• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.18 no.1
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• pp.9-14
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• 2018

In this paper, I introduce web 2.0 tool with which cooperative learning is possible based on C4LPT, and suggest educational application plan of web 2.0 tool by offering briefly the teaching-learning process plan for application class of web 2.0 tool. The class through the suggested teaching-learning process plan encouraged participation so that the common goal of a small group could be achieved and provided a web base where free communication could be possible. Futhermore, by using the collaboration space of web 2.0 tool, I could attract learners' study interest and maintain learning atmosphere. Based on teaching-learning process plan, I have taught university freshmen from 2012 to the present, and I could confirm the possibility of education application and the satisfaction of education application of web 2.0 tool through students' learning results and a survey.

• Korean Journal of Childcare and Education
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• v.5 no.2
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• pp.91-112
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• 2009

The purpose of this study was to analysis children's engagement behavior and teachers' linguistic behavior by type of group activity in kindergarten. The subjects were 45 children and 2 teachers of 5 years' class in 2 kindergarten. The data were collected by 16 times observation in general classrooms for 4 weeks to explore the children's engagement behavior and teachers' linguistic behavior. The results of this study are as follows: Firstly, the large group and structural activity from initiated teacher's plan. Secondly, children's watching and listening behavior was most frequently shown in academic large group activity. And children's active engagement behavior was most frequently shown in free play of peer group. Finally teachers explained and directed frequently in academic large group activity. And teacher praise and permission was frequently shown in free play of small group teacher-child interaction. Consequently, it is important to recognize the relationships between the activity type and children's engagement behavior in organized daily program for early child education.

• 한국HCI학회:학술대회논문집
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• 2007.02b
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• pp.598-607
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• 2007

본 연구에서는 실감공간에 대한 청소년의 반응을 바탕으로 향후 기술 개발 방향에 대한 조언을 하기 위하여 총 41명의 학생을 대상으로 소집단 포커스 그룹 인터뷰를 시행하였다. 청소년들이 자주 사용하는 미디어의 종류와 이유, 미디어 사용에서 느끼는 불편한 점, 그들이 상상하는 미래형 미디어의 모습과 실감공간기술에 대한 반응을 묻고, 그 결과를 유형화하였다. 연구 결과 포커스 그룹 인터뷰 참가자들은 자주 사용하는 미디어로 휴대폰과, 인터넷, MP3, 활자 매체 등을 꼽았다. 활자매체의 장점으로는 높은 몰입도를, 인터넷의 장점으로는 편리한 인터페이스, 핸드폰의 장점으로는 이동성이 제기되었다. 그러나 핸드폰과 관련하여 청소년들은 불편한 인터페이스, 작은 용량과 빨리 닳는 배터리를 단점으로 지적했고 뉴미디어 공통적으로 느린 속도, 미디어에 의존하게 되는 강박증적 증세, 사생활 침해의 문제와 대인관계유지에 있어서의 부작용, 높은 이용료 등의 문제가 제기되었다. 이들은 일상생활이 미디어 이용에 의해 방해받고 있으며 미디어 이용으로 인해 불필요한 '필요'가 생겨나고 있다고 지적했다. 미래형 미디어에 대한 바람은 기존 미디어의 단점이 보완, 개선되는 측면에서 제시되었다. 더욱 편리해진 인터페이스와 기존 뉴미디어의 장점이 접목되는 방향의 미디어 통합도 요청되었다. 그러나 실감공간기술에 대해서는 긍정적인 반응보다는 부정적인 반응을 수적으로 우세해 주목을 끌었다. 진화된 형태의 미디어에 대해 긍정적인 반응을 보일 것이라는 예상과는 달리 실감공간기술이 기존의 면 대 면 대인관계를 파괴할 것이며 사생활을 침해하고 건강에 부정적인 영향을 미칠 것이라는 등의 거부감과 공포를 구체적으로 피력한 것이다. 이러한 두려움(fear)은 선행연구에 따르면 사람들이 새로운 매체에 대해 갖는 두려움과 이로부터 발생하는 두려움에 대한 대응은 혁명적 변화의 가능성을 억압하여 기존의 질서와 새로운 질서가 공존하는 기간을 늘림으로써 미시적 차원에서 단절적 역사의 경험을 완화시키는 기능을 하는 것으로 해석된다. 따라서 연구 결과 나타난 실감공간 기술에 대한 부정적인 반응도 이러한 맥락에서 해석될 수 있다. 즉 인터뷰 참가자들이 피력한 두려움은 뉴미디어 도입과 함께 반복되는 현상이며 이것은 새로운 현상이 아니다. 두려움은 기존 질서와 새로운 질서가 공존하는 기간을 연장시킴으로써 완충재로서 기능한다. 따라서 향후 기술 개발과 확산 과정에서 실감공간기술의 긍정적인 면모에 대한 적극적인 홍보가 필요하며 수용자들의 바람과 신기술에 대한 공포감을 이해하고 이를 기술 개발 방향 설정에 적극적으로 반영하는 자세가 요청된다고 하겠다.

• Proceeding of Spring/Autumn Annual Conference of KHA
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• 2009.04a
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• pp.78-83
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• 2009

Since modern times, lack of housing had become more serious in the cities when going through urbanization process. As a countermeasure against the situation, multi-family houses raised its head at the end of 1980s. Regarding multi-family houses, which is mainly targeting low-income group, however, only quantitative supply has been focused with no enough research about space planning. For now that the supply of housing in the cities reached certain level, there is a need of planning multi-family house considering the demands of residents. Therefore, the purpose of this research is to identify and analyze the demands of owners and tenants of multi-family house in an improvement district of housing environment for housing improvement, and to extract house planning components. As a research methodology, small-group workshop panel using drawings and mock-up has been practiced to reach residents' concertized opinion. After dividing the residents group into 2 groups which include owners group(3 participants) and tenants group(3 participants), 3 times of workshops covering 2 days are conducted for each group. Actual-condition investigation of the participants' houses was ran side by side with workshop. As a result, difference in their point of view about the reasons and the direction of housing improvement was identified, on the other hand that there is similarity in their demands such as guaranteeing independency and privacy among households.

• Proceeding of Spring/Autumn Annual Conference of KHA
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• 2008.11a
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• pp.140-143
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• 2008

As the number of family living alone is expected to soar due to a change in socio-demographics like divorce, more middle-aged women returning to work, homes become smaller and so on. In addition to in 2020 these people will be increase so that 85 percent of the Koreans compose elderly living alone who is over 65. This study aims at developing a sharing-typed elderly people-centered rental model which is accessible in the community integration dimension as an alternative and finding out theirconscious, their need about residence. and we need to check about their major requirements on improvement step by step. so that we suggest the desirable way on the existing multi house. The model provides benefits in the social, economical and pragmatic dimensions as the families living alone get together and living with others, Particularly, as a residence model which reduces a psychological loneliness and at the same time enables the elderly to continue to live a life in the community while they live together with other people, this model could be a strategy which supports the "Aging in Place." This study is in progress via small group workshop which debate gradually about special subject with similar group member. So we can find the residence's preference on living environment in various condition and the member can imagine freely on their future living arrangement by giving the various informations which can be proceed in future. The workshop proceed three times. at the first workshop, we're check their living environment and satisfaction level. and second time we give the knowledge about shared-type rental house then discuss about the model. and last time we're listen to the residence's opinion.

• Journal of Korean Elementary Science Education
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• v.33 no.1
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• pp.115-128
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• 2014

Students' argumentation during science inquiry should be regarded important as it could help students to make meaningful connections between theories and experiments and to make scientific claims based on evidences. In this study, elementary science-gifted students' argumentation during small group inquiry was analyzed according to inquiry process. There were three stages of argumentation during students' inquiry. The first argumentation was to predict what would happen(Prediction stage). In this stage, the scientific problem was presented by concept cartoon as a way to start and to facilitate students' argumentation. The second argumentation was to design an experiment to solve the problem(Planning stage) and the third was to interpret the result of experiment(Interpretation stage). The discourse move, level of grounds and their relationship were analyzed to find the characteristics of argumentation during science inquiry. In terms of discourse move, 'Asking for opinion' was the most frequent whereas 'Claim' or 'Rebuttal' were rare. Students tended to listen to or ask others' opinion rather than provide their own claims or critics on others' opinion. 'Rebuttal' was shown a few times only during prediction and planning stage. There was no single 'Rebuttal' during interpretation stage. Students tended to easily accept or agree other student's interpretation of data instead of arguing their own ideas. In terms of level of grounds, students mostly provided their ideas without any attempt to justify their position. Especially during planning stage, students tended to suggest or decide ways of measuring or controlling variables without any grounds. They used evidences only a few times during prediction stage. In terms of relation between discourse move and level of grounds, students provided grounds most frequently when they dispute others' claims. The level of grounds were higher when they advocate or clarify their own or others' ideas than when they claim their ideas. The result of this study showed that the quality of elementary science-gifted students' argumentation during science inquiry was undesirable in many ways. Implications for scaffolding and facilitating argumentation during science inquiry were discussed.

• Journal of The Korean Association For Science Education
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• v.22 no.4
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• pp.717-724
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• 2002

In this study. the effects of grouping by students' agreeableness in cooperative learning strategy applied to middle school science classes on their achievement. confidence, satisfaction, attitude toward science class, and cohesion of group members were investigated. One hundred and fifty-eight students were assigned to control group, homogeneous group and heterogeneous group, and taught about separation of mixture for 7 class hours. The results revealed that there was no significant difference in the achievement test scores. However, significant interaction between the instruction and the level of agreeableness were found in the satisfaction and the cohesion of group members. Students of higher agreeableness level in the homogeneous group were more satisfied with science class and cohesive. Students' attitude toward science class in the homogeneous group was also significantly higher than those in the other groups.

• Journal of The Korean Association For Science Education
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• v.19 no.3
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• pp.367-376
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• 1999

When 37 7th-graders learned science in cooperative learning environments, their small-group processes were audio/video taped. The verbal behaviors that appeared in cooperative learning processes were categorized, and the relationships between verbal behaviors and academic achievement were investigated. Students' verbal behaviors were classified into learning behaviors and management behaviors. Learning behaviors were further coded into giving help. reading problem, and asking help. Giving help was the most frequent behavior among the categories. In studying zero-order correlation between verbal behaviors and academic achievement, giving help and reading problem were found to have positive relationships with academic achievement. Giving specific content, which is a subcategory of giving help. showed the closest correlation with academic achievement. In studying partial correlation between verbal behaviors and the improvement of academic achievement, only application subtest score. which demands higher-order thinking, was positively related with some verbal behaviors including giving specific content.

• Journal of East-West Nursing Research
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• v.14 no.2
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• pp.60-66
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• 2008

Background: Communication training in nursing college students is an integral part of the development of their competency in dealing with patients. However, the traditional lecture style of training delivery may not be desirably effective. Purpose: This study investigated the effects of a communication training program utilizing a small group dynamic on the communication competency and human relationships in nursing college students. Methods: One hundred twenty six freshmen in a university in Seoul participated in this study. The instruments of communication competency (Primary Communication Inventory) and human relationships (Relationship Change Scale) were used at the beginning and conclusion of the training period. Eighty-three students from two nursing classes were assigned to the experimental groups and 43 students from other classes were assigned to the control groups. Each of the 11 small groups was composed of 7 or 8 students. The weekly program that ran during the 2007 fall semester from October 1st to December 11th consisted of effective communication strategies including therapeutic communication skills, Johari's window, empathy, active listening, and transactional analysis. Results: The experimental group of students reported significantly greater improvement in communication competencies, specific nonverbal competencies, and human relationships compared with the control group. Specifically, the experimental students demonstrated greater improvement in nonverbal communication competencies and satisfaction, communication, and awareness of human relationships. Conclusions: Small group based communication training can be an effective alternative method of communication education for college nursing students.

• The Mathematical Education
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• v.58 no.4
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• pp.519-530
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• 2019

According to previous studies, meta-affect based on the interaction between cognitive and affective elements in mathematics learning activities maintains a close mechanical relationship with the learner's mathematical ability in a similar way to meta-cognition. In this study, in order to grasp these characteristics phenomenologically, small group problem-solving cases of 5th grade elementary mathematically gifted children were analyzed from a meta-affective perspective. As a result, the two types of problem-solving cases of mathematically gifted children were relatively frequent in the types of meta-affect in which cognitive element related to the cognitive characteristics of mathematically gifted children appeared first. Meta-affects were actively acted as the meta-function of evaluation and attitude types. In the case of successful problem-solving, it was largely biased by the meta-function of evaluation type. In the case of unsuccessful problem-solving, it was largely biased by the meta-function of the monitoring type. It could be seen that the cognitive and affective characteristics of mathematically gifted children appear in problem solving activities through meta-affective activities. In particular, it was found that the affective competence of the problem solver acted on problem-solving activities by meta-affect in the form of emotion or attitude. The meta-affecive characteristics of mathematically gifted children and their working principles will provide implications in terms of emotions and attitudes related to mathematics learning.