
• v.7 no.1
• /
• pp.69-79
• /
• 1987

학교 교실에서의 수업 활동 중 가장 주된 활동은 언어적 의사소통이며 대부분의 지식 전달이 교사의 언어 활동을 통해 이루어 지고 있다. 그리고 교사의 언어적 의사소통의 순서와 구조는 효과적이고 효율적인 학습에 중요한 의미를 가지므로 이를 조직적으로 분석 평가할 필요가 있다. 따라서, 이 연구는 교실에서의 교사 언어 행동의 구조를 분석 연구할 수 있는 방법론적 기초를 마련하고자 Anderson 의 역동적 구조 이론 (Theory of Kinetic Structure) 을 소개하고, 그의 정량적 분석 방법을 한국어에 적용 할 수 있도록 수정하였으며, 교사의 실제 강의 내용을 분석하였다. 분석에 사용한 자료는 50분 동안 진행된 고등학교 1학년 생물 강의를 녹음한 것으로 소화에 관한 내용이었다. 강의 내용에서 역동적 구조의 정량적 분석 결과는 다음과 같다. 강의는 316개의 담화단위 (discourse units) 로 구성되었으며. 261개의 어소 (verbal elements)가 동정되었다. 전체 강의에서 37개의 secondary span 이 동정되었고 이는 6개의 primary span으로 구분되었다. 전체 강의에 대한 평균 기본계수(mean fundamental coefficient, $\bar{B}_1$)는 0.26으로 낮은 수준의 연관도 (commonality )를 보였으며, 평균 가중 기본계수(mean weighted coefficient, $\bar{B}_2$)의 값은 0.88이었다. 전체적으로 이 강의는 중 내지 하 구조 (moderate to low structure)를 갖고 있으며, 높은 진행도 (high progression, $\bar{D}_s$=1.07)를 보였다.

• MALSORI
• /
• no.29_30
• /
• pp.1-18
• /
• 1995

미국 남부 방언은 그 지역의 광대함과 아울러 그 지역에 속하는 언어사용자들의 언어 문화 및 역사적인 다양성에 의해 결코 한 가지 방언으로 취급할 수 없는 것임에도 불구하고 많은 경우에 그렇게 다루어져 왔다. 특히 소위 '남부 방언의 특징적 요소'로서 몇몇 자질들에 대한 연구가 많이 이루어져 왔다. 본 논문의 목적은 텍사스 지역방언에 이러한 남부 방언의 특징적 자질이 어느 정도 유지되고 있는가를 알아보고, 아울러 두 세대간에 언어적 차이가 있는지, 있다면 그 변화의 방향은 어느 쪽으로 전개되어가고 있는지를 밝히려는 데 있다. 이를 위하여 토박이 텍사스 인에 한하여 한 가정에서 두 세대(늙은 세대와 젊은 세대)를 대표하는 정보제공자 두 명씩을 각각 추출하여 네 가정 모두 여덟 명에게서 얻은 언어자료를 녹음하여 이를 분석, 정리하였다. 텍사스 지역방언에 대해 밝혀진 주요 내용은 다음과 같다. 1. /l/앞에 나오는 단순모음 /i/는 [$r{\partial}$] 또는 [$r{\partial}$]로 이중모음화된다. 2. 강세음절에서 비음 앞에 나오는 /e/와 /I/는 중화된다. 3. 늙은 세대에서는 /a/와 /${\supset}$/가 융합되어 쓰이나, 젊은 세대에서는 융합이 일어나지 않는다. 4. 이중모음 /ar/는 /a:/또는 /a/로 단순모음화하는 것으로 보인다. 5. 이중로음 /$a{\mho}$/ /$o{\mho}$/의 앞모음이 전설화한다. 6. [u], [ju] 와 [${\mho}$]는 모두 [${\mho}$]로 된다. 7. [w] 와 [M]는 일관성 없이 교대로 사용되나 [M]는 특히 늙은 세대에서 더 많이 사용된다.

• The Journal of the Convergence on Culture Technology
• /
• v.6 no.4
• /
• pp.583-590
• /
• 2020

This study examined the perceptions of health literacy on inpatient and outpatient patients among nurses currently in the field. The study participants consist of ten nurses working for general hospitals in Seoul and Busan. The data was collected from focus group interviews and all interviews were recorded and transcribed. Data were analyzed by using the content analysis method. Nurses recognized that there was a difference in the patient's health literacy level according to the patient's age, education, income level, underlying disease, and emotional state. This study suggests implementing 1) education programs to increase nurses' awareness of the importance of health literacy, to make accurate assessments of patent level of health literacy and communicate with them accordingly, and 2) support system for patients with poor health literacy.

• Journal of Science and Technology Studies
• /
• v.1 no.1 s.1
• /
• pp.105-122
• /
• 2001

The purpose of this study is to understand how a teacher's teaching can be changed while he or she teaches the same contents in different classes. The qualitative research method was used in this study. Data were collected from classroom observations, several in-depth interviews, and stimulated-recall interviews after each class. All the data were transcribed and analyzed interpretively, and then, the results of the analysis were checked by each participating teacher. The results are as follows: First, changes appeared in each class in terms of the teaching items, tools, sequence, and time, even though the same teacher taught the same contents. It showed that the teacher's teaching practice changed immediately and intuitively in class. Second, teachers tried to implement "exploratory teaching" or "move-testing teaching" to address the emerging problems during their teaching. They then reflected on and modified their own teaching. This type of change, which happened during the teaching practice, can be an example of "Reflection-in-practice." Thus, the results of this study can provide helpful insights into how teachers might adapt and reflect in their teaching. It suggests that teachers need to recognize their subconscious teaching changes and learn "Reflection-in-practice."

• Journal of Science and Technology Studies
• /
• v.1 no.2 s.2
• /
• pp.423-438
• /
• 2001

The purpose of this study is to understand how a teacher's teaching can be changed while he or she teaches the same contents in different classes. The qualitative research method was used in this study. Data were collected from classroom observations, several in-depth interviews, and stimulated-recall interviews after each class. All the data were transcribed and analyzed interpretively, and then, the results of the analysis were checked by each participating teacher. The results are as follows: First, changes appeared in each class in terms of the teaching items, tools, sequence, and time, even though the same teacher taught the same contents. It showed that the teacher's teaching practice changed immediately and intuitively in class. Second, teachers tried to implement "exploratory teaching" or "move-testing teaching" to address the emerging problems during their teaching. They then reflected on and modified their own teaching. This type of change, which happened during the teaching practice, can be an example of "Reflection-in-practice." Thus, the results of this study can provide helpful insights into how teachers might adapt and reflect in their teaching. It suggests that teachers need to recognize their subconscious teaching changes and learn "Reflection-in-practice."

• Journal of The Korean Association For Science Education
• /
• v.29 no.8
• /
• pp.793-811
• /
• 2009

The purpose of this study is to understand how a teacher's teaching can be changed while he or she teaches the same contents in different classes. The qualitative research method was used in this study. Data were collected from classroom observations, several in-depth interviews, and stimulated-recall interviews after each class. All the data were transcribed and analyzed interpretively, and then, the results of the analysis were checked by each participating teacher. The results are as follows: First, changes appeared in each class in terms of the teaching items, tools, sequence, and time, even though the same teacher taught the same contents. It showed that the teacher's teaching practice changed immediately and intuitively in class. Second, teachers tried to implement "exploratory teaching" or "move-testing teaching" to address the emerging problems during their teaching. They then reflected on and modified their own teaching. This type of change, which happened during the teaching practice, can be an example of "Reflection-in-practice." Thus, the results of this study can provide helpful insights into how teachers might adapt and reflect in their teaching. It suggests that teachers need to recognize their subconscious teaching changes and learn "Reflection-in-practice."

• Korean Journal of Childcare and Education
• /
• v.7 no.4
• /
• pp.27-47
• /
• 2011

The purpose of this study was to examine the characteristics of a good teacher of infants from the perspective of working mothers from double-income families in light of the direct and indirect relationships between working mothers and teachers. The subjects in this study were six working mothers from double-income families that had infants who attended N and S daycare centers in the city of Chunan. An in-depth interview was implemented individually. The findings of the study were as follows: First, as for the looks of a good teacher in terms of teacher-infant relationships, the working mothers perceived that a good teacher of infants should be like a mother, try to step up the growth and change of infants and play with them with pleasure. Second, concerning the looks of a good teacher of infants in terms of teacher-mother relationships, the working mothers felt that a good teacher should serve as an emotional supporter for mothers and as one who could help mothers acquire more child rearing knowledge. Third, regarding the looks of a good teacher in terms of an educator, the mothers perceived that a good teacher of infants should be steady, genuine, professional and cooperative.

• Journal of Educational Research in Mathematics
• /
• v.25 no.2
• /
• pp.139-155
• /
• 2015

This study aimed to investigate teacher learning in the context of a community. For the purpose of this study, two research questions about the kinds of teacher noticing in a community and the role of partnership were addressed. To build a learning community, a professional development project, PRIME, established partnerships with 11 high schools and one of the cluster meetings were investigated in this study. Three mentor teachers, three preservice teachers, and one university supervisor participated in the cluster meeting. For this study, the multiple data such as audio tapes of cluster meetings, observation notes, and interviews were analyzed using the analysis of narratives. The results showed that the participants engaged in different kinds of noticing of their own beliefs about teaching and learning, teacher practices, and teacher identities including noticing of students' understanding in classroom situations. The partnership played the crucial role of reinforcing relationships among teachers, assigning tasks, and creating various communities.

• The Journal of the Korea Contents Association
• /
• v.20 no.11
• /
• pp.472-491
• /
• 2020

The purpose of this research is to scrutinize what are characteristics of client-identified significant events and interactional process in Gestalt therapy using the therapeutic media. The subjects of the study were 4 participants. To this purpose, a audio-taped session and a intensive interview were conducted to examine. The collected data for this study were analyzed by Comprehensive Process Analysis. The audio-taped session and interview data were first transcribed and then analyzed for client-identified significant events. A total of 74 pairs of conversations were analyzed to derive the interactional process within the significant event case. In conclusion, it was found that the interactional process of significant events in the Gestalt therapy contributed to the change of the client by interacting with the therapeutic media. 5 major themes of interaction with the therapeutic madia appeared. The 5 major themes are allowance, identification, recognition, acceptance and prospective. Finally, the significance and limitations of the study were clarified and suggested for further study.

• Journal of the Korea Convergence Society
• /
• v.9 no.4
• /
• pp.423-431
• /
• 2018

The Purpose of the study was to explore the experience and meaning of employment in the outside hospital of graduates of nursing college with an affiliated hospital. The participants were five senior nursing students, data were collected by three times of Focus group interviews from July, 2017, and analyzed using content analysis. Five Themes and thirteen sub-themes were identified. Implications of the employment experience were 'selection criteria for various employment hospitals according to personal value and experience', 'recognition and reward for hard work', 'influence of hospital name value', 'opportunity to develop own potential', and 'fear coming from employment in non-affiliated hospital'. The results of this study are significant in that it provides basic information that can be taken into account in the employment guidance of nursing college students and the turnover rate of new nurses.