• Korean Journal of Child Studies
• /
• v.22 no.1
• /
• pp.191-211
• /
• 2001

This in-depth study of portfolio method centered on efficient methods of application, including teacher education. The study was carried out in 2 public kindergartens in Taegu. The efficient portfolio assessment method was developed by revisions after successive applications, observations, and discussions with the teachers of both kindergartens. The resulting efficient portfolio method is composed of step 1: portfolio conference and planning; step 2: development of the portfolio in the process of teaching and learning; step 3: selection of the materials for the portfolio; step 4: analysis of the portfolio; and step 5: use of the portfolio method. The practical application of the portfolio assessment is included in the forms used for teachers' observations of children's play and educational interventions. Teachers' interventions include verbal interaction, presentation of materials, and participating as partners. This teaching-learning method consists of teaching and assessment by sensitive and instant responses to children's needs.

• Proceedings of the KSPS conference
• /
• 2007.05a
• /
• pp.253-256
• /
• 2007

Dialogic reading program is designed to involve children actively during shared reading and to provide a rich avenue for language development. The present study is to examine the effects of the modified dialogic reading program on parent-child interactions in parents of children with developmental language delays. six children with developmental language delays and their parents were participated. This 4 week program was composed of three group sessions and one individual feedback session. Parent-child interactions were videotaped before and after the program. As a result, all six parents showed increase in positive behaviors during the interaction after completing the program. And negative behaviors were partly decreased. These results were discussed in conclusions.

• Journal of the Korean Home Economics Association
• /
• v.40 no.4
• /
• pp.153-165
• /
• 2002

The purpose of this study was to examine the effect of socioeconomic status and the children's sex on mothers'teaching strategies and their children's responses during a cooperative problem-solving task. The subjects were 15 higher SES mothers and their 5-years-old children dyads. The mothers' teaching strategies and their children's responses were videotaped during a cooperative problem solving task and analyze using a scheme developed by Kermani and Brenner. The results of this study were as follows. First, the mothers with higher SES were more likely to promote 'independence' and less likely to 'verbal prompt'direct performance' than the mothers with lower SES. Second, the children from higher SES families were more likely to refuse their mothers' assistance. Third, the mothers of boys were more likely to use the 'direct teaching'and 'modify'strategies and less likely to use 'independence promoting'strategy than the mothers of girls. Finally, girls were more likely than boys to ask questions for assistance or assurance.

• Korea Science and Art Forum
• /
• v.20
• /
• pp.307-314
• /
• 2015

Tele-Gesture is a tangible user interface(TUI) device that allows a user to physically point to a 3D object in real life and have their gestures play back by a robotic finger that can point to the same object, either at the same time, or at another point in time. To understand the extent of the gestures as new way of digital collaborative communication, collaboration situation and types were experimented as TUI implementations. The design prototype reveals that there is a rich non-verbal component of communication in the form of gesture-clusters and body movements that happen in an digital communication. This result of analysis can contribute to compile relevant contributions to the fields of communication, human behavior, and interaction with high technology through an interpretive social experience.

• Research in Mathematical Education
• /
• v.26 no.3
• /
• pp.127-146
• /
• 2023

Statistical thinking has a broad definition but focuses on the context of regression modelling in the present study. To foster students' statistical thinking within the context, teaching should no longer be seen as transfer of knowledge from teacher to students but as a process of engaging with learning activities in which they develop ownership of knowledge. This study aims at collaborative learning contexts; students were divided into small groups in order to increase opportunities for peer collaboration. Each group of students was asked to do a regression project after class. Through doing the project, they learnt to organize and connect previously accrued piecemeal statistical knowledge in an integrated manner. They could also clarify misunderstandings and solve problems through verbal exchanges among themselves. They gave a clear and lucid account of the model they had built and showed collaborative interactions when presenting their projects in front of class. A survey was conducted to solicit their feedback on how peer collaboration would facilitate learning of statistics. Almost all students found their interaction with their peers productive; they focused on the development of statistical thinking with concerted effort.

• International Journal of Internet, Broadcasting and Communication
• /
• v.16 no.1
• /
• pp.182-190
• /
• 2024

Various artificial intelligence neural network models that have emerged since 2014 enable the creation of new content beyond the existing level of information discrimination and withdrawal, and the recent generative artificial intelligences such as ChatGPT and Gall-E2 create and present new information similar to actual data, enabling natural interaction because they create and provide verbal expressions similar to humans, unlike existing chatbots that simply present input content or search results. This study aims to present a model that can improve the ChatGPT communication skills of university students through curriculum research on ChatGPT, which can be participated by students from all departments, including engineering, humanities, society, health, welfare, art, tourism, management, and liberal arts. It is intended to design a way to strengthen competitiveness to embody the practical ability to solve problems through ethical attitudes, AI-related technologies, data management, and composition processes as knowledge necessary to perform tasks in the artificial intelligence era, away from simple use capabilities. It is believed that through creative education methods, it is possible to improve university awareness in companies and to seek industry-academia self-reliant courses.

• The Journal of Korean Obstetrics and Gynecology
• /
• v.25 no.3
• /
• pp.132-148
• /
• 2012

Objectives: The aim of this study was to evaluate the effectiveness of dysmenorrhea care program by Korean traditional medicine on dysmenorrhiec juveniles. Methods: 47 adolescent dysmenorrhiec patients in local girls' high school took part in dysmenorrhea care program by Korean traditional medicine. The subjects were treated by acupuncture, ear-acupuncture, acupressure education, herbal extract medication and qigong exercise. The results were investigated by visual analogue scale(VAS), multidimensional verbal rating scale(MVRS) and verbal rating scale (VRS). Data was collected every three months from March, 2011 to March, 2012. Additionally satisfaction survey was conducted. Results: VAS score was reduced after treatment, but rebounded back to baseline after 6 months of discontinued dysmenorrhea care program. There was no significant difference of time and group interaction in linear mixed model analysis. MVRS and VRS outcomes showed similar pattern. Conclusions: Dysmenorrhea care program by Korean traditional medicine is effective in juveniles with dysmenorrhea for several months but not for long as nine months after treatment. However, the effect can last for three months at the very least.

• Journal of the korean academy of Pediatric Dentistry
• /
• v.38 no.2
• /
• pp.181-186
• /
• 2011

Autism is characterized by pervasive impairments in social interaction, verbal and non-verbal communication and restricted and stereotyped behavior. It is difficult for autism patients to receive dental treatment as lack of cooperation, so various behavior management method have been tried for dental treatment in clinic. The patients with mild autism can be managed by conventional behavior modification method and phamaco-logical conscious sedation. But the patients with severe autism and multiple dental caries can be treated by deep sedation or general anesthesia. The benefits of children's dental care in general anesthesia are full-mouth rehabilitation in one single appointment. We reported three cases of autism patients who were treated by various behavior management method as to severity of autism.

• Journal of Science Education
• /
• v.37 no.2
• /
• pp.310-322
• /
• 2013

The college of education should support pre-service science teachers to develop various abilities as a teacher, in which the teaching ability is the most fundamental one. This study is the result of a longitudinal research project following the processes that pre-service science teachers develop their teaching ability in a college of education. The data gathered include movie clips of seminar presentation, teaching demonstration, secondary school science experiment, and classes in the practicum. In order to analyze the teaching abilities in various context, a framework was developed. The framework consists of 'content,' 'progress,' and 'verbal/nonverbal' with which the movie clips of 5 pre-service science teachers were analyzed. The teaching abilities of pre-service science teachers showed overall development, that include the understanding of learners and curriculum in the 'content,' the time-management and the interaction with learners in the 'progress,' and the nonverbal behavior in the 'verbal/nonverbal.' The implications were discussed on the education in the college of education, such as the increase of teaching opportunities for pre-service science teachers and the support for those opportunities.

• Journal of The Korean Association For Science Education
• /
• v.22 no.1
• /
• pp.110-121
• /
• 2002

In this study, the verbal interactions occurred during the CASE(Cognitive Acceleration through Science Education) activities in the middle school science class has been analyzed regarding with students cognitive level. The subjects were 24 students of 6 groups in a middle school in Korea. Verbal interactions within group discussions during CASE activities were audio-taped, transcribed, and analyzed. Also, classroom observation and interview with students were carried out. The results showed that the student with higher cognitive level tended to be a group leader. They had strong influences on the group discussions in each step of problem solving. Also, the higher cognitive level students were more active in metacognitive discussion and more often used scientific terms. When their group met difficulties in each stage of problem solving, such as perception of problem and designing experiment, the higher cognitive level students suggested some ideas to help their peers and gave them an explanation of how they worked. Low cognitive level students had difficulties in perception and solving the problem as compared with high cognitive students. It was common during activities for the low cognitive level students to fail to identify variables and to distinguish between dependent variables and independent variables. They failed to hold a number of variables at once. However, the metacognitive questions from their peers or teacher were helpful for them to construct the concept of controlling variables. If there is no student who has a high level of thinking in a group, it was necessary to intervene for teacher. A well judged questions from teacher created the cognitive conflict which causes the students to reconstruct their strategy for problem solving and reinforce the control of variables reasoning pattern. From the above results, it is concluded that students' cognitive levels are much related to the verbal interaction patterns. This suggests that teacher should consider individual student's cognitive level in organizing groups and intervene to facilitate the environment for metacognitive interaction.