• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.509-521
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• 2015

Argumentation is a social and collaborative dialogic process. A large number of researchers have focused on analyzing the structure of students' argumentation occurring in the scientific inquiry context, using the Toulmin's model of argument. Since SSI dialogic argumentation often presents distinctive features (e.g. interdisciplinary, controversial, value-laden, etc.), Toulmin's model would not fit into the context. Therefore, we attempted to develop an analytical framework for SSI dialogic argumentation by addressing the concepts of 'discourse clusters' and 'discourse schemes.' Discourse clusters indicated a series of utterances created for a similar dialogical purpose in the SSI contexts. Discourse schemes denoted meaningful discourse units that well represented the features of SSI reasoning. In this study, we presented six types of discourse clusters and 19 discourse schemes. We applied the framework to the data of students' group discourse on SSIs (e.g. euthanasia, nuclear energy, etc.) in order to verify its validity and applicability. The results indicate that the framework well explained the overall flow, dynamics, and features of students' discourse on SSI.

• Journal of Science Education
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• v.39 no.1
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• pp.113-131
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• 2015

The purpose of this study was to analyze the interactive patterns between teacher and students in middle school earthh science classroom, identify difference of discourse types between earthh science classes taught by majored and non-majored teacher, find the relationship between the discourse pattern and the type of teachers' questions. For that purpose, the participants in this study included four teachers and their students of three middle schools in Seoul. The data consisted of two parts. First, we categorized interaction between teacher and students into the types of discourses by the use of Mortimer and Scott's analytical framework(2003). Second, we classified teachers' questions into four different types of question based on MNeill & Pimentel's classification scheme(2009) to examine for the relationship between the discourse pattern and the type of teachers' questions. As a result, all teachers used interactive/authoritative discourse most in middle school earth science class. Therefore, there was more authoritative discourse to non-majored teacher in comparison with majored teacher. And study demonstrated that the discourse pattern was more related to feedback about student's response rather than the type of teachers' question. In other words, the dialogic discourse showed up more frequently when the teacher used delayed feedback with positive and accepting attitude.

• Journal of architectural history
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• v.25 no.6
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• pp.73-80
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• 2016

A discourse on the Independence Hall of Korea, a representative cultural project of the 1980s, has been understood as a repetition of the traditional debate of the 1960s. It was considered as a petrified propaganda aimed at ensuring the fragile legitimacy of the military regime, and the architect as a sympathizer. Even if all these facts are true, it does not give any explanation for the architecture. Scrutinizing the building process and the change of discourse in the Independence Hall of Korea, this paper tries to explore a section of contemporary Korean architecture in the 1980s. The architect who designed the Independence Hall of Korea is Kim Kiwoong, however, it was Kim Won who took charge of overall scheme for it. Kim Won replaced the role of a technocrat in the 1960s, who deprived architects of his autonomy. Against this backdrop, Kim Kiwoong attempted to explain his own building via various concept like postmodernism, which gave him very proper context. But, later, he appropriated words like void and madang. These derived from some architectural historian's researches in 1970s, and were to predict the architecture of the 1990s.

• Journal of the Korean Chemical Society
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• v.64 no.5
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• pp.291-303
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• 2020

This study aimed to explore the patterns of college students' dialogic argumentation in the context of nanotechnology issues, and to compare these patterns based on their idiocentrism and allocentrism. Nanotechnology represents the characteristics of socioscientific issues in that it is widely used in various fields, but at the same time, it includes the likelihood of negative effects. 33 college students who enrolled in science-related course participated in this study. Participants were divided into idiocentric groups and allocentric groups based on the INDCOL scores, and they participated in group discussions on nanotechnology. All discussions were audiotaped and analyzed using the framework of discourse clusters and schemes. Results showed that participating students engaged in dialogic argumentation with the process of exchanging of individual perspectives, exploration of different perspectives, and coordination and negotiation; specifically, they spent most of their time in exploring different values and perspectives regarding nanotechnology. Results also indicated the differences in discourse clusters and discourse schemes between idiocentric and allocentric groups. Allocentric groups more often negotiated to settle on a group decision than idiocentric groups did, and discourse schemes in their negotiation process were slightly different from the ones in idiocentric groups.

• Journal of The Korean Association For Science Education
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• v.30 no.6
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• pp.739-751
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• 2010

The research reported in this study focused on an analysis of argumentation in the inquiry discourse among pre-service science teachers. For about 3 months, 7 groups of 24 pre-service science teachers participated in an open-ended inquiry and performed 10 inquiry discourses. All discourses were collected by video-recording and transcribed. To analyze features of argumentation discourse, analytic tools derived from Toulmin's argument pattern and cognitive argumentation scheme were applied to discussion transcripts. The results were as follows: First, the order of frequency in the analysis of 'meaning unit' was 'claim-warrant-data-rebuttal-backing.' Second, the order of frequency in the analysis of 'dialogue unit' was 'CW-CD-CDW-CWR-CR'. Third, more rebuttals were found than other discussions. Fourth, the second argumentative discussion showed a higher level than the first.

• Journal of Agricultural Extension & Community Development
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• v.5 no.1
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• pp.31-44
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• 1998

An environmental problem is the important issue of mankind. It should be treated main discourse in our period. There are many assertions related to environment but they are not to be clearly classified because of miscellaneous paradigm. It is possible to classify into two category on the basis of human attitude toward nature and environmental problem. One of them is anthropocentrism and the other is ecocentrism. This classification is helpful to understand various environmental discourses. Owing to different paradigm approach, anthropocentrism and ecocentrism have different concept for environmental problem. Anthropocentrism is powerful to the real life in behalf of economic rationalism. But ecocentrism is important for the only settlement of environmental problem in ecocentric perspectives. Therefore a new scheme for environmental problem solving is necessary through combining the merits of anthropocentrism and ecocentrism.

• The Mathematical Education
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• v.41 no.3
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• pp.329-339
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• 2002

This study analyzes the epistemological meaning of‘social construction’in mathematical instruction. The perspective that consider the cognition of mathematical concept as a social construction is explained by a cyclic scheme of an academic context and a school context. Both of the contexts require a public procedure, social conversation. However, there is a considerable difference that in the academic context it is Lakatos' ‘logic of mathematical discovery’In the school context, it is Vygotsky's‘instructional and learning interaction’. In the situation of mathematics education, the‘society’which has an influence on learner's cognition does not only mean‘collective members’, but‘form of life’which is constituted by the activity with purposes, language, discourse, etc. Teachers have to play a central role that guide and coordinate the educational process involving interactions with learners in this context. We can get useful suggestions to mathematics education through this consideration of the social contexts and levels to form didactical situations of mathematics.

• 한국어정보학회:학술대회논문집
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• 2016.10a
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• pp.33-38
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• 2016

수사구조는 텍스트의 각 구성 성분이 맺고 있는 관계를 의미하며, 필자의 의도는 논리적인 구조를 통해서 독자에게 더 잘 전달될 수 있다. 따라서 독자의 인지적 효과를 극대화할 수 있도록 수사구조를 고려하여 단락과 문장 구조를 구성하는 것이 필요하다. 그럼에도 불구하고 지금까지 수사구조에 기초한 한국어 분류체계를 만들거나 주석 코퍼스를 설계하려는 시도가 없었다. 본 연구에서는 기존 수사구조 이론을 기반으로, 한국어 보도문 형식에 적합한 30개 유형의 분류체계를 정제하고 최소 담화 단위별로 태깅한 코퍼스를 구축하였다. 또한 구축한 코퍼스를 토대로 중심문장을 비롯한 문장 구조의 특징과 분포 비율, 신문기사의 장르적 특성 등을 살펴봄으로써 텍스트에서 응집성의 실현 양상과 구문상의 특징을 확인하였다. 본 연구는 한국어 담화 구문에 적합한 수사구조 분류체계를 설계하고 이를 이용한 주석 코퍼스를 최초로 구축하였다는 점에서 의의를 갖는다.

• Journal of The Korean Association For Science Education
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• v.27 no.2
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• pp.134-143
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• 2007

This study explores visitor learning in a natural history museum from the perspectives of situated learning. The purpose of this study is to understand how the visitors construct knowledge from museum experiences through dyadic discourses. The participants were two university students. They moved naturally through the exhibition with no predetermined path in a natural history museum in Korea. Data were collected in the form of audio-recorded dyadic discourses at and between exhibits and were transcribed. The transcription was coded using the conversation coding scheme, and categorized into specific learning types. The findings included (1) the characteristics of learning talks and (2) learning types created by dyadic discourses at and between exhibitions within learning contexts as museum learning experiences. Implications and future research related to visitor learning in informal learning settings were discussed based on the findings.

• Annual Conference on Human and Language Technology
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• 2016.10a
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• pp.33-38
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• 2016

수사구조는 텍스트의 각 구성 성분이 맺고 있는 관계를 의미하며, 필자의 의도는 논리적인 구조를 통해서 독자에게 더 잘 전달될 수 있다. 따라서 독자의 인지적 효과를 극대화할 수 있도록 수사구조를 고려하여 단락과 문장 구조를 구성하는 것이 필요하다. 그럼에도 불구하고 지금까지 수사구조에 기초한 한국어 분류체계를 만들거나 주석 코퍼스를 설계하려는 시도가 없었다. 본 연구에서는 기존 수사구조 이론을 기반으로, 한국어 보도문 형식에 적합한 30개 유형의 분류체계를 정제하고 최소 담화 단위별로 태깅한 코퍼스를 구축하였다. 또한 구축한 코퍼스를 토대로 중심문장을 비롯한 문장 구조의 특징과 분포 비율, 신문기사의 장르적 특성 등을 살펴봄으로써 텍스트에서 응집성의 실현 양상과 구문상의 특징을 확인하였다. 본 연구는 한국어 담화 구문에 적합한 수사구조 분류체계를 설계하고 이를 이용한 주석 코퍼스를 최초로 구축하였다는 점에서 의의를 갖는다.