• Journal of the Korean earth science society
• /
• v.29 no.1
• /
• pp.78-90
• /
• 2008

In most classrooms, teachers talk more than students. Teachers have been thought to be knowledge-donors and students have been thought to be knowledge-acceptors, so teacher-talks were thought to be more important than student-talks. But student-talks are very important to the students: not only to the students who speak out their opinions or answer to the questions given to them, but also to the others who say nothing in the class. Many students in Korea are not so fond of speaking out something to all the class, so some teachers are using a strategy: to say something as if he for she) is a student in the classroom. What teachers talk are not the words of the teacher-talks. They are only talked by the teachers, but they function like student-talks. To study this type of talks are needed to help both teachers and students but there are not much research about this. So in this paper we a) name it Pseudo Student Talk (PST), b) define it as 'a kind of talks that are not talked by students of the class but its functions are very similar to the student-talks', c) classify PST in 'EBS 2005 science class for 7th grade' according to types of student talks (categorized by Lemke, 1990), and d) show the usage of each kind of PST.

• Journal of The Korean Association For Science Education
• /
• v.43 no.2
• /
• pp.167-180
• /
• 2023

Teacher interventions in science classrooms are important because they can have a major impact on students' practices. This study qualitatively analyzed what kinds of utterances teachers used to intervene in students' practices of constructing scientific explanations. Two elementary school teachers, L and K, participated in the study, and their lessons in the sixth-grade science unit, 'Structure and Function of Plants' were reorganized for students to engage in the scientific practice of constructing explanations. In each lesson, the two teachers were asked to support students' practices as part of responsive teaching. The results of the study showed that the two teachers mainly utilized empathetic and disciplinary utterances, respectively, which were used to support emotional, processual, and conceptual aspects of students' scientific practices. The empathetic utterances were employed to support students' practices in the order of noticing, actively accepting, and offering alternatives. By contrast, the disciplinary utterances were used in the order of finding deficiencies, evaluating, and urging to improve students' practices. The reasons the teachers made use of empathetic and disciplinary utterances, respectively, were discussed, and implications for science education were suggested.

• 한국지구과학회:학술대회논문집
• /
• 2006.02a
• /
• pp.175-175
• /
• 2006

• Journal of The Korean Association For Science Education
• /
• v.40 no.3
• /
• pp.321-336
• /
• 2020

We explore automated scoring models of scientific argumentation. We consider how a new analytical approach using a machine learning technique may enhance the understanding of spoken argumentation in the classroom. We sampled 2,605 utterances that occurred during a high school student's science class on molecular structure and classified the utterances into five argumentative elements. Next, we performed Text Preprocessing for the classified utterances. As machine learning techniques, we applied support vector machines, decision tree, random forest, and artificial neural network. For enhancing the identification of rebuttal elements, we used a heuristic feature-engineering method that applies experts' classification of morphemes of scientific argumentation.

• Proceedings of the Korea Contents Association Conference
• /
• 2009.05a
• /
• pp.1092-1096
• /
• 2009

While Korean allows the same consonants at the coda of the preceding syllable and at the onset of the following syllable, English does not allow the geminate consonant in the same position. Due to this difference between Korean and English, Korean learners of English tend to incorrectly produce geminate consonants for English geminate graphemes as in summer. Based on this observation, a pilot study was designed to investigate how Korean learners of English perceive and produce English doubleton graphemes and singleton graphemes. Twenty Korean college students were asked to perform a forced-choice perception test as well as a production test for the 36 real word stimuli which consist of near minimal pairs of singleton and doubleton graphemes. The result showed that the accuracy rates for the word with singleton graphemes were relatively high both in perception and production (78.6% and 76.1%, respectively), while those for the word with doubleton graphemes were low both in perception and production (55.3% and 61.7%, respectively). Also, spectrographic analyses were provided where more production errors were witnessed in doubleton grapheme words than singleton grapheme words.

• Journal of The Korean Association For Science Education
• /
• v.38 no.1
• /
• pp.69-85
• /
• 2018

The purpose of this study is to explore teachers' responsive moves that affect students' argumentation practices, and to propose responsive teaching strategies in argumentation-based science classroom. Two teachers, who have not implemented argumentation in their classes, and 57 students, participated in this study. We recorded and transcribed their classes and interviews for the analysis. According to grounded theory approach, we categorized the teachers' responsive moves as focused on either structural or dialogical aspects of argumentation, and qualitatively analyzed their responsive teaching practices in classes. We discovered that the teachers mostly responded to structural rather than dialogical aspects of argumentation, particularly during the students' small-group discussions. This was mainly due to their instructional goals, which focused on the structural aspect of argumentation, and the limited time available for supporting small-groups. Regarding the structural aspects, those responsive moves that explored the students' thinking or facilitated their reasoning helped them to share their thinking and justify their arguments further with recognition of learning goals in the argumentation activities. Regarding the dialogical aspects, which were seen mostly in whole-class discussions, the moves that underlined similarities and differences between arguments, facilitated the sharing of a small-group's arguments with the entire class, or asked a specific student to evaluate the arguments were notable. These moves supported clarification of various small-groups' arguments, which led to reconstruction of coherent argument through evaluation and rebuttal of these arguments, consequentially facilitating dialogical interactions. Based on these results, we proposed responsive teaching strategies in an argumentation-based science classroom.

• The Journal of the Korea Contents Association
• /
• v.14 no.2
• /
• pp.527-534
• /
• 2014

Motivated by the fact that English grapheme is realized as 5 different English vowels [ɑ, eɪ, æ, ɔ, ə], the present study aims to investigate how Korean students perceive and produce English grapheme in words. To this end, 31 university students participated in the perception and production tests on 28 English words containing grapheme . Overall, the participants performed better on production than perception both in the pretest and posttest. Also, the accuracy of perception and production was improved in the posttest. While the accuracy rates of [ɑ] and [eɪ] were among highest in the perception test, those of [ɑ] and [ɔ] were in the production test. By contrast, the accuracy of unstressed [ə] was worst both in perception and production. As for the training effect, [eɪ] and [æ] showed significant improvement both in perception and production. In addition, the perception and the production of [ɔ] were improved at the .051-4 significance level. However, the accuracies of [ɑ] improved significantly neither in perception nor in production. In the case of [ə], the production ability was improved significantly whereas the perception ability was not. The prominent error patterns of were the replacement of the target vowels with [æ], [ɑ], or [eɪ]. The influence of orthography was attested through the persistent occurrence of [ɑ]. Finally, pedagogical implications were discussed.